Category: Curriculum Map

Scientific Equipment

 

Scientific Equipment

All Materials © Cmassengale

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Compound Light Microscope (LM)-used to enlarge an image Graduated Cylinder – used to measure the volume of liquids
Microscope Slide – supports an item being examined under the microscope Image result for cover slip Cover slip – covers specimen on a slide
Beaker, Glass, Cup, Chemistry, Flask, Laboratory Beaker – holds liquids while they are being stirred or heated Test Tube Brush – used to clean test tubes
Image result for evaporating dish Evaporating Dish – used for heating solids Image result for pinch clamps Pinch Clamps – used to control the flow of liquids through tubing
Image result for funnel Funnel – assists in transferring liquids to containers with smaller openings Striker – used to ignite a burner
Test Tubes – holds liquids for observation or testing Safety goggles – protects the eyes from damaging substances
Pipet pump – dispenses known volumes of liquids Eyedropper – used to transfer small amounts of liquids
Image result for forceps Forceps – used to hold or lift specimens Magnifying glass – enlarges the image of an object
Related image Crucible – containers used for “strong” heating Test Tube Rack – holds test tubes during observation or testing
Wash Bottle – used for rinsing solids out of a container Pipet – used for exact measurements of liquids
Image result for spatula drawing Spatula – chemical spoons used to transfer solids from their original container to a scale for weighing Image result for wire gauze Wire Gauze – adds additional support for containers held on tripods or O-rings
Crucible Tongs – used for picking up crucibles & crucible covers only Mortar & Pestle – used to grind solids into powders
Florence Flask – used to store liquids Erlenmeyer Flask -used to store solutions
Dissecting Pan – holds specimen being dissected test tube holder Test Tube Holder – holds test tubes while heating
an electronic balance Electronic Balance – used for weighing substances a proper lab burner flame Bunsen Burner – heat source
Thermometer – used to measure temperature Stopper – used to cap flasks containing liquids
Scalpel – used for cutting specimens being dissected Tubing – hose used for connecting glassware
Image result for petri dish Petri Dish – plate used to culture microorganisms a triple-beam balance Triple Beam Balance – used for weighing substances
O-Ring – used with ring stands to support heated vessels Volumetric Flask – used to mix precise volumes of liquids
Related image Watch Glass – used on top of beakers when heating Desiccators – used to remove moisture from substances
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Second Semester Study Guide Bl

 

Second Semester Review 

 

Are animals autotrophs or heterotrophs? Explain.
What type of symmetry does a sea anemone have?
At which end of an animal is the tail located?
What supportive rod along the back do all chordates have at some time during their life?
How do sponges differ from all other animals?
How does a sponge obtain its food?
What hard, needle like structures are found in the walls of sponges?
Do all animal cells have cell walls? Explain.
In what phylum are squid & octopus found?
Name 4 animals that are classified as cnidarians.
What is the function of collar cells in sponges?
Are animals unicellular or multicellular organisms?
At which end of an animal is the head located?
What kind of symmetry do insects have?
Flatworms use what method to asexually reproduce?
Why do flatworms NOT need circulatory & respiratory systems?
What group of worms has a pseudocoelom?
What is the function of the radula in mollusks?
Which class of mollusks uses “jet propulsion” to move?
Describe torsion in gastropod mollusks.
Give several examples of appendages in arthropods.
Describe the body of all arthropods.
Describe the appendages of all arthropods.
In what group are clamworms found?
Name 3 main classes of mollusks.
What muscles open & close bivalve mollusks?
What makes up the exoskeleton of arthropods?
Name 4 members of the class Crustacea.
What group of animals has 3 body regions & 6 legs?
How do insects benefit agricultural crops?
Name 4 characteristics of all chordates.
In what order are amphibians without tails found?
From what structure in fish did jaws probably arise?
List 4 examples of echinoderms.
What structure in fish filters wastes from blood?
The urinary bladder & kidneys in fish make up what system?
Where are shark eggs fertilized?
What does “Agnatha” mean?
What does “Chondrichthyes” mean?
Describe caecilians.
Name 4 things used by sharks to detect their prey.
What type of symmetry do echinoderms have?
Why do most amphibians have thin, moist skin?
What does “amphibian” mean?
Describe development in placental mammals.
Where is the diaphragm found in mammals?
Name a reptilian characteristic found in birds.
What covers the body of birds?
What covers the body of reptiles?
Describe a reptile’s skin.
Are reptiles ectotherms or endotherms? Explain.
Where are the chorion & amnion found?
How many chambers does a bird’s heart have?
What adaptation of reptiles allowed them to live & reproduce on land?
How many chambers does the heart of most reptiles have?
How many chambers does the heart of mammals have?
Which group of vertebrates has a diaphragm & what is its function?
Are mammals endotherms or ectotherms?
Name 3 groups of ectothermic vertebrates.
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Scientific Laws

 

Scientific Laws, Hypotheses, and Theories

 

 

Scientific Theory versus “Just a theory” Layman’s term:

In layman’s terms, if something is said to be “just a theory,” it usually means that it is a mere guess, or is unproved. It might even lack credibility. But in scientific terms, a theory implies that something has been proven and is generally accepted as being true.

Scientific Meanings:

SCIENTIFIC LAW: This is a statement of fact meant to describe, in concise terms, an action or set of actions. It is generally accepted to be true and universal, and can sometimes be expressed in terms of a single mathematical equation. Scientific laws are similar to mathematical postulates. They don’t really need any complex external proofs; they are accepted at face value based upon the fact that they have always been observed to be true. Specifically, scientific laws must be simple, true, universal, and absolute. They represent the cornerstone of scientific discovery, because if a law ever did not apply, then all science based upon that law would collapse.  Some scientific laws, or laws of nature, include the law of gravity, Newton’s laws of motion, the laws of thermodynamics, Boyle’s law of gases, the law of conservation of mass and energy, and Hook’s law of elasticity.

HYPOTHESIS: This is an educated guess based upon observation. It is a rational explanation of a single event or phenomenon based upon what is observed, but which has not been proved. Most hypotheses can be supported or refuted by experimentation.

THEORY: A theory is more like a scientific law than a hypothesis. A theory is an explanation of a set of related observations or events based upon proven hypotheses and verified multiple times by detached groups of researchers. One scientist cannot create a theory; he can only create a hypothesis. Theories may be expanded or modified with further scientific evidence.

Development of a Simple Theory by the Scientific Method:

  • Start with an observation that evokes a question: Broth spoils when I leave it out for a couple of days. Why?
  • Using logic and previous knowledge, state a possible answer, called a Hypothesis: Tiny organisms floating in the air must fall into the broth and start reproducing.
  • Perform an experiment or Test: After boiling some broth, I divide it into two containers, one covered and one not covered. I place them on the table for two days and see if one spoils. Only the uncovered broth spoiled.
  • Then publish your findings in a peer-reviewed journal. Publication: “Only broth that is exposed to the air after two days tended to spoil. The covered specimen did not.”
  • Other scientists read about your experiment and try to duplicate it. Verification: Every scientist who tries your experiment comes up with the same results. So they try other methods to make sure your experiment was measuring what it was supposed to. Again, they get the same results every time.
  • In time, and if experiments continue to support your hypothesis, it becomes a Theory: Microorganisms from the air cause broth to spoil.

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Scientific Method Notes

 

Scientific Method
All Materials © CmassengaleHow can we determine if something is a fact or an opinion? How can we determine an answer to a problem? The answer is use the scientific method.What is the Scientific Method? It is a series of steps used to help solve a problem.

  • Step 1. Make an Observation. After making an observation of the natural world, define the problem and make sure only one problem is being studied. ALL scientific experimentation starts with observation.
  • Step 2. Research the problem (question). Use all available resources to collect data on the subject being covered. Libraries, Internet, books, magazines, personal interviews, etc.
  • Step 3. Develop a hypothesis (educated guess). Make it a short definitive statement. It may be an “if” then” statement. The “if” part will become the hypothesis and the then part should be the results received at the end of the controlled experiment. Remember your hypothesis can be changed if the results do not support it.
  • Step 4. Develop a controlled experiment. A controlled experiment is an experiment that contains only one experimental variable. An experimental or independent variable is the thing being tested (what the scientist changes). Everything else in the experiment or all other variables must be the same. These variables are also called the controlled variables. Keeping these variables the same allows the experimenter to show that it was the experimental variable that caused the results. The dependent variable is what changes when the independent variable changes – the dependent variable depends on the outcome of the independent variable.  Data should be organized into charts, tables, or graphs.
  • Step 5. Analyze the data and come up with a conclusion. Data may be quantitative (numbers) or qualitative (appearance, properties, etc.).  The conclusion may or may not support the hypothesis. Additional experimentation must then take place to build documentation concerning the problem. If the hypothesis is proven wrong, change the hypothesis, not the data. Scientists must be unbiased.
  • WHAT FOLLOWS: Scientific research must be published, but first it must be reviewed by peers (other scientists) and verified for accuracy.  Research may result in a scientific theory or law.

Example:

Observation: Toaster stops working.
Question/Research: What is wrong with the toaster? (Read toaster Manual.)
Hypotheses: (1) It is unplugged. (2) The unit is burned out.
Experiments:  (1) Check the plug. (2) Take the toaster apart and look at the heating wires.
Results & Conclusion: If it was unplugged the first hypothesis is supported, if the wires inside are broken, then the second hypothesis is supported.

 

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Seed Germination & Detergents

 

Detergent & Seed Germination

Introduction:

Seeds come in different sizes, shapes, and colors. Some are edible and some are not. Some seeds germinate readily while others need specific conditions to be met before they will germinate. Within every seed lives a tiny plant or embryo.The outer covering of a seed is called the seed coat. Seed coasts help protect the embryo from injury and also from drying out. Seed coats can be quite thin and soft as in beans or very thick and hard as in locust or coconut seeds. Endosperm, which is a temporary food supply, is packed around the embryo in the form of special leaves called cotyledons or seed leaves. These generally are the first parts visible when the seed germinates. Plants are classified based upon the number of seed leaves (cotyledons) in the seed. Plants such as grasses and grass relatives can be monocots, containing one cotyledon. Dicots are plants that have two cotyledons.

 Seeds remain dormant or inactive until conditions are right for germination. All seeds need water, oxygen, and proper temperature in order to germinate. Some seeds require proper light also. Some germinate better in full light while other require darkness to germinate.When a seed is exposed to the proper conditions, water and oxygen are taken in through the seed coat. The embryo’s cells start to enlarge and the seed coat breaks open and root or radicle emerges first, followed by the shoot or plumule which contains the leaves and stem.

Many factors contribute to poor germination. Over-watering results in a lack of proper oxygen levels. Planting seeds to too deep results in the seed using up all of its stored energy before reaching the soil surface, and dry conditions result in the lack of sufficient moisture to start and sustain the germination process.

Objective:

The students will be able to describe how some environmental factors affect seed germination.

Materials:

Masking tape, Scissors, 3 ziplock bags, Marker, Forceps, Paper Towels, Metric Ruler, 3 colored pencils, 25 seeds, distilled water, 50 ml graduated, 1% detergent solution, 10% detergent solution, graph paper

Procedure:

  1. Label the 3 zip lock bags: Control, 1% Solution and, 10% Solution.
  2. Cut 6 square pieces of paper toweling to fit each bag.
  3. Place 2 squares in each bag.
  4. Distribute 6 seeds on each side of the paper towel between the plastic and towel.
  5. In the control bag add 25 ml of distilled water completely moistening the paper towel.
  6. In the 1% solution bag add 25 ml of 1% detergent solution making sure to completely moisten the towel.
  7. Do the same to the 10% solution bag by adding 25 ml of 10% detergent solution.
  8. Make sure all bags are sealed tightly.
  9. Place the bags in a dark warm place designated by the instructor.
  10. Write a hypothesis predicting the results of the experiment.
  11. Examine the bags daily for 5 days. Record any changes that might have occurred. If the roots is visible the seed is considered germinated.
  12. Record your date in the table below.
  13. Do not allow your towels to dry out. Moisten each bag with the appropriate solutions in equal amounts.
  14. Measure the root growth of each seed daily from the time it appeared.
  15. Graph the data from the table using the colored pencils to represent each of the zip lock bags.

Number of Seeds Germinated

 

Day Control 1% Detergent Solution 10% Detergent Solution
1
2
3
4
5

 

Average Growth of Germinating Seeds(mm)

Day Control 1% Detergent Solution 10% Detergent Solution
1
2
3
4
5

Graph Title: ________________________________________

Analysis:

1. How many of the seeds germinated after 5 days in distilled water? ________. In 1% solution? _______ in 10% solution? ________.

2. Was there a difference in the number of seeds germinated?

3. In which of the three bags did seeds germinate faster?

4. What was the purpose of the control?

5. Did the detergent strength have an effect on the seed’s germination? If so What was it?

6. Was your hypothesis correct? Why or why not?

7. If it was not, what will you do now?