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1. Ap Biology Lab Manual Lab 1110
2. Ap Biology Lab Manual Answers
3. Ap Biology Lab Manual Lab 111 3
4. Biology Lab Manual
5. Ap Biology Lab Manual Lab 111 Exam
6. Ap Biology Lab Manual Answers

Lab Objectives

At the conclusion of the lab, the student should be able to:

AP Biology Lab Manual for Teachers — Supplement Technology Integration Use of gas pressure probeware provides a different means of running Lab 2 (a) more rapidly, (b) without the necessity of using caustic sulfuric acid or messy permanganate stain and (c). AP Biology Lab Manual for Teachers — Supplement Lab 1: Diffusion and Osmosis Overview The information will assist teachers with aspects of Lab 1 that are not necessarily addressed in the Lab Manual. These suggestions are provided to enhance the students’ overall lab experience as well as their conceptual understanding. Ap Biology Lab Manual Pdf; Completing the Research Notebook for AP Biology Lab #11.Animal Behavior Resource: Lab Eleven, Animal Behavior Page 125 in the AP Biology Lab Manual Part 1: Title Develop a title in the form of a question after completing the pre-lab.

• describe the advantages of the metric system
• convert units from base units of length, mass and volume
• make predictions about the best units to use for various examples (for example, to measure a cell’s length would the student use meters or micrometers?)
• record the measurement (either length, weight, or volume) of an item

Things you should be able to explain to someone else after this lab:

• Celcius
• Volume
• Mass
• Meter
• Gram
• Length
• Area
• Temperature
• Liter

Slideshow

Introduction

Measurements in science use metric units. The metric system was developed in France in 1791 so that scientists had a common unit for research comparisons. In 1960 the metric system became the basis for the International System of Units (SI units). The basic units of these measurements for the metric system are listed in the chart below.

Larger or smaller units are created by adding prefixes to the terms above. The metric system is based on units of 10, so conversions from one unit to another are relatively easy and can be completed by moving a decimal point either adding or subtracting zeros.

The chart on the previous page had some common metric prefixes from smallest to largest. Remember that the base unit, like a gram or a meter, is the same as 10⁰ or 1.

Now it’s time to practice!

Make the following metric conversions:

1. 1 meter = __________ centimeters = __________ millimeters
2. 56.2 millimeters = __________ meters = __________ centimeters
3. 13 kilometers = __________ meters = __________ decimeters
4. 16 ml = __________ µl 2. 7 g = __________ mg
5. 9 µl = __________ L 4. 2.3 µl = __________ mL
6. 32 mm = __________ nm 6. 19 m = __________ km
7. 28 m = __________ km 8. 400 ml = __________ L
8. 2 kg = __________ mg 10. 82 cm = __________ km

Part 1: Length and Area

Length is measured with a metric ruler, a meter stick, or a measuring tape. The basic unit of length is meters. Examine intervals marked on the metric rulers. You should see centimeter and millimeter divisions. Use a ruler to make the following measurements making sure to include units.

1. Length of the book __________.
2. Width of the book __________.
3. Area of the book __________.
   (Area = length × width)
4. Diameter of a penny __________.
5. Measurement of object of your choice __________.

Lab Question

What are some potential sources of error in your measurements?

Part 2: Volume

Volume is the space occupied by an object. Units of volume are cubed (i.e. three dimensional) units of length. The liter (L) is the basic metric unit of volume.

1. Measure and pour 50 mL water into a 100 mL graduated cylinder. Notice how the water is curved. This is called the meniscus and is due to surface tension and adhesion of water molecules to the sides of the cylinder. When measuring liquids in a cylinder always get eye level with the meniscus and read the volume at the lowest level of the curve.
2. Fill a glass test tube with water. Use your graduated cylinders to measure the volume of the test tube in milliliters: __________.
3. Convert this volume to liters: __________.

Lab Question

What are some potential sources of error in your measurements?

Part 3: Micropipetting

Micropipettes are used to measure the volume of extremely small amounts of liquids. They are commonly used by researchers, hospital lab technicians, and by scientists in the food and drug industries. Micropipettes measure microliters (μl).

1. How many microliters are there in a milliliter?
2. How many milliliters are in a liter?
3. Therefore, there are __________ microliters are in a liter.

Ap Biology Lab Manual Lab 1110

Micropipettors come in many sizes. For example, a p200 micropippettor can pipette up to 200 μl while a p1000 can pipette up to 1000 μl, or 1 ml, of liquid. Observe the micropettors available. Note that they are adjustable.

Practice micropipetting by following the instructions below. Your instructor will also demonstrate how to use the Pipetman.

Using a p20 Pipetman:

1. Set the micropipette for 15 μl by turning the dial.
2. Put a tip on the micropipette by firmly pressing the micropipette down into one of the tips and then twisting slightly. Usually the tips need to remain sterile, so tips are never to be picked up and put on the micropipette.
3. Hold the micropipette in the palm of your hand with your thumb on the white, round knob.
4. Push the knob down to the “first stop.” (You will notice that you can push down farther but it is much more difficult. This is the “second stop.”)
5. While holding the white knob down, put the tip of the micropipette into the sample and slowly release the knob. You will see the sample come up into the tip.
6. To dispense the sample, move the micropipette tip to a piece of parafilm and push the knob to the first stop and then to the second stop to expel the remaining liquid. Almost all of the sample should be released onto the parafilm. Note how small the 15 μl volume is!
7. You can now expel the tip into the waste by pressing the smaller white button. This is similar to the eject button on a hand-held mixer.

Lab Question

What are some potential sources of error in your measurements?

Ap Biology Lab Manual Answers

Part 4: Mass

The gram is the basic metric unit of mass. Use the electronic balance to measure the following items. Make sure that first you tare (set to zero) the balance. If you have a weigh boat, you must tare the balance with the weigh boat in place.

Ap Biology Lab Manual Lab 111 3

1. Rock __________
2. Penny __________
3. Paperclip __________
4. Convert your paperclip mass to mg __________

Lab Question

What are some potential sources of error in your measurements?

Part 5: Temperature

Scientists measure temperature in degrees Celsius (C). Here are some typical temperatures:

• 25ºC room temperature
• 37ºC human body temperature
• 75ºC hot coffee

Measure the following temperatures with the thermometers provided and feel with your fingers so that you have an idea of what that temperature feels like!

1. Room temperature __________
2. Hot bath __________
3. Inside refrigerator __________
4. Inside freezer __________

Lab Question

What are some potential sources of error in your measurements?

Biology Lab Manual

Introduction:
Cellular respiration is the release of energy from organic compounds by metabolic chemical oxidation in the mitochondria within a cell. There are a number of physical laws that relate to gases and are important in the understanding of how the equipment in this lab works. These are summarized as general gas laws that state: PV=nRT where: P stands for pressure of the gas, V stands for the volume of the gas, n stands for the number of molecules of gas there are, R stands for the gas constant, and T stands for the temperature of the gas. A respirometer is the system used to measure cellular respiration. Pressure changes in the respirometer are directly relative to a change in the amount of gas there is in the respirometer as long as the volume and the temperature of the respirometer do not change. To judge the consumption of oxygen in two different respirometers you must reach equilibrium in both respirometers.

Cellular respiration is the procedure of changing the chemical energy of organic molecules into a type that can be used by organisms. Glucose may be oxidized completely if an adequate amount of oxygen is present. The equation for cellular respiration is C6H12O6 + 6O2 à 6CO2 + 6H2O + energy. Carbon dioxide is formed as oxygen is used. The pressure due to CO2 might cancel out any changes due to the consumption of oxygen. To get rid of this problem, a chemical will be added that will selectively take out the carbon dioxide put off. Potassium hydroxide will chemically react with the carbon dioxide by this equation: CO2 + K2CO3 + H2O.

Hypothesis:
The rate of cellular respiration will be higher in germinating peas in cold and room temperature water baths than in that of the beads or non-germinating peas. The cooler temperature in the cold water baths should slow the process of cellular respiration in the peas.

Ap Biology Lab Manual Lab 111 Exam

Materials:
The materials used in this lab were the following: a water bath, a graduated cylinder, a thermometer, tape, metal washers, beads, germinating peas, non-germinating peas, beads, beakers, another graduated cylinder, ice, paper, and a pencil are needed for this lab.

Methods:
Obtain a room temperature water bath and a 10-degree Celsius water bath. Add ice to room temperature water and watch the thermometer until the temperature has reached 10-degrees Celsius. For respirometer one, obtain a graduated cylinder and fill it with 50mL of water. Drop in 25 germinating peas and determine the water displacement. Record the volume, remove the peas and place them on a paper towel. For respirometer two, obtain the same graduated cylinder, filled again with 50mL of water. Drop twenty-five of the non-germinating peas in the water and continue adding beads to the water until the same water displacement for the non-germinating peas equals the first result. Remove the contents, and drain the water leaving the peas and beads to dry on a paper towel. For respirometer three, fill the 100mL graduated cylinder with 50mL of water and obtain the first water displacement value by adding just beads to the water in the cylinder. Take out the beads, allow the water to drain, and repeat this same procedure for respirometers 4, 5, and 6, which will be placed in the cooler water. For assembly of the respirometers, obtain 6 vials, each with a stopper and a pipette. Place a small wad of absorbent cotton in the bottom of each vial and using a dropper, saturate the cotton with 15% KOH solution. Make sure the vials are dry on the inside. Do not get KOH on the sides of the respirometer. Place a small wad of non-absorbent cotton on top of the KOH saturated cotton, making sure the same amount is used for each respirometer. Place the first set of peas in their respective vials. Do the same for the second set of peas. Insert the stopper with the calibrated pipette. Place a weighted collar on the end of each vial. Make a sling of masking tape attached to each side of the water baths to hold the pipettes out of the water during the equilibration period of seven minutes. Vials 1, 2, and 3, should rest in the room temperature water while 4, 5, and 6, should rest in the 10-degree Celsius water bath. After seven minutes of equilibration, immerse all 6 respirometers entirely in their designated water baths. Water enters the pipette for a short distance and stops. If the water continues to move into a pipette, check for leaks. Working quickly, arrange the pipettes so the can be read through the water at the beginning of the experiment. These should not be shifted during the experiment. Keep hands out of the water bath after the experiment has started. Make sure a constant temperature is maintained. Allow respirometers to equilibrate three more minutes, record the initial position of the water in each pipette to the nearest .01mL. Check the temperature in both water baths and record in table 5.1. Check and record every five minutes for twenty minutes by repeating the procedure for that task.

Data:

Table 5.1

Ap Biology Lab Manual Answers

Graph 5.1

Table 5.2

Graph 5.2

Questions:
In this activity, you are investigating both the effects of germination versus non-germination and warm temperature versus cold temperature on respiration rate. Identify the hypothesis being tested on this activity. The hypothesis of this experiment was: The rate of cellular respiration will be higher in germinating peas in cold and room temperature water baths than in that of the beads or non-germinating peas. The cooler temperature in the cold water baths should slow the process of cellular respiration in the peas.

This activity uses a number of controls. Identify at least three of the controls, and describe the purpose of each. First of all, the water baths held a constant temperature. Secondly, the volume of KOH was constant from vial to vial. Lastly, the equilibration period was identical for all the respirometers.

Describe and explain the relationship between the amount of oxygen consumed and time. The amount of oxygen that was consumed was the greatest in the warmer water. The oxygen consumption increased over time in the germinating peas.

Why is it necessary to correct the readings from the peas with the readings from the beads? This is necessary to show the actual rate at which cellular respiration occurs in peas. The beads served as a control variable.

Explain the effects of germination versus non-germination on peas seed respiration. The germinating seeds are alive and growing, therefore respirate to grow.

Explain the results shown in the sample graph in your lab manual. As the temperature increased, the enzymes denatured so germination was inhibited.

What is the purpose of KOH in this experiment? The KOH drops absorbed the carbon dioxide so that it would not cause the put off of that gas to make the readings equilibrate.

Why did the vial have to be completely sealed under the stopper? The stopper at the top of the vial had to be completely sealed so that no gas could leak out of the vial and no water would be allowed into the vial.

If you used the same experimental design to compare the rates of respiration of a 35g mammal at 100 degrees Celsius, what results would you expect? Explain your reasoning. Respiration would be higher in the mammal since they are warm-blooded.

If respiration in a small mammal were studied at both room temperature, 21-degrees Celsius and 10-degrees Celsius, what results would you predict? Explain your reasoning. Respiration would be higher at 21 degrees because the animal would have to keep its body temperature up. The results would multiply at 10-degrees because the mammal would have to keep its body that much warmer in comparison to the room temperature.

Explain why water moved into the respirometer pipettes. While the peas underwent cellular respiration, they consumed oxygen and released carbon dioxide which reacted with the KOH in the vial, resulting in a decrease of gas in the pipette. The water moved into the pipette because the vial and pipette were completely submerged into the bath.

Design an experiment to examine the rates of cellular respiration in peas that have been germinating for 0, 24, 48, and 72, hours. What results would you expect? Why? A person could set up four respirometers which have one of the following: Seeds that have not begun to germinate, seeds germinating for one day, seeds germinating for two days and seeds germinating for three days. The results would probably be that there would be no oxygen used by the seeds that have not germinated yet. The seeds that have been germinating for three days will have the greatest amount of oxygen consumption.

Error Analysis:
Error in this lab could have occurred if the seals on the vials weren’t tight and there was a leak of water into the vials. Another source of error could have been if the KOH had touched the sides of the vial. Also, the absorbent cotton balls that were used for the KOH could have been too saturated. Another source of error could be at the temperature of the water baths. If a close eye wasn’t kept on the temperature, the ten degree Celsius would have fallen in degrees.

Conclusion:
Oxygen consumption in respirometers with germinating peas is greater than in the respirometers with non-germinating peas. Respiration was affected by the temperature of the water bath as well. Respiration occurs faster in the warmer water baths.