My Classroom Material 78 - BIOLOGY JUNCTION

Spongebob Safety Rules

Sponge Bob Safety Rules
T. Trimpe 2003

The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and number and underline each one. How many can you find? On the back of your sheet, write the number and the CORRECT safety procedure that should have been used.

SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book. SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table.

SpongeBob lit the Bunsen burner, then reached across the flame to get a test tube from Gary . In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary . SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit of the substance.

They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment. Patrick didn’t want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn’t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire.

Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class.

CLICK HERE FOR NOTEBOOK COPY

Sponges & Cnidarian

Sponges, Cnidarians, & Ctenophores

Phylum Porifera
Characteristics

Includes marine & freshwater sponges
Found in the kingdom Animalia & subkingdom Parazoa
Sessile as adults
Simplest of all animals

Contain specialized cells, but no tissue
Asymmetrical
Bodies filled with holes or pores for water circulation
Marine sponges are larger & more colorful than freshwater sponges
Range in size from 2 centimeters to 2 meters
Osculum is single, large body opening at the top for water & wastes to leave
Spongocoel is the body cavity of sponges
Have only 2 cell layers (ectoderm & endoderm) separated by jellylike material
Flagellated cells called choanocytes or collar cells line their internal body cavity
Flagella of choanocytes beat & pull in water containing food which the collar traps

Spongin is a network of flexible, protein fibers making up the sponge’s skeleton
Spicules are tiny, hard particles shaped like spikes or stars in the skeleton of some sponges
Spicules are made of calcium carbonate or silica

Feeding

Sponges are filter feeders that remove plankton (food) from the water that is brought in through pores lined with collar cells
Flagella pull in bacteria, protozoans, & algae that sticks to collar of choanocytes where it is digested
Amebocytes are specialized cells in sponges that can roam to pick up food from choanocytes & distribute it to all other parts of the sponge
Amebocytes also transport carbon dioxide & wastes away from sponge cells
Excess water & food leaves through the excurrent osculum

Reproduction

Sponges can reproduce asexually by external buds that break off & form new sponges or stay attached to form sponge colonies
Gemmules are specialized, internal buds formed by sponges during cold or dry weather that can survive harsh conditions
Gemmules consist of a food-filled ball of amebocytes surrounded by a protective coat with spicules & released when adult sponge dies
Gemmules break open when conditions improve & the cells form new sponges

Sponge can also asexually regenerate missing parts or a new sponge from a small piece of sponge
Sponges are hermaphrodites (produce both eggs & sperm), but they exchange sperm & cross-fertilize eggs during sexual reproduction
Planula is the flagellated, free-swimming larva that forms from the zygote
Planula larva eventually settles to the bottom & attaches to develop into an adult, sessile sponge

Classes of Sponges

Calcarea are chalky sponges with calcium carbonate spicules
Hexactinella includes glass sponges & the Venus flower basket with silica spicules
Demospongiae include horny & bath sponges with only spongin or spongin & silica spicules
Sclerospongiae are coral sponges & have spongin & silica and calcium carbonate spicules

Phylum Cnidaria
Characteristics

Includes marine organisms such as jelllyfish, Portuguese man-of-war, coral, sea anemone, & sea fans
Hydra is a freshwater cnidarian

All carnivorous
Have 2 cell layers (epidermis -outer & gastrodermis-inner) with a hollow body called gastrovascular cavity
Contain a jelly-like layer between epidermis 7 gastrodermis called mesoglea
Single opening (mouth/anus) to gastrovascular cavity where food & water enter & wastes leave; called two-way digestive system
Have tentacles around mouth to pull in water & capture food

Have a simple nerve net with to help with movement & senses
Sessile members include corals, sea anemones, & sea fans
Have radial symmetry as adults

Contain stinging cells called cnidocytes in their tentacles that contain coiled stingers called nematocysts that can shoot out & paralyze prey

Body Forms

Have 2 basic body forms —polyp & medusa

MEDUSA

POLYP

Polyp forms are usually sessile with upright tentacles arranged around the mouth at the top and with a thin layer of mesoglea
Polyps are the asexual stage
Corals, hydra, & sea anemones exist in the polyp form as adults

CORAL POLYPS

Medusa forms are usually free-swimming, bell-shaped animals with tentacles that hang down around the mouth and with a thick layer of mesoglea for support
Medusa are the sexual stage
Jellyfish & Portuguese man-of-war are medusa form as adults
Some cnidarians are dimorphic or go through both polyp & medusa stages in their life cycle

Life cycle of a jellyfish
JELLYFISH LIFE CYCLE

Some are solitary (Hydra) others are colonial (corals)
Three classes include Hydrozoa (hydra), Scyphozoa (jellyfish), & Anthozoa (sea anemones & corals)

Hydrozoa

Includes freshwater, sessile hydra (exists only as polyps)
Portuguese man-of-war (exists as colony of polyps & medusa)
Group of cells called basal disk produces sticky secretion for attachment & can secrete gas bubbles to unattach & let hydra float
Hydra also move by somersaulting (tentacles bend over to bottom as basal disk pulls free)
Tentacles pull food into gastrovascular cavity where enzymes digest it
Reproduce asexually by budding during warm weather & sexually in the fall
Hermaphrodites that release sperm into water to fertilize eggs of another hydra

HYDRA

Scyphozoa

Includes bell-shaped jellyfish
Medusa stage is dominant in the life cycle
Tentacles may be meters in length & carry poisons that cause severe pain or death
Have both asexual polyps & sexual medusa stages in their life cycles
Adult medusa stage releases eggs & sperm into water
Fertilization produces ciliated planula larva that settles to the bottom, attaches, & forms tentacles
New medusa bud off of reproductive polyps & form adult jellyfish

JELLYFISH

Anthozoa

Include corals in a limestone case & sea anemones
Called “flower animals”
All marine
Sea anemone is a sessile, polyp-form that uses its tentacles to paralyze fish
Some anemones in the Pacific Ocean live symbiotically with the clownfish sharing food & protecting each other

#22A

Corals are small, colonial polyps living in limestone cases
Coral reefs form as polyps die & provide a home and protection for other marine animals
Reefs form in warm, shallow water & only the top layer has living polyps
Algae may live symbiotically with coral supplying them with oxygen

Phylum Ctenophora

Characteristics

All marine
Includes comb jellies

Have eight rows of fused cilia called “comb rows”
Largest animal to move by cilia
Move by beating cilia
Lack cnidocytes but have cells sticky cells called colloblasts that bind to prey
Colloblasts located on two ribbon-like tentacles
Have sensory structure called apical organ to detect direction in the water
Most are hermaphrodites (make eggs & sperm)
Produce light by bioluminescence

BACK

Rubric Chimpanzee Webquest

Chimpanzee Webquest

Group # _____ Students:
Oral Presentation Rubric	Possible Points	Self-Assessment	Teacher Assessment
Complete Venn diagram with unique adaptations listed at bottom.	25
PowerPoint Presentation well-designed and with 15 slides	25
Presentation was well planned and coherent. (Evidence of rehearsal)	10
Poster board (helpful, neat)	10
Teamwork: Every member of group played a role	10
Presentation shows evidence of research on Chimpanzees (good understanding of similarities and differences)	10
Communication Skills (eye contact, posture, clear voice, appropriate volume, transitions between speakers smooth, and all members presented)	10
Total Possible Points	100

Scientific Method activity

Scientific Method “I’m All Thumbs”Introduction:
What makes a “Class Champion” thumb wrestler? Does thumb diameter, length, or wrist diameter have an effect on the overall chances of winning a thumb wrestling match? In this investigation we will develop a hypothesis based on physical data collected from our classmates. We will then test this hypothesis by conducting a thumb wrestling tournament to determine an overall “Class Champion”.

Materials:
Metric ruler, metric tape measure (see bottom of lab), scissors, string, calculator

Objectives:

Students will take and record accurate measurements of their wrist, and their thumb’s circumference and length.
Students will analyze the data collected and determine if their hypothesis is correct.
Correctly line graph the collected data.
Learn the rules of thumb wrestling.
Conduct a thumb wrestling tournament.

Procedures:

Choose a partner and perform the following measurements using the metric tape measure found at the bottom of this lab. Then have your partner perform them on you.
Measure the circumference of the thumb, in centimeters, at its widest point. Record this data on the following line ___________cm. and on the table on the chalk board.
Measure the length of the thumb, using the metric ruler in centimeters, from its tip to the end of its second joint. Record this data on the following line ___________cm. and on the table on the chalk board.
Measure the circumference of the wrist over the ulnar knob, in centimeters, and record this data on the following line ____________ and on the table on the chalk board.
Copy the data, on the board, on to the table in the results section of the lab.
The class will form and record a hypothesis based on the collected data.
The Hypothesis:
______________________________________________________________

______________________________________________________________

Rules of thumb wrestling: Two players grasp hands shown in the illustration; they touch thumbs to the opposite sides of the other person’s hand three times, then come out wrestling. The object, of course, is to hold the other person’s thumb down, for a count of three, using only your thumb.

Boys will wrestle boys and girls will wrestle girls.
A tournament schedule will be set up to match opponents.
After the completion, a champion will be declared in both categories, (male and female).

Results:
Complete the following data table:

Student Name	Gender (M / F)	Thumb Circumference in cm	Thumb Length in cm	Wrist circumference in cm	Record ( won/ lost) Optional
1.aaaaaaaaaaaaaaaaa	M / F
2.aaaaaaaaaaaaaaaa	M / F
3.aaaaaaaaaaaaaaaa	M / F
4.aaaaaaaaaaaaaaaa	M / F
5.aaaaaaaaaaaaaaaa	M / F
6.aaaaaaaaaaaaaaaa	M / F
7.aaaaaaaaaaaaaaaa	M / F
8.aaaaaaaaaaaaaaaa	M / F
9.aaaaaaaaaaaaaaaa	M / F
10.aaaaaaaaaaaaaaaa	M / F
11.aaaaaaaaaaaaaaaa	M / F
12.aaaaaaaaaaaaaaaa	M / F
13.aaaaaaaaaaaaaaaa	M / F
14.aaaaaaaaaaaaaaaa	M / F
15.aaaaaaaaaaaaaaaa	M / F
16.aaaaaaaaaaaaaaaa	M / F
17.aaaaaaaaaaaaaaaa	M / F
18.aaaaaaaaaaaaaaaa	M / F
19.aaaaaaaaaaaaaaaa	M / F
20.aaaaaaaaaaaaaaaa	M / F
21.aaaaaaaaaaaaaaaa	M / F
22.aaaaaaaaaaaaaaaa	M / F
23.aaaaaaaaaaaaaaaa	M / F
24.aaaaaaaaaaaaaaaa	M / F

Graph Title: ____________________________________________________________

Analysis and Conclusion :

1. Restate your hypothesis: __________________________________________________

2. Which students won? (male) __________________________ and (female)_____________________

3. What were their measurements:

male: thumb circumference: ____________, thumb length ______________, and wrist circumference ______________;

female: thumb circumference:__________, thumb length _________, and wrist circumference ______________.

4. What was the mean thumb circumference of the class? _____________cm

5. What was the mean wrist circumference of the class? ______________cm

6. Did all those with larger measurements win their matches? ____________.

7. Was you hypothesis correct? ______________.

8. If not, explain what was different.

_____________________________________________________

9. What is the independent variable? _____________________________________

10. What is the dependent variable? ______________________________________

11. List the controlled variables in this experiment.

__________________________________________________

11. Would this be considered a controlled experiment? ____________.

12. Explain your answer.

_____________________________________________________

Here is a sample tournament grid : Cut and turn sideways.

_______________________________________________________________________

_______________________________________________________________________

Cut and use.

________________________________________________________________________

BACK

Safety Guidelines

Safety goggles/glasses & aprons must be worn at all times in the laboratory.
Tie back long hair & secure lose clothing.
No horseplay is allowed in the lab.
No food or drink is allowed in the laboratory.
Practice good “housekeeping” techniques. Return items to proper places in good condition. Avoid cluttering your work area.
Never use chemicals from unlabeled containers. Check each label before dispensing a chemical, & do not return a chemical to a bottle without the teacher’s permission.
Unless told otherwise, treat all chemicals as poisonous or corrosive. Wash hands immediately with plenty of water if chemical gets on them and always wash your hands before leaving lab.
No unauthorized lab work may be done, & a teacher must be present to do lab work.
Read & study each lab assignment before coming to lab. Pay attention to safety notes in the lab manual and from the instructor. Some common lab concerns:
* Never pipette by mouth
* Never use chipped or cracked glassware
* Do not heat a closed system
* Do not point heated containers at yourself or another person
* Use a fume hood for noxious fumes
* Place heated glass on wire gauze until cool
* Do not use flammable material near open flame
* Wear gloves when dispensing irritating chemicals
* Dilute concentrated acids by adding acid to water
* Turn off burners and water faucets when not in use & before leaving lab
* Only heat glassware marked Kimex or Pyrex
* Use glycerin and a twisting motion to insert glass tubing into stoppers
* Use tongs, test tube holders, or heat-resistant gloves to handle hot glassware
* Use pins to secure dissecting organisms to the dissecting tray before cutting with a scalpel
* Wash hands before and after dissecting and keep hands away from your face
Report all accidents immediately to the teacher.
Know the location and proper use of all safety equipment in the lab.
Know where all exits are from the lab.

PRINT SAFETY RULES & LAB CONTRACT

HOME

PRINT SAFETY WORKSHEET