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thesis entitled
EVALUATION OF A TIME
SAVING TEAM LABORATORY
REPORT ASSESSMENT
presented by

Heidi Elizabeth Krusenklaus

has been accepted towards fulfillment
of the requirements for

Master degnmin Biological Sciences

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EVALUATION OF A TIME SAVING TEAM LABORATORY REPORT
ASSESSMENT

By

Heidi Elizabeth Krusenklaus

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Division of Science and Mathematics Education

1997

 

T_'—-I '— i-

 

 

 

 

 

 

 

ABSTRACT

EVALUATION OF A TIME SAVING TEAM LABORATORY REPORT
ASSESSMENT

By
Heidi Elizabeth Krusenklaus

The intent of this study was to design new and adapt existing
laboratory exercises from the BiologicaLSLienLelntetacfionsof.
Wandldeas textbook. The second part of this study was
to analyze a time saving assessment tool for student scientific
laboratory reports to verify that it was a fair assessment and that it
reflects a valid representation of student efforts.

During the 1996-1997 school year a co-worker and I
incorporated the new laboratory exercises described in this thesis.
All advanced biology students were surveyed and my students were
used in the evaluation of the laboratory report assessment by
collecting and grading every student’s report and comparing their
score to that of the report collected for the team grade.

Survey and statistical analyses showed that the laboratory

report assessment was valid and fair.

This thesis is dedicated to my parents and my husband, Jeff, for their
support throughout this project.

iii

 

 

ACKNOWLEDGMENTS

This study would not have been possible without the data
collected from all of my students. A special thanks to Dan Rasp and
Derek Miller for creating a photographic log of the laboratory
exercises. My co-worker, Kathy Beason, for trying the new creations
from this thesis and providing her input and support.

Thanks to my parents and my husband for giving me the
support needed to travel to another state to complete this master’s
program.

Thank you to Dr. Howard Hagerman for editing this thesis and
Dr. Ken Nadler for helping me create new laboratory protocols for my
advanced biology curriculum. A very special thanks to Dr. Merle
Heidemann. Your time and feedback in the past three years has
been greatly appreciated. You are a true role model for me. I do not

know how you do it!

iv

 

TABLE OF CONTENTS

LIST 03 TABLES ....................................................................................................... ix
LIST ()3 FIGURES ..................................................................................................... x
INTRODUCTION
Rationale .................................................................................................................. 1
Background on Developing and Adapting laboratory Exercises ................. 1
Background on The Need for Group learning ................................................. 3
School Profile ......................................................................................................... 7
METHODS AND MATERIALS
Class Demographics ............................................................................................... 10
Background on the Use of the Laboratory Exercises and
Assessment Tool ...................................................................................................... 10
Introduction Unit in Advanced Biology ............................................................ 11
laboratory Exercise 1-1: Yeast and A Relationship Between
Food and Energy ..................................................................................................... 13
laboratory Exercise 1-2: The Relationship Between Different Food
Sources and Energy ............................................................................................... 14
Laboratory Exercise 1-3: Relationship Between Temperature
and Yeast Fermentation ........................................................................................ 14
Quiz on First Three Fermentation Laboratory Exercises ................................ 15
laboratory Exercise 2-1: Measuring Rates of Respiration
in Peas and Corn .................................................................................................... 16
Laboratory Exercise 2-2: Measuring Rates of Respiration in
Crickets .................................................................................................................... 16
Quiz over Respiration laboratory Exercises .................................................... 17
Laboratory Exercise 1-4: Enzyme Specificity and Digestion Disorders ...... 17
laboratory Exercise 4-4: The Effects of Light on the Growth
of Three Different Plant Species ........................................................................ 18
Laboratory Exercise 41: Comparison of Two Seed Viability Tests ................ 21
laboratory Exercise - Meiosis with Insect Chromosomes .............................. 21
A Need for A Time Saving Tool ............................................................................ 22
Explanation of the laboratory Report Time Saving Assessment ................. 22
Procedure Used to Evaluate Laboratory Report Assessment .......................... 25
Procedure Used to Organize Groups .................................................................... 27
Changes in Team Building and Team Evaluations for 1996-1997 ................. 27
1) and 2) Changes in Possible Points For laboratory
Reports and Extra Credit ........................................................................... 28
3) Team Building Activities ...................................................................... Z9
4) Closing Team Feedback Sessions ......................................................... 29
5) Team Evaluations During laboratory Exercises .............................. 29
6) Student Self Evaluations ...................................................................... 3O
7) Portfolios ................................................................................................ 30

V

 

Additional Time Saving Tools ............................................................................... 31

RESULTS
Analysis of Collection One Laboratory Report Per Team ............................... 33
Analysis of Third Hour laboratory Exercise 1-4 ............................................. 33
Analysis of Fourth Hour Laboratory Exercise 1-4 ............................... 35
Analysis of Third Hour laboratory Exercise 4-4 ................................. 37
Analysis of Fourth Hour laboratory Exercise 44 ............................... 39
Analysis of Third Hour laboratory Exercise 41 ................................. 41
Analysis of Fourth Hour Laboratory Exercise 41 ............................... 41
Comparisons Between Student laboratory Report Scores and
Quiz Scores ............................................................................................................... 44
Student Self Evaluations ....................................................................................... 50
Team Evaluations ................................................................................................... 51
Analysis of Student Surveys ................................................................................ 54
Grade Level ................................................................................................. 54
Teachers ...................................................................................................... 54
Grades Earned ............................................................................................. 55
Question 1: I understood the Initial and Final Evaluation
procedures .................................................................................................. 56
Question 2: I accurately evaluated each laboratory for
each member of my team during the Initial Evaluation ................... 57
Question 3: I accurately evaluated each laboratory for
each member of my team during the Final Evaluation ...................... 57
Question 4: Peer pressure is a factor when circling
“done” or “not done” on laboratory reports ........................................ 58

Question 5: Did you ever circle “done” on a laboratory
report that was not done? (Either in Initial or Final

Evaluations .................................................................................................. 60
Question 6: I made corrections that my team told me to

make on my laboratory reports .............................................................. 61
Question 7: It is fair that everyone on the team gets the

same grade on laboratory reports .......................................................... 63
Question 8: Having the opportunity to correct mistakes on
laboratory reports improved my grade ................................................. 65
Question 9: It was easy to get along with team members

for a nine week period ............................................................................. 65
Question 10 In general, working on teams to complete

laboratory reports is helpful .................................................................. 65
Question 11: In general, working alone on the laboratory

reports would be better than teams ....................................................... 65

Question 12: I prepared for laboratory exercises before
starting the laboratory procedure by reading background
material, asking questions, and completely pre-laboratory

activities ...................................................................................................... 67
Question 13: I helped set up labs, record results, measure
data and clean up ....................................................................................... 67
Question 14: Did you write up each laboratory report once
or more than once ..................................................................................... 69
Question 15: How do you best learn a concept in science? ................. 69
Assessment Tool Evaluation Summary ............................................................... 70
CONCLUSION AND SUMMARY
Reaction to New laboratory Exercises ............................................................... 71

vi

Future Directions ................................................................................................... 71

Reaction to the Laboratory Report Assessment ............................................... 73
Changes to Improve the laboratory Report Assessment ............................... 75
How This Study is Affecting Other Classes ........................................................ 78
APPENDICES
Appendix A
Outline of Units .......................................................................................... 79
Appendix B
Steps Used in Every lab ............................................................................ 81
Quiz 1- Science Methods ............................................................................ 82
Quiz 2 - Graphing ....................................................................................... 83
Appendix C
Investigation 1-1: Yeast and A Relationship Between Food
and Energy ................................................................................................. 85
Investigation 1-1: Yeast and A Relationship Between Food
and Energy (Teacher Notes) ................................................................... 9o
Investigation 1-1 Grade Sheet ................................................................. 96
Pre - Lab Activity ...................................................................................... 98
Pre - Lab Activity Key .............................................................................. 1(1)
Investigation 1-2: The Relationship Between Different Food
Sources and Energy ................................................................................... 104
Investigation 1-2: The Relationship Between Different Food
Sources and Energy (Teacher Notes) .................................................... 107
Investigation 1-2 Grade Sheet ................................................................. 113
Investigation 1-3: Relationship Between Temperature and
Yeast Fermentation ................................................................................... 115
Investigation 1-3: Relationship Between Temperature and
Yeast Fermentation (Teacher Notes) ...................................................... 119
Investigation 1-3 Grade Sheet ................................................................. 123
Quiz Fermentation ...................................................................................... 125
Appendix D
Investigation 2-1: Measuring Rates of Respiration in
Peas and Corn ............................................................................................. 127
Investigation 2-1 Grade Sheet ................................................................. 131
Pre—Lab Exercise 2-1 ................................................................................. 133
Campbell Chapter Nine Study Guide ....................................................... 135
Investigation 2-2: Respiration in Crickets ........................................... 137
Investigation 2-2 Grade Sheet ................................................................. 138
Respiration Review Sheet ........................................................................ 140
Appendix E
Investigation 1-4: Enzyme Specificity and Digestive Disorders ....... 141
Investigation 1-4: Enzyme Specificity and Digestive Disorders ....... 143
Investigation 1-4 Grade Sheet ................................................................. 147
Pre-Lab Exercise l~4 ................................................................................. 149

Appendix F
Investigation 4—4: The Effects of Light on the Growth of Three

Different Plant Species ............................................................................ 151
Investigation 44: The Effects of Light on the Growth of Three

Different Plant Species (Teacher Notes) .............................................. 158
Investigation 4-4 Grade Sheet ................................................................. 166
Campbell Reading Guide on Germination ............................................. 168
Campbell Reading Guide on Germination Key ..................................... 169
Investigation 45: The Effects of Light on Radish Cotyledons .......... 170

vii

Investigation 4-6: The Effects of Different Wavelength on

Radish Cotyledons ...................................................................................... 174

Lab Extension: Can Different Wavelengths of Light Cause
Fruit to Ripen? ........................................................................................... 178
Investigation 4-1: Comparisons of Two Viability Tests ...................... 181

Appendix G
Investigation 12-2: Meiosis with Insect Chromosomes ....................... 186
Investigation 12-2: Meiosis with Insect Chromosomes Key .............. 187
Investigation 12-2 Grade Sheet Student Version ................................. 196
Investigation 12—2 Grade Sheet Teacher Version ................................ 197
Female Chromosomes Template ............................................................... 198
Male Chromosomes Template ................................................................... 199
Changes to Improve laboratory Exercise 12-2 .................................... 2(1)
Appendix H

Lab Report Procedure for Initial and Final Evaluations .................... 201
Laboratory Report Format Requirements ............................................. 203
Laboratory Report Write up Guidelines ................................................ 204
Closing Team Procedure ........................................................................... 205
Team Assessment Form ............................................................................. 206
Student Self Evaluation Form .................................................................. 207
Portfolio Outline ......................................................................................... 208
Portfolio Grade Sheet ................................................................................ 209
Sample spreadsheet program used to grade student calculations... 210
Research Attitude Survey ........................................................................ 211
BIBLIOGRAPHY ....................................................................................................... 213
ADDITIONAL RESOURCES ....................................................................................... 216

viii

LIST OF TABLES

Table 1 Summary of New and Revised Laboratory Exercises ......................... 12
Table 2 Third Hour Report Grade Comparisons on Exercise 1—4 .................... 34
Table 3 Fourth Hour Report Grade Comparisons on Exercise 1-4 .................. 36
Table 4 Third Hour Report Grade Comparisons on Exercise 4-4 .................... 38
Table 5 Fourth Hour Report Grade Comparisons on Exercise 44 .................. 40
Table 6 Third Hour Report Grade Comparisons on Exercise 4-4 .................... 42
Table 7 Fourth Hour Report Grade Comparisons on Exercise 4—1 .................. 43

Table 8 Third Hour laboratory Report Grades Compared to Quiz Grades ..... 45
Table 9 Fourth Hour laboratory Report Grades Compared to Quiz Grades... 46
Table 10 Results of Third Hour Self Evaluations ............................................... 52
Table 11 Results of Third Hour Self Evaluations ............................................... 53

ix

LIST OF FIGURES

Figure 1 Flow Chart of the Evaluation Assessment Tool ................................ 24
Figure 2 Summary of Point System Used on Laboratory Reports ................. 26
Figure 3 Percent of Students receiving the different grades ....................... 55
Figure 4 Percent responses for question one .................................................. 56
Figure 5 Percent responses for question one and question two ................... 57
Figure 6 Percent responses for question four ................................................. 59
Figure 7 Grade distribution compared to answers to question 4 ................... 59
Figure 8 Percent responses for question five .................................................. 60
Figure 9 Reason for responding yes to question five .................................... 61
Figure 10 Percent responses for question six .................................................. 62
Figure 11 Percent responses for question seven ............................................ 64
Figure 12 Grade distribution compared to answers to question 7 ................. 64
Figure 13 Percent responses for question eight ............................................. 65
Figure 14 Percent responses for question nine .............................................. 66
Figure 15 Percent responses for question ten ................................................. 66
Figure 16 Percent responses for question eleven ........................................... 67
Figure 17 Percent responses for question twelve ........................................... 68
Figure 18 Percent responses for question thirteen ....................................... 69
Figure 19 Percent responses to each learning method .................................. 70

 

 

Rationale
The intent of this study was to design new and adapt existing
laboratory exercises from the WWW

Experimentiandldeas textbook. The second part of this study was

to analyze a time saving assessment tool for student scientific
laboratory reports. The study was done to make sure that the time
saving assessment is a fair assessment and that it reflects a valid
representation of student efforts.
:. .g . u on D- - 00:: .u “an: o .u . u .- '-
Germann, Haskins and Auls ( 1996) did a study of seven high
school laboratory manuals. The study indicated that the manuals
engaged students in the scientific method. Students were observing,
measuring and recording data, drawing conclusions, and making
inferences The missing components were 1) pre-laboratory
discussions, 2) postulation of questions, 3) formulation of hypotheses,
4) prediction of outcomes, 5) construction of experimental
procedures, 6) postulation of new questions, 7) application of the
experimental technique from newly learned to new laboratory
exercises, and 8) post laboratory discussions about possible sources

1

of experimental error. When possible all eight missing components
listed have been incorporated into the laboratory exercises
developed for the advanced biology course which was one objective
of this thesis. We did not have students design their own laboratory
exercises without some sort of pre-laboratory outline to lead them to
a protocol. In addition to what was expected by Germann, Haskins
and Auls, we taught the students statistics so they could
quantitatively analyze their data and draw conclusions about the
relationships.

I wanted to design a laboratory manual to get away from the
Old BSCS textbook and to format new laboratory protocols that called
for students to generate hypotheses. The advanced biology course
was designed to teach students how to problem solve, organize data,
design experiments, use laboratory equipment, achieve common
goals through team effort, and write scientific reports. In order to
evaluate these items on a regular basis and in an efficient manner, a
special method of assessment was needed.

Eight laboratory exercises were conducted by the students in
the first semester of the 1996 school year. Of the eight exercises,

three were new to the curriculum, while the others were modified.

I designed the three new laboratory exercises with the help of my
professors at Michigan State University and my school colleagues.
Three laboratory exercises, Enzyme Specificity and Digestive
Disorders, The Effects of light on Three Different Plant Species, and
Testing for Seed Viability, were the basis for evaluating the time
saving assessment tool described in this thesis.
WWW
During field trips to local industries, the staff at our high school

learned that local employers want employees that know how to work
in groups. The employers explained that their workers come to them
lacking this skill. By the year 2000 three fourths of all jobs in the
United States will require such skills as technical reading,
professional writing, analytical reasoning and computation.
Emmoyers required employees that: 1) know how to learn, 2) are
competent in reading, writing and computation, 3) have
communication, listening and oral skills, and 4) are creative in
problem solving and group effectiveness.

My advanced biology classes were structured to present
students with scientific concepts and to provide students with

opportunities to develop all four characteristics listed above. I

 

 

stressed to students what employers want and I conducted the
classroom like the “everyday” world. The main technique used to aid
students with their communication, listening, oral and group skills
was to place students in teams for a majority of the class time.
“Since scientists frequently work in groups, science educators
recognize that discussion promotes thinking and problem solving by
leading students to compare alternative ideas and solutions. When
differences occur in a group, the students are naturally forced to
elaborate their explanations” (Zemelman, 1993).

People work in teams in various jobs, careers and
organizations. To create an environment that fosters these skills in
the advanced biology courses, the structure of the class was ninety
percent laboratory experiments in cooperative groups. The other ten
percent was lecture and pre—laboratory activities. Repeated research
has shown that lecture, demonstrations, and memorization of
explanations lead to very little long-term understanding. The
“hands on” approach is much more effective(Zemelman, 1993).
Research has also shown that cooperative learning groups can lead to
higher achievement, increased self-esteem, more on-task behavior ,

less disruptive behavior and increased retention (Lord, 1994).

Applegate (1995) compared quiz scores in a field ecology
class. He gave a quiz to the individual students and then gave the
same quiz again, but he allowed the students to work in teams.
Applegate found that students shared new insights and that group
performance should be considered along with the student’s
individual effort. Applegate tried dictating the team membership as
well as letting students select their own team. He found that
selecting team members by the teacher worked best.

Students in the advanced biology classes were required to
work in teams of three or four and each student prepared scientific
laboratory reports consisting of a purpose, hypothesis, data tables,
questions, discussion, and conclusion. Often laboratory reports would
include one or more of the following: graphs, calculations, statistical
evaluations and sketches. To insure that students communicated and
shared different insights in the laboratory exercise, one report was
collected at random from each team for evaluation. Time is needed
and set aside for students to evaluate each other’s reports so that all
team member’s reports are competently done. Time was also
provided for students to correct or improve their reports. In the

advanced biology classes the laboratory reports had two due dates.

The first due date, the Initial Evaluation Day, allowed students to
evaluate their own team’s laboratory reports. Students were given
grade sheets to guide them through the evaluation. Team members
then received time in and out of class to improve their laboratory
report based on the input from their peers. The second due date was
the Final Evaluation Day. Students evaluated the corrected parts of
each member’s report. The Initial and Final Evaluation days insure
that each member is writing his own report and understands the
material in that report.

My laboratory report assessment was designed to encourage
students to do well through peer pressure. I believed that peer
pressure is be more effective than that which I might apply. Studies
on “peer pressure” support this belief. One study ( Steinburg, 1996)
found that “at least in high school...when it comes to day to day
influences on schooling - whether students attend class, how much
time they spend on homework, how hard they try in school and the
grades they bring home - friends are more influential than parents” .
Team members may not have started out being friends, but by
working together for an eight week period they formed a sense of

friendship or the group failed. My study will show that peer

pressure improved student attitudes toward their performance.

Steinburg (ibid) also found

“ members of academically oriented crowds do best in school and
members of alienated crowds do worst. Perhaps it is merely that
students who choose to associate with brainy classmates are themselves
more academically inclined, whereas those that select friends from

alienated crowds are themselves less oriented towards school.”

The teams in this study were designed to encourage new peer
groups to form and for the students to feel a sense of responsibility
to their team. If the laboratory reports were left up to the individual
students to turn in I believe that the good students would still turn
them in, but the low achieving students would not attempt to turn in
the required reports. With the Initial and Final evaluation
procedures in the cooperative groups there is more of an incentive to
do well.

SCthLhzofile

The high school in this study is located in a town with a
population of 60,000, and is one of two high schools. Both high
schools share one administration building. The study high school has

1469 students, 18.6% of the student body are minorities. The break
down of the minorities is as follows: 14.6% Black/ African American,

2.4% Hispanic/ Chicano/ latino, 1.4% Asian/ Pacific Islander, and .2%

Native American. White/ Caucasians make up 81.4% of the total
school population. Approximately 14% of the students qualify for
free lunches, while 3% get reduced prices. The school has programs
for gifted and talented, physically handicapped, and emotionally
handicapped. In addition there are classes offered for at-risk
students and students with lower than “normal” reading levels.
Students must take Biology 1 and 2 as prerequisites for
advanced biology. Together biology l and 2 are the “usual”
introduction to scientific methods, biochemistry, cells, genetics,
evolution, classification, and ecology. Advanced biology is an elective
class which should mean the class is intended for students that have
some interest in science. The “Core 40” is the college preparatory
group of courses. Unfortunately in my school we have no non-
elective science class, besides the Biology 1 and 2, that will count
toward the “Core 40”. Because of my school’s class offerings most
students take Biology 1 and 2 as freshmen and then the advanced
biology classes as sophomores instead of taking the non-elective
sophomore level science class we offer. Despite the one year of
biology in high school, students come into advanced biology with

weak backgrounds in laboratory skills such as hypothesis

 

 

formulation, organization, evaluation, and data analysis.

MEIHQDSANDMAIERIAIS

ClassDemogranhics

This study was conducted in two advanced biology classes. The
third hour group consisted of 25 students: 3 black ( one female and
two males) and the rest were white. The class had 15 females and
11 males. There were 14 sophomores, 9 juniors, l senior and 1
exchange student from Switzerland. By the end of the first nine
weeks four of the students withdrew from the class. Of the four that
withdrew, two were females and two were males. By the end of the
semester an additional female withdrew from the class. In the fourth
hour class there were 22 students. Of these, 1 was a black female, 2
were Asian males, and the rest were white. The class consisted of 13
females and 9 males. There were 16 sophomores, 3 juniors, and 3
seniors. In both classes there were few behavior or discipline
problems. No referrals were written or parents called for
disciplinary reasons.

. C
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1001
During the 1996-1997 school year a co-worker and I taught
the advanced biology classes. We both used all the described

laboratory exercises, pre-laboratory activities, exercise quizzes and

10

11

the laboratory report assessments. Only my students were used in
the evaluation of the laboratory report assessment. All advanced
biology students were surveyed on their attitude toward the
laboratory report assessment. An outline of the advanced biology
curriculum can be found in Appendix A.

During the first two weeks of school another teacher and I
reviewed with the students the scientific method ( Appendix B). We
used the BSCS book to read the “Nature of Theory” last year, but this
year I developed a handout for students to use. Students answered
the questions on that handout and completed two other worksheets,
“Using Concepts” and “Formulating Hypotheses,” that were useful for
the teaching of how to formulate hypotheses. Next we reviewed how
to present data in graphs. Different sets of data were given to
students to graph. A quiz was given after the work on the scientific
method (Appendix B) and graphing (Appendix B).

The class structure is 90% laboratory experience and 10%
lecture. A listing of the new and revised laboratory exercises that
were used in the classroom for the 1996-1997 school year is shown

in Table 1. What follows is a summary of the laboratory exercises

12

 

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used in the first semester of the 1996-1997 school year. All
laboratory protocols used from previous years were modified and
two laboratory protocols, laboratory exercises 1-4 and 4-4 were
introduced into the first semester curriculum . Also one new
laboratory protocol will be discussed that was used in the second
semester, Exercise 12-2. The numbers in the laboratory titles
represent the unit and laboratory exercise number.

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EnergL

This first laboratory exercise (Appendix C) illustrated the
processes of fermentation and showed students a technique for
dilutions. I created a pre—laboratory activity (Appendix C) for
students to complete before the laboratory exercise. The pre-
laboratory activity was difficult for students to complete because the
protocol did not provide enough information for them to understand
the content of the activity. I ended up walking students through the
activity with a class discussion and leaving some items for them to
complete on their own. In this way the pre-laboratory worked well.
Student grades on the laboratory reports for this laboratory activity

were overall higher than last year’s.

14

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The second laboratory exercise was an extension of the first,
where students were able to choose their own food source (Appendix
C). Students were expected to use what they learned from the first
exercise to set up the second. The major difference in this exercise
was that students were to find a new food source for yeast, such as
maple syrup or orange juice instead of the molasses used in the first
laboratory exercise. Students learned that the sugar concentration
in the food source had a direct effect on the amount of carbon
dioxide produced. Two additions that should be made to the
laboratory exercise handouts are a control space, test tube 1 1, in the
data table and a graph of the team’s 24 and 48 hour data. After
beginning the laboratory we added both of the items that were
missing.

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YeaSLEennentation

The third laboratory protocol was not new to the curriculum,
but it had a whole new protocol. In the past we used a protocol in
which the variable was temperature of incubation. We had trouble

setting up reliable differences in the temperature. This difficulty

15

lead me to develop this new laboratory exercise (Appendix C), which
calls for five different temperatures. Test tubes were placed in the
freezer ( 0 °C ), refrigerator (11 °C ), classroom( 22 °C ), water bath
(37 ° C) and an oven (63 °C). Students learned that there is a
preferred environment for the yeast. Their results showed that the
ideal temperature for carbon dioxide production was the water bath
at 37° C. Improvements needed in the laboratory protocol include
adding the temperatures below the locations on the x axis of the bar
graph. Students should plot the class average along with team’s 24
and 48 hour data on the same graph.

Q . E' II E . I l E .

After the third laboratory exercise was returned, we gave a
quiz on Fermentation (Appendix C), which was based on results and
information from the first three laboratory exercises. Students used
their reports during the quiz. Quiz scores were low. Out of 25 points
the average score in my third hour class was 13.2 with a range of 8
to 21 and in my fourth hour class it was 15.7 with a range of 3 to 20.
It is hard to compare these scores to last year because the quizzes
were not comparable. The scores indicated that students did not

prepare for the quiz and/ or they did not understand the material

16

well enough to apply it.
.o.o .0; ." ' -'U'. Inf: 0: I. I0. I ". .3.
Com.

The major focus of this laboratory exercise and the next was
for students to learn about respiration and compare it to
fermentation (Appendix D). Before the exercise students were
assigned to read a handout which was taken from the old BSCS
textbook and to complete an accompanying pre—laboratory
worksheet (Appendix D). Students learned how to calculate
respiration rates and develop graphs to compare the respiration
rates of two different organisms. I developed a background study
guide on cellular respiration to accompany our Campbell Biology
textbook (Appendix D). The study guide helped students find and
use the relevant information in our college-level textbook
(Campbell).

... . u .- '- - tr. ..3 t. - o t- ' ..'u 'a ' .-

This laboratory exercise (Appendix D) was a continuation of the
Exercise 2-1. Students were instructed to adapt their Exercise 2-1
procedure sheet to complete Exercise 2-2 protocol. The only handout

provided to the students was the questions needed to accompany

17

their report.
I] . B . . I I E .

After the completion of Exercise 2-2, we used the respiration
review sheet (Appendix D) to review the Respiration Exercises and
gave a quiz. The quiz was very similar to the quiz used in 1996 and
was worth 25 points. The average score was 14.9 points in my third
hour class with a range from 8 to 22. In my fourth hour class the
average was 14.5 with a range of 9 to 22.

.u . u .- '- -° - m- 0‘ ’ 't ..c Ig- n. I' o .-

The sixth Laboratory Exercise was a new exercise (Appendix E)
and was adapted from that written by 1.. Reinking, J. Reinking, and
Miller (1994). Students were given a pre-laboratory activity,
developed by me, to learn about enzymes and to design their
experiment ( Appendix E). Using Laboratory Exercises 1-1,1-2 and
1-3, students were able to answer pre-laboratory questions to help
them understand the reasoning for the procedure needed in
laboratory Exercise 1-4. Exercise 1-4 illustrates how enzymes are
specific for substrates and why some people are unable to break
down certain sugars. Students were able to observe enzyme

Specificity and conclude that different sugars require different

18

enzymes to break them down. Most students chose this exercise for
their semester’s end portfolio essay. Students explained that it was
easy, they understood the protocol, or it was the laboratory report
on which they got their best score. Since the data section on the
student procedure sheets was vague, students needed to design
their own tables and figure out what data to graph. Many students
needed help or references to old reports.

0 C
.II.Iu .‘ “-"'l‘ l‘ I '0 It I‘ Dill. I -

This Laboratory Exercise (Appendix F) was developed in
conjunction with two other exercises related to the effects of
different wavelengths of light on seed germination. The two
exercises used in 1995 did not show any differences in the
germination of lettuce seeds under different wavelengths of light.
When the experiments were repeated in the research summer
(1996), I was still unable to get germination differences using
different wavelengths of light. These differences were needed in
order for students to use a t-test to support their conclusions. When
students did the old protocol there was no need to do the statistics,

because they could easily see there was no difference. As a result of

 

 

 

19

not being able to improve the old protocols, three new experiments
were developed: 4-4: The Effects of Light on Three Different Plant
Species , 4-5: The Effects of Light on Radish Cotyledons (Appendix F)
and 4-6: The Effects of Different Wavelengths on Radish Cotyledons
(Appendix F) and a Laboratory Exercise extension Can Different
Wavelengths of Light Cause Fruit to Ripen? (Appendix F).
Unfortunately time permitted us to only carry out laboratory
Exercise 4-4.

4—4: The Effects of light on Three Diiiferent Plant Species
turned out to be a very complex laboratory exercise. Students were
excited about growing their plants and they were very surprised by
the outcome. This seemed like a very simple exercise where
students should have been able to predict the outcome, but they
could not. To introduce the exercise, students completed a pre-
laboratory activity (Appendix F) on information about germination in
the Campbell textbook. We had 29 different t-tests to do to compare
the growth of the different parts of the plants. An example of one t-
test was done on bean hypocotyl length in the light compared to that
of one germinated in the dark. To see a complete list of all t-tests

calculated see “Results” table in Appendix (F). Each team did its two

20

assigned t-tests then reported the calculations to me. I checked the
calculations on the computer to be sure they were sharing accurate
answers with their classmates. Whatever t- tests were not assigned

I did on a spreadsheet program.

Sample Student Work for Tvtest:
Null Hypothesis-There is difference between the hypocotyl
length of corn plants grown in the light for nine days and
those grown in the dark for nine days.

t formula when two data sets do not have the same number

 

 

 

ofsamples:
t: SG-E
(n1-1) $12 +(n2-1)822 1 1
o — + —
n1 + n2- 2 111 n2
and

degrees offreedom=( n1 - l )+ ( n2 -1 )

t= 12.46-6.06

 

 

__+_

(11-1)11.6 +(13-1)6.9 1 1 )
O
(11 13

11 +13- 2
t=5.20
d.f.=(11- 1)+(13- 1)=22

Using a t table look up the degrees of freedom and the
t value to get the probability to reject or let the null
hypothesis stand.

21

This exercise required many measurements, sketches and statistical
analysis so we increased its value to 45 points. Next year we will
have students take fewer measurements or use fewer plants to
reduce the number of statistical tests.
.OiOoOt .‘ '- Cilia-OI. LI “a

This was the last Laboratory Exercise of the first semester
(Appendix F). The exercise was done last year, but I altered the
protocol based on the information in the BSCS textbook. This exercise
illustrated two different viability tests where students could
calculate a chi square value to compare them. The chi square

formula used by the students was:

(observed - expected)2
x2 = Z

 

expected

I l I E . _ l I . . . I I :1
I also developed a meiosis exercise (Appendix G) adapted from

several exercises out of Ameficanfiiologfleacm , (Cordero, 1994;

Stencel, 1995; Taylor, 1988). Paper representations of an insect
genome were used to illustrate crossing over between genes and how
different gametes result . Students could see the “alleles” that

represent the genes carried on the chromosomes. Some revisions

22

should be made to make the laboratory exercise clearer for the
students and to aid the teacher in the grading process. See Appendix
(G) for a summary of changes.
IheNeedfoLAlimeSaxingAssessment
A major focus of this study was to determine if the time
saving assessment used to grade student laboratory reports was fair.
During the 1995-96 school year two coworkers and I took over the
teaching of the advanced biology classes. We all agreed that a time
saving assessment was needed to reduce the hours spent grading
students’ laboratory reports that would be very similar in content
since the students worked in groups. When trying to decide how to
develop this assessment, I remembered that we received peer
review in college on our Fruit Fly laboratory report. Each paper was
given a number and assigned to another student in the class. They
were to read it and make comments for improvement. This
assessment was the basis for the assessment scheme that follows.
.q. ...... . .- ... . u {no 'u- . .3 g - ..-.
The assessment we used is diagrammed in Figure 1. Although

the details changed along the way the procedure remained the same

( Appendix H). Students completed their laboratory reports

atc01
lnitie
outli
studt

MS 1

tom;
labOJ

teatl

mad.
into]

Were

23

according to the required format and guidelines (Appendix H) for
Initial Evaluation Day. All students were given a grade sheet that
outlined the required objectives for each section of the report. All
students met in their groups and exchanged reports. Each student
was required to make suggestions on all their teammates’ reports.
At the end of the evaluation period students decided the degree of
completion of each teammates’ report. They chose I) “done” for
laboratory reports that were acceptable and could be graded by the
teacher without revisions, 2) “corrections” for reports that were
completed but needed improvements, or 3) “not done” for reports
that were incomplete. At this point the teacher visited each team to
see that all laboratory reports were complete to assure that each
team member completed his or her report. Students had 24 -48
hours to make changes before the final evaluation date.

During final evaluation day students were expected to review
all team members’ reports, and to verify that corrections had been
made and that all reports were complete. The reports that were
incomplete or not corrected, as found by the students in their teams,

were graded separately by the teacher. This means that grades for

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25

incomplete work affected only the individual that composed the
report. All laboratory reports determined to be “done”, by the team,
were put into the drawing for the report to be graded by the teacher.
Everyone in the drawing received the same grade based on the
report except for individuals who lost points or received extra credit.
Figure 2 illustrates how students got deductions or extra credit on
their reports.
ProcedutellsetLtoExaluateJaboramRenottAssessment

To evaluate the fairness and accuracy of the assessment
technique I collected and graded every student’s laboratory report
and compared their score to that of the laboratory report collected
for the team grade. Students were instructed that all laboratory
reports would be collected so I could review answers to the
questions. They were not aware that I was grading each individual’s
report. Team reports were graded first then I went back to grade all
individual reports. Students used an assigned ID number on their
report instead of their names, so I was unaware of whose laboratory
report I was grading. This procedure was done for three different
laboratory exercises, Exercise 1-4, 4-4, and 4-5, and the results are

discussed in the evaluation section.

 

 

hit

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26

 

 

 

 

 

 

 

 

 

Extra Credit Possibilities:
+5 +3
If every team If one lab report is
member had a collected for team
complete lab report grade, but not every
on the Initial and Team lab Report team member had a
Final Evaluations and complete lab report on
one lab report is the Initial Evaluation
collected for a team
grade
+3
If an individual typed their lab report
they receive extra credit even if their
report is not collected.
Points Deducted:
‘25% Individual Lab "25%
If a student does not Reports If a student does not
have a complete lab have a complete lab
report on the Initial report on the Final
Evaluation Evaluation or they did
not make suggested
changes
The grade
__ sheets include
____1D x: to t ID x: ___ID a

_LPossible _&S__Possible_35__Possible_3§__Possible
—._.__Missed _____Missed issed —Missed
Extra Extra Extra

core __Score
Grade Grade

 

 

 

 

places for each
member
because each
may receive
extra credit and
missed points.

 

Figure 2: Summary of Point System Used on laboratory Reports.

27

Procedurellseimflzganizefimups

For the first grading period I had students tell me what grades
they remembered earning in their Biology 1 and 2 courses. I also
conducted learning style and left brain right brain learning tests. All
the information was then considered when groups were formed.
Group size ranged between three and four students. For the second
grading period students were ranked by their percent of
achievement in my class then, the highest student, the lowest
student and the two in the middle were put into group. This process
was continued until all students were placed in groups. I then
looked at the number of females and males per team and made sure
that I had not placed very many students with any of their first
quarter teammates. Students were switched if necessary.

...g- '. -... I '..3 .w an . .u. 0 °'.- ..

Changes that were made to team building and team
assessments for the 1996-1997 school year included: 1) Making
laboratory reports worth at least 35 points instead of 30 points; 2)
restructuring ways to receive extra credit and increasing the credit
available ( see Figure 2); 3) adding team building activities; 4)

adding closing teams procedures for students to give constructive

28

feedback to their team members; 5) evaluating teams during
laboratory exercises on their work effort; 6) having students
evaluate themselves; 7) requiring students to organize portfolios,
and 8) interviewing students about their feelings on the assessment
used to evaluate laboratory reports. Details of these changes are as
follows.

C O O
D D I
cl. Iol" I O 0‘ CI 0 U.A.O.‘J‘... .l.

The decision to increase the point value of the laboratory
reports was made because the students were expected to do a lot of
work for each report. It was only fair that the total possible points
to be earned reflect the required work. In 1995-1996 students
could earn three points extra credit if one laboratory report was
graded for the whole team and each team member had a completed
report for the Initial and Final evaluation due dates. At the
beginning of the 1996 school year we decided to increase extra credit
to five points. The change was made to provide more incentive to
individuals to work together in teams. After the first nine week
grading period we decided we were discouraging team members who

did not have completed laboratory reports for the Initial evaluation

29

day, but did have for the Final evaluation day. The rule was that all
members had to have complete laboratory reports on Initial
Evaluation to receive extra credit. We changed the rule so that if
one report was graded for the whole team, but not everyone had a
completed laboratory report on the Initial Evaluation day, then all
team members earned three points extra credit.

Team building activities were added to help teams learn to
communicate and work together toward a common goal. Two
activities,” NASA” and” Murder Mystery”, were added to the
curriculum. Students learned that each member provides a different
point of view which can help to solve their tasks. Contact me if you
are interested in copies of these activities.
filfllosingleamfeedbackfiessions

My coworker and I added a closing team procedures at the end
of each grading period. This was simply a time for team members to
give positive and constructive feedback to each other. A detailed
procedure on how to close a team can be found in Appendix (H).

332131.11.“ E'

As part of my research for the thesis I conducted team

 

30

evaluations. The evaluation form is in Appendix (H). I found it very
difficult to do the evaluations because Iwas so busy during the class
answering questions and moving around the room to visit each team.
To find the time to step back and evaluate how well the teams were
on task was hard. The team evaluations were for the purpose of this
thesis only and will be discussed in the evaluation section.
fiLSmdenLSeltExaluations

At the completion of the 1996 semester I had each student
complete a self evaluation (Appendix H). The questionnaire asked
students to evaluate their team position and the consistency of their
efforts. The results are discussed in the evaluation section.
leZortfolios

During the 1995-96 school year the advanced biology teachers
collected all student laboratory reports at the end of both semesters.
We did not want them passed on to future students and we wanted
to select a few to use for samples next year. When we collected the
laboratory reports, they were in disorganized piles. This year I had
the students create portfolios with their laboratory reports. The
portfolio included a table of contents, laboratory reports, concept

maps over terms learned in the laboratory exercises, an essay on one

31

chosen laboratory report, quizzes, team evaluations, self evaluation,
and the final exam (Appendix H). The portfolio served as a tool to
organize students before the final exam. The laboratory reports,
concept map and the quizzes served as the most important review
materials. After the final exam, I graded (Appendix H ) and kept
the portfolios.
”1.. II' S . I I

As part of this study I improved the laboratory exercises and
enhanced other time saving tools to grade the laboratory reports. I
used grade sheets that outline the objectives that needed to be met
for each part of the student laboratory report. Examples of the grade
sheets are included with most of the laboratory exercises in the
Appendix (See list of Appendices). The literature reveals that others
use similar assessments in science and other subjects (Doran, 1993)
(Doyle, 1996). I did not use the grade sheet format in other classes,
and it took me twice as long to grade those reports. Next year I plan
to develop grade sheets for all laboratory exercises in my scholars
biology class.

Whenever there were data tables to grade I created

spreadsheet programs (Appendix H) using Microsoft Excel. This

talc

reqi
to Cl
com
Clar
tom
gent
tom

time

32

allowed me to enter the student data and the program performed the
calculations.

When students had graphs for their reports, they were
required to develop the graphs by hand first then they were allowed
to created computer generated graphs. Upon showing us the
completed graph they were permitted to enter their team data into a
Claris Works Spreadsheet that would generate color graphs. The
computer generated graph was then compared to the student
generated graph when the laboratory report was graded. The
computer graphs made grading student graphs easier and saved

time.

The analysis was done to see if the laboratory report
assessment was fair and valid. To find out, all student laboratory
reports were collected and compared to the team laboratory report
grade. Table 2 shows the scores earned by the individual students in
my third hour class compared to their team score on laboratory
reports. The team grade reflects the points earned on the collected
laboratory report along with points that were added for students
who earned extra credit and points that were deducted for students
that lost points for not having completed laboratory reports on Initial
or Final Evaluation days ( Refer to Figure 2 for a summary of extra
credit and the deduction of points). The difference column reflects
the points gained by an individual whose own laboratory report
score was lower than the team score. A negative number means the
individual score was higher than the team score. When I calculated
the total points that the students missed on their laboratory report I
rounded any half points to whole points. For example it a student

missed five and half points, I rounded it to six points off on the

33

34

Table 2: Third Hour Report Grade Comparisons on Exercise 1-4.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

V)
0
$4
... 8
5..
t: g m
2. o 3
a: “ 2
s.
2 :«3 E t
9 ° '9 ~
2 e 3
2 1-0
a 3 5 8
’2, a a a
e i i; a
0 0.)
'3 ‘6 ‘o‘ 2:
H O O «'0
m tn m o
TEAM 1:
0 1A NA 3 NA
18 23 19 4
L-.. 1C ; 32 27 4
Collected Report ID i 29 29 NA
TEAM 2: g 1...---“ l __
Collected Report 2A 27 27 NA
28 27 25 2
J} 2C 27 27 0
TEAM 3: I _ _l __'
Collected ReportE 3A + 25 25 NA
38 25 28 -3
3C 28 35 -7
3D 25 25 0
TEAM 4:
0 4A NA 13 NA
Collected Report 48 26 26 NA
«(3 L 26 24 2
TEAM 5:
5A 27 21 6
Collected Report SB 27 27 NA
5C l8 l4 4
TEAM 6:
6A 28 31 -3
Collected Report 63 28 28 NA
6C 25 24 1
H) 25 25 O

 

Total Points Possible on the lab = 35

 

Numbers Shown are Students Points Earned

 

NA = Not Applicable l

 

0 = lab Report Not accepted by the team

 

 

r obs. = .725, r .025 = .553, n = 131

 

 

 

 

 

repor

the re

betwe
team
13. I

group

my to

his lal

SOmel
el’alu‘r

receiv

 

35

ort. This rounding could have contributed to differences between
team grade and individual grades in the teams.
The correlation coefficient was used to test significance

ween the individual student laboratory report scores and the
m laboratory report scores. The robs = .725, n02 5 = .553 with n=

There was a significant relationship between the individual and

up scores.
I . IE I H I l E . ]_ |
Table 3 shows the results on the same laboratory exercise for

fourth hour class. The student with the ID of 1D did not turn in

laboratory report. Because of this I was unable to fully evaluate

ir report. They had been absent a lot and became disorganized, so

nehow they lost their report when I requested it for further
luations. Student 5B did not turn in a laboratory report. They

eived a zero on their laboratory report, therefore there is no

l

luation on that report. The robs = .810, r025 = .553 with n= 13,

.ch showed that there was a significant relationship between the

in and individual scores.

36

Table 3: Fourth Hour Report Grade Comparisons on Exercise 1-4.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I”:
.. §
H ‘4 m
‘6 it a
it e 2
"' o
a E .3 i
9 8 9 t3
:1 3'6 a:
E 3 .9. g
”.3 t: c: c:
s 3 3
'3 ‘6 ‘6 2:
ta 6% 8 5
TEAM 1:
Collected Report 1A 35 35 4 NA
1B 32 26 6
1C4 4 23 19 4
4 1D 23
TEAM 2: 4 4 _-_- ,
___..--_--._2AL-_ --l - H.393 33 i ‘1
Collected Reportjwm ZB ‘ 32 3244 NA
‘ 2C____ __ _ - 342 27 l 5
2D __ 35 36 ' -1
TEAM 3: 4
3A 30 36 -6
3B 27 26 1
3C _27 27 0
Collected Report 3D 27 27 NA
TEAM 4i ,. -- -
4A_ 25 32 -7
Collected Report 413 __25 25 NA
43 25 33 -8
TEAM 5:
Collected Report 5A 24 24 NA
5B 0 0 0
5C 15 10 5
5D 24 18 6
TEAM 6:
Collected Report 6A 19 19 NA
6B l9 l3 6
0 6C NA 13 NA

 

Total Points Possible on the lab = 45

 

Numbers Shown are Students Points Earned

 

NA = Not Applicable

l

 

0 = lab Report not accepted by the team

 

 

robs = .810, r .025 = .553, n= 13 l

 

 

 

 

 

I'l

1'1

f1

37

1' [11.111 1] I E . H
The second laboratory exercise analyzed was 4-4 The Effects of

ht on Three Different Plants ( Table 4 ). This was a new

[oratory exercise developed in my research summer with Dr. Ken

dler. Since this laboratory report required many tables and

tistical analysis, it was worth 45 points while the first laboratory

>ort evaluated (Iaboratory Exercise 1—4) was only worth 35 points.
a robs = .811, r925 = .707 with n= 8 showed that there was a

m'ficant relationship found between the two scores. During the
al Evaluation day two teams requested that all student laboratory

IOI'tS be graded on their team. Students have this option if all

 

oratory reports are unacceptable. In both cases the teams did not
.y understand the purpose and function of the Initial Evaluation

7, when students exchange laboratory reports for feedback from
team members. It was clear to me that both teams did not fulfill
requirements on the Initial Evaluation day. Discussions took

be with each team to clarify any misunderstandings on the

|
ial/ Final Evaluation day procedures.

38

Table 4: Third Hour Report Grade Comparisons on Exercise 44.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ki
.- fs‘
0-! b m
*g, .3. s
a: m '2
1..
2 B 3 E
g 8 9 r.
z ‘5 a:
:4 8 .9. g
._. G 94‘ 94‘
s. 3 3
8 ‘5 ‘6 2:.
as 1% 131’ 5
TEAM 1: _
4 1A 50 47 3
Collected Report 18 48 48 NA
1C 4 _4 __ 51 40 11
1D 48 4O 8
TEAM 2: 444 4 _4
* 424A44 44 33 4O -7
4 428 4 33 34 -1
Collected Report's4 2C 36 36 NA
TEAM 3: 4_4_4_4__ 4544444
0 3A 2 NA 35 NA
. 3B 4444444 54 NA 34 NA
0 43c NA 40 NA
0 3D _4_ NA 32 NA
TEAM 4: ' 1
4A WITHDREW FROM CLASS
48 36 4O -4
Collected Report 43 39 39 NA
TEAM 5:
5A 23 19 4
Collected Report SB 32 32 NA
5C 32 31 - 1
TEAM 6: 4
0 6A NA 23 NA
0 68 NA 16 NA
0 6C NA 34 NA
0 6D NA 19 NA
Total Points Possible on the lab = 45
Numbers Shown are Students Points Earned
NA = Not Applicable 1
0 = Iab Report not accepted by the team
r obs = .81 1, r .025 = .7023: 8 l

 

 

 

39

1.“: I111 11 I E .141
The analysis of the fourth hour 44 laboratory reports are

nmarized in Table 5. A correlation coefficient test comparing
ividual scores to team scores found robs = .422, {02 5 = .632 with

10. There was no significant relationship between team scores
1 individual scores. Individual 3A shows a 16 point reduction in
score due to the fact that his individual laboratory report was

it much better than the team laboratory report collected.

viously 3A did not accurately or honestly evaluate report 3B, the
lected laboratory report for the team, on the Initial Evaluation

,1. Student 3A concluded that 3B had a complete laboratory report,
t 38 did not answer the questions as well as 3A. In this type of
tation, as long as students have accurately graded laboratory
1orts during Initial and Final Evaluations and corrections were

de, a laboratory report may be collected separately for a grade.
no report will receive extra credit, in this situation, unless they

e typed. When the extreme set a data for individual 3A was
oved from the calculation, then l‘obs = .743, £02 5 = .666 with

. This correlation was a positive relationship. Persons 1C and 1D

40

Table 5: Fourth Hour Report Grade Comparisons on Exercise 44.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fourth Hour lab Exercise 44 l
a?
a 3
:a, 3 a
.12 °‘ :1
$4 .
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E 8 9 as
:3 '3 a:
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’3 c: c: a
8 3 3 E;
'3 ‘6 ‘6 2:
ea {2% 15% 2'5
TEAM 1: 4444
0 1A ___44 44 24 24 NA
0 1B 444 .44 4 3O 4 30 NA
No lab Report 1CT0 0 NA
No lab Report 1D 0 0 NA
TEAM 2: 4 4444 4 ,
24;», 4 MOVED TO TEAM FOUR l
Collected Report 23 47 -‘ 47 4444441944444
,,____.,.2C..50 38 1121......
4 2D 4444 50 43 5 7
TEAM 3: 4 ______ l4
Collected Report 38 42144444444249 4 29 NA
- _, _ac___ 2 -29 I 33 -4
3D 29 32 -3
TEAM 4: _4
Collected Report 2A 40 40 NA
413.-.-..“ 4.0 37 a
at; 40 39 1
TEAM 5:
Collected Report 5A 33 33 NA
SB 36 29 7
5C 33 26 7
5D 33 25 8
TEAM 6:
0 6A 27 27 NA
0 6B 0 0 NA
No Lab Report 6C 0 0 NA
Total Points Possible on the Lab = 45
Numbers Shown are Students Points Earned 4
NA = Not Applicable I
0 = lab Report not accepted by the team
r obs = .422, r .025 = .632, 11: 10 I

 

 

 

 

 

41

I not turn in laboratory reports because of their many absences.
ey were overwhelmed with making up the several laboratory
arcises.
]' {11.111 1] E . l-]
The last evaluation was done on 4-1 Comparison of Two Seed
ability Tests. This laboratory exercise was not new to the

rriculum. A summary of the Third Hour laboratory report scores
1 be found in Table 6. The l‘obs = .393, r4025 = .532 with n= 14

)wed that there was no significant relationship between the team
>res and the individual scores. Team three had a laboratory report
lded that hurt all team members laboratory report grade. This
ggests that team members did not accurately evaluate the

)oratory report, during the Final Evaluation day, for corrections

it were to be made.

1.4.1411!“ 14.44]

Table 7 shows the results of the fourth hour Exercise 4-5
4
mt scores. When a correlation coefficient was calculated on the

m score compared to the individual score the robs = .906, r402 5 =

2 with n= 10. There was a significant relationship between the

42

Table 6: Third Hour Report Grade Comparisons on Exercise 41.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B
.. 3
0-! 3" m
3. 3 3
8 °“ ‘5
"‘ a)
.8 B 3 g
9 8 '9 8
:1 ‘6 In
S 8 .5 g
u G G c:
3 3 3
3 3 § 2:
60" m m '5
TEAM 1:
1A 32 33 -1
Collected Report 1B 29 29 NA
14C 32 30 2
1D ‘ 29 32 3
TEAM 2: 44444 44 4 4444 4 444444444
,24 2A - 32 31 1 ""1
424143444 4 32 25 7
Collected ReportT 2C 35 35 NA
TEAM 3: _
1 3A 4: 30 37 —7
g 33 ‘ 21 26 -s
' 3C 33 38 -S
Collected Report 3D 21 21 NA
TEAM 4:
Collected Report 48 39 39 NA
43 39 33 6
TEAM 5:
SA 31 29 2
Collected Report SB 31 31 NA
5C 31 28 3
TEAM 6:
Collected Report 6A 34 34 NA
6B 34 33 1
EC 31 28 3
6D 31 28 3

 

Total Points Possible on the [ab = 35

 

Numbers Shown are Students Points Earned

 

NA =- Not Applicable

 

 

r Obs = .393, r .025 = .532, n= 14

 

 

 

 

 

 

 

43

Table 7: Fourth Hour Report Comparisons on Exercise 41.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3
.. 3
0-! 3" m
3. 3 3
8 °‘ ‘2
5..
3 8 3 §
9 8 ’F 8
:t ‘3 an
I: 8 S g
'3 c: a c:
3 3 3
8 , ‘9; ‘3‘ 2:
a ! tn to 1'3
TEAM 1:
Collected Report 1A 4 23 23 NA
13 ‘ 20 1 15 . s
. 1C NA [ 4 NA
4444 1D 4444 20 " 18 2
TEAM 2: i
4 4.4 4 44424154444444 454MOVED TO TEAM FOUR
} 2484444442 32 4; 38 -6
Collectedagpggg--- 201,35 1 35 ,NA
'1 3A _ 29 32 -3
.' 33 NA 140 NA
0 3C4 4444444 NA 240 NA
Collected Report 3414) 26 26 NA
TEAM 4: 4 4 4
2A 25 20 5
4B 34 32 2
Collected Report 43 34 34 NA
TEAM 5:
5A 36 36 0
5B 33 33 O
Collected Report SC 33 33 NA
SD 33 27 5
TEAM 6:
Collected Report 6A 29 29 NA
No lab Report 63 0 0 NA
No Lab Report 6C 0 0 NA
Total Points Possible on the lab = 35
Numbers Shown are Students Points Earned
NA = Not Applicable [
0 = lab Report not accepted by4the team
r obs = .906, r .025 = .632, n= 10 I

 

 

scores and the individual scores.

One cannot ignore the obvious differences between some team
individual scores and group scores ( See tables 2-7). Students gained
as much as eleven points or lost as much as sixteen points when
another team member’s laboratory report was graded for the team.
I believe students allowed unacceptable laboratory reports to
represent them because they wanted the available extra credit.
They did not realize that the extra credit did not help if the
laboratory report chosen for a grade was a bad report. Another
reason laboratory reports not representative of a whole team were
included when collecting team reports could be peer pressure. This

1

will be discussed in the survey evaluation.

. . .
0110...: u‘h“. II‘I .010... \‘.A.' 0‘ qua.

!

Student laboratory report scores were compared to quiz scores

to again make sure that the assessment tool was fair and valid (Table

'8 and 9). The comparison was made to ascertain whether students
I

were performing exceptionally higher on their quiz score compared
to their laboratory report scores. In the third hour class, most

students performed about the same or worse on their quiz than on

45

Table 8: Third Hour Laboratory Report Grades Compared to Qliz Grades.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ID LA B QUIZ
Percent Grade Percent Grade
1A 62% C- 78% B -
1B 79% B - 75% B -
1C 97% A 61% C-
1D 91% A - 76% B -
2A 82% B 64% C-
2B 51% D— 50% D-
2C 86% B+ 68% C
3A 65% C 66% C
3B 72% G 66% C
3C 88% B+ 93% A -
3D 56% _ 44D 52% 444 D
4A WITHDREW
4B 82% B 90% A -
43 91% A — 52% D
5A 72% C+ 42% F
SB 76% B - 85% 8+
5C 57% D 54% D
6A 78% B - 60% C-
63 44 57% 444 D 67% C
6C 76% ' B - 54% D
(D 72% C+ 63% C-

 

 

 

 

laboratory report. Three students had better quiz scores than
laboratory report scores, 1A, 3C, and 4 B.

Student 1A had a problem getting his laboratory reports
completed when due. His quiz score indicates that he understood the
concepts in the laboratory exercises, but his laboratory report score
indicates he was unable or unwilling to organize information into a
scientific report. This was supported by three responses to 1A’s self
evaluation results (Table 10) which were not anonymous. 1A

responded “sometimes” to the following statements: “I asked my

46

Table 9: Fourth Hour laboratory Grades Compared to Quiz Grades.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ID LAB QUIZ
PERCENT GRADE PERCENT GRADE

1A 82% 3 80% 3
13 74% 0+ 80% 3
1C 26% F 53% D
ID 39% F 52% D
2A 68% _C 72%4 6+
23 95% A 85% 3:
2C 72% 6+ 45% F
2D 90% A- 64% C-
3A 80% 3 77% 3-
33 49% F 44% F
3C 68% C 53% D
3D 66% ‘ C 66% C
4A WITHDREW _

43 59% D344 67% C
4C 83% 3 67% C
SA 83% __ 3 4__ 75% 4 3-
53 50% ‘ 4D 62% C-
5C 63% _C- 50% D-
5.1.) 75.96 .1 MB 1. _, 50% D-
6A 1 74% (3+ 68% 4. C
63 T 22% 4 F 4 32% F
6C T 21% 42 F 46% 1 F

 

 

team for help when I needed it,” “I asked the teacher for help when I
needed it,” and “I worked hard to meet the Initial and Final
Evaluation dates.” Of the eight laboratory reports collected during the
first semester, I graded 1A’s laboratory report separately more than
once. During an interview, 1A said he liked getting team feedback
during the Initial Evaluation day, but felt there were communication
problems in his group.

Student 3C was a very bright student with the capacity to do

better on his laboratory report score, but he allowed poor laboratory

47

reports to be included in the team’s representative laboratory
reports almost every time. This individual was the leader of the
group but comments in their self survey indicated that he did not
always make sure the team understood the goal at hand. Student 3C
responded “sometimes” to the following statements: “I made sure
everyone in my group understood how to do the laboratory wor ,”
and “I included everyone in team discussions.” When interviewed 3C
said “everyone relies on one person to get the laboratory done and
there is a fear of leading people to the wrong answer.” This person
did like receiving feedback during Initial Evaluation sessions but felt
that some points should be given for having complete laboratory
reports on the Initial Evaluation day.

Student 4B did not come in for an interview. This student was
also bright but had trouble with communication since he was an
exchange student. I did not understand why his laboratory score
was less than his quiz score. This student worked with only one
other student for most of the second quarter and they seemed to
work well together. As seen in table 7, 43 got a B on laboratory
report score and an A- on their quiz score, while 4C, 4b’s partner

mention above, got an A- on laboratory average and a D on their

48

quiz score. Student 4B responded “sometimes” to questions 2,3,5,6,7
as seen in table 10.

When laboratory scores were compared to quiz scores for
fourth hour (Table 9) five individuals did better on their quizzes
than on their laboratory reports, 1B, 1C, 1D, 48, SB. Most of the other
students got the same grade or did worse on the quiz. Student 1B
was a hard working student during the first nine weeks but his work
effort declined in the second nine weeks. This student responded
sometimes to the following statements on their self evaluation (Table
1 1): “I helped the other members of my group learn,” and “I included
everyone in team discussions.” When interviewed 1B said in
response to what they did not like about groups: “ if someone in your
group doesn’t complete their work or there are people in the group
that are absent a lot..[it is hard] catching them up.” It is true this
individual had to deal with inconsistent group members. This
individual also said in the interview that they like working in groups
because “ when you do not understand something, there are people
to explain and [ people] to share the work.” Student 1B liked the
Initial Evaluation days for feedback on their report, but he thought

the individuals should be able to pick their own groups.

49

Student 1C also did better on their quiz score than on
laboratory report score. This individual was very ill and missed a lot
of school. They had a difficult time keeping up with the laboratory
reports. This individual liked the class , but he earned a D score on
the quizzes and he did not have the time or energy to complete the
reports. This explains the F score on the laboratory reports. This
individual did not take advanced biology second semester since he
realized the demands of the class. Student 1C answered “sometimes”
to all but question 2 on his self evaluation. When interviewed this
individual said he liked getting help from his teammates but “
sometimes two people would pair off and work on an assignment and
isolate others or people would not work and assume others would
take care of them.”

The third person that had a better quiz score was 1D. This
individual missed several days also. This individual could do
excellent work on his laboratory reports, I found out in the second
semester, but during the first semester he was not in the “game.”
This was supported by responses to his self evaluation. 1D
responded “sometimes” to the following statements: “ I summarized

all our team ideas and information,” “I helped the other members of

50

my group learn,” “ I made sure everyone in my group understood
how to do the laboratory work, ” and “I worked hard to be done for
Initial and Final Evaluation dates.” This individual did not work up
to their potential, which hurt the other group members as seen in IR
and 1C. Student 1D was not interviewed.

Lastly, SB did worse on their laboratory score than on their
quiz score. This individual did not complete laboratory reports. N o
matter what team he was in or how much pressure the team applied,
he would not turn in laboratory reports. Student 5B responded
“sometimes” to the following self evaluation questions: 2,3,5 ,6,7,8 and
they did not answer question 9. When interviewed 5B said they
liked to work in groups “to help each other, but one person might be
doing more work than others.”
WW

Tables 10 and 1 1 summarize the results of the self evaluation
surveys given to students in the third and fourth hour advanced
biology classes to evaluate their cooperation in their teams. I
requested student’s ID numbers so that I could relate self
evaluations to the laboratory report scores. As a result, students

may not have been completely honest in their answers. Students

51

were informed that their responses would not affect their grade. I
was surprised by the lack of pe0ple choosing “never” as their
response to some of the questions. Most students circled always,
sometimes or between always and sometimes for all questions.
Assuming students were honest the responses from the

students earning As and 85 were what I expected. The responses to
number 10 surprised me the most. Three A or B students
“sometimes” worked hard to complete their laboratory report for the
Initial and Final Evaluation due dates. To have earned an A or B
those students should have “always” had to work hard. The students
that were earning a D or F answered “always” or “sometimes” to all
but one statement. I expected more “nevers” circled for this grade
range.
IeamEMahiations

To monitor team participation during laboratory exercises I
evaluated them based on a number scale. If all members were
working efficiently the team received three points. If the team was
not working together or wasting time they received 1. These points
did not affect any grade, but were used for the purpose of this study

only. Most teams received a 3 when during the exercises.

52

Table 10: Results of Third Hour Self Evaluations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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53

Table 11: Results of Fourth Hour Self Evaluations

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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In June of 1996 and January of 1997, l surveyed all the
advanced biology students regarding their attitudes about the
laboratory report assessment tool (Appendix H). The survey was to
determine if the students thought the assessment was fair. In 1996,
with eight sections of the advanced biology, 150 surveys were
returned. This year (1997) with four sections 79 surveys were
received. Since the number of students surveyed in 1996 and 1997
was different, a percentage of students was used for comparative

purposes, unless otherwise noted.

(22:19.49.er

As explained in the introduction, advanced biology has become
a class taken mostly by sophomores.
leathers
During the 1995-1996 school year three people taught advanced
biology. All three teachers’ classes were surveyed during the last
week of the second semester. During the 1996-1997 school year two
teachers taught the advanced biology classes. Both surveyed their

classes at the end of the first semester.

55

GradeLEamed

A summary of grades earned by students at the time of the survey is
shown in Figure 3. All students that received an A, including A+, A-
were grouped together. The same is true for the other grades.
Grades were requested on the survey, so that comparisons could be
made between the grades earned by the individuals and the

comments they made about the assessment tool.

  
   

 

 

 

 

 

 

40 .-
35 -r
‘3 30 t
§ 25 + I 1997 First Semester
5 20 J D 1996 First Semester
0
’5 15 . I 1996 Second
H l ‘ Semester
0
g 10 I g
5
O
A B C D F NA UN

Grade at the Time of the
Survey

NA= no answer
UN= uncertain

Figure 3: Percent of students receiving the different grades.

:‘1-11 111”] lE'lEl'
procedures.

It is clear that the majority of the students claim to understand the
evaluation procedures ( Figure 4 ). What is most disturbing is the
small number that confessed they did not understand these

procedures after 18 weeks of using them. In all graphs with a

50 'r
45 <
40 ..
35 ~-

30 " I 1997
25 ..-

20 .. El 1996
15 .-

10 -- ‘
5 ._
0 J—-=4—r—_1+l: . :

1 2 3 4 5 NA
¢ 5
Disagree Agree
Figure 4: Percent responses for question one.

 

 

 

 

5 OF STUDENTS

 

 

 

 

 

 

number scale of 1-5, “1” equals strongly disagree, “2” equals
disagree, “3” equals neutral, “4” equals agree, “5” equals strongly
agree and “NA” equals no answer. One student claimed to not
understand the procedures in 1997 and he received an F for his
semester grade. Of the six that claimed to not understand the

evaluation procedures in 1996 two earned an A, three a B and one

57

with a D. It is not clear why these students did not learn these
evaluation procedures. The students’ understanding was not linked
to a certain teacher or grade. Each teacher fully explained the Initial

and Final Evaluation procedures.

I
O
.‘IOI . .- '..‘o-.n.m.0d0‘.u

0 Ion ' ' - .01 n

Both in 1996 and 1997 a large percent of the students agreed to

questions two and three (Figure 5).

 

   
   
   
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

45 T
40 «-
B 1997 Response to
35 4' F 5: Question 2
3 30 -.
g 55 El 1996 Responses to
'3 25 .. l Question 2
.. ::
a 20 -- I 1997 Response to
o 15 __ 53 Question 3
It 55
10 fl . 55 III 1996 Responses to
5 55 Question 3
s - s
0 E . :5 pa...
1 2 3 5 NA

 

Disagree Agree

Figure 5: Percent of responses for question one and question two.

58

The following were some of the reasons students gave for not
agreeing with questions 2 or 3: “everyone else on the team had
looked at the laboratory so I just scanned it,” “ran out of time,” “ I
just c0pied what they had and never looked at their laboratory,” and
“no one cared.” The most common response was “not enough time” to
look over three laboratory reports. Generally 30 minutes were
allotted for Initial Evaluations of laboratory reports. Students that
understood the Evaluation procedures ( agreed with question I)
agreed with questions two and three.

Oi‘lou"” ' ' °"‘

ZnQLdonflmJabomtoanpons.

More students felt peer pressure to accept their teammates
laboratory report in 1996 than in 1997 (Figure 6). This item
concerned me from the beginning, so when I presented the
evaluation procedures I gave a speech about honesty. Overall, 40.6%
of the students agreed with the statement that there was peer
pressure in the 1996 school year. In 1997 only 25.4% said there was
peer pressure when determining if laboratory reports were

complete. What is surprising is more students getting good grades

said no to the peer pressure question (Figure 7). In Figure 7 actual

59

 

  

 

 

 

 

 

 

 

 

 

   

 

30 'r
25 ..
E
20 q-
3 I 1997
E: 15 q
to C] 1996
g 10 - »
I! 5 .
OJ
1 2 3 4 5 NA
¢ »
Disagree Agree

Figure 6: Percent responses for question four.

 

 

I Students that agreed that there El Students that disagreed with the
is peer pressure in the grading idea of peer pressure during the
procedures. grading procedures.

 

14T
12--
r
3..
6"
4.
2-
O4

p—n
O
I

Number of
Student:

 

 

 

 

 

 

B C D F NA
Grade at the Time of the Survey

Figure 7: 1997 Grade distribution compared to answers to question 4

 

60

numbers were used since no comparison was made to the 1996 data.

 

 

Emluations)
The number of students covering for teammates decreased in

1997 ( Figure 8).

I 1997
El 1996

01' STUDENTS

 

 

 

 

 

l
1

 

NA

Figure 8: Percent responses to question five

One would not expect a team to allow incomplete laboratory reports
because if an incomplete laboratory would have been collected for a
grade the whole team would have lost 25% of their laboratory grade.
Why did students claim teammates were done with their
laboratory reports when they were not? The results are presented
in Figure 9. Figure 9 shows that extra credit was the main reason for

covering up for incomplete laboratory reports in 1997. What this

 

 

61

 

Di

 

I 1997
D 1996

 

 

 

 

5 0E STUDENTS
5 G

 

 

 

 

 

       

5.

O4 4-_._|
was 3‘ £23223: 5;; z
(3009 m 2
DIN mm fig: ls
529,4: a: 3
r—: p: 0‘

Figure 9: Reasons for responding yes to question five.

means is that the teams were willing to take the risk that a complete
laboratory report would be collected and graded so they would get

the extra credit. In a sense they were gambling.

Q I. 6'1 1 . l I I“
make_on_leabomtonL_tepoLts.

After laboratory reports were initially evaluated students had
a day or two outside of class to make corrections (Figure 10). There
was a place on the grade sheet used during Initial Evaluations where
students initialed that they agreed to make teammate’s suggested
changes . This was incorporated to give the student a sense of

responsibility to revise their laboratory report. Of all the students

62

I1997 [31996

‘5 0E STUDENTS

 

 

 

2 3 4

NA

A"
Vw

Disagree Agree

Figure 10: Percent responses to question six.
surveyed in 1996, 14 students were neutral to this question and 3
disagreed. In 1997, 4 students were neutral and 4 students
disagreed. This data illustrates that students were willing to take
team comments to heart and make the necessary changes to
improve their laboratory report. The majority of the students
interviewed liked receiving feedback on their reports from
teammates. They liked the opportunity to make corrections that
they would not have had if the laboratory report was turned in
without an Initial Evaluation day. One student realized that “there
were many points of view when analyzing laboratory reports”. On

several occasions students mentioned being uneasy telling

63

teammates that their work was poor or incomplete. I now point out
that almost all students surveyed want feedback from their
teammates.

We expected mastery learning to develop by giving students a
second chance to turn in a good laboratory report. We hoped that
more students would ask questions of their teammates and feel a
sense of responsibility to do well on their laboratory reports.
Analysis of the responses to survey questions 2, 3, 4, and 5 suggests
that some students were taking advantage of the Initial Evaluation
day, but responses to question six suggest they got serious by the
Final evaluation day. Receiving feedback from teammates on Initial
Evaluation day gave many students a second chance at doing well on
their laboratory report.
W
More students agreed with this statement in 1997 than in 1996, as
shown in Figure 1 1. One major aspect of this study was to find out if
the laboratory report assessments were fair and valid. The statistical
analysis illustrates that the assessment is fair and the students

agreed.

0»)
U1

Di ES

 

I 1997
D 1996

8

 

 

p—a
Ul

 

% 0E STUDENTS

p—a
O

U!

 

 

 

 

 

 

1 2 3 4
Disagree Agree

 

Figure 11: Percent responses to question seven

Figure 12 shows the grade distribution of the student responses for
the 1997 students only. In this graph the actual numbers were used
because I was not comparing 1997 data to 1996 data. Overall,

students thought grading one laboratory report for a whole team was

E”
H o
0‘
l
I

 
   
   

 

14 ..
12 .. I Students that think it
is fair to collect one

lab report.

t—fi
O
i

D Students that do not
think it is fair to
collect one lab report.

0‘
l
I

 

4.

Number of Student:
00

   

I Neutral to collecting

A

 

 

 

B C D F NA one lab report
Student Grades at the Time of
the Survey

Figure 12: 1997 Grade distribution compared to answers to question seven.

Having the opportunity to correct mistakes was appreciated by
most students. As seen in Figure 13, students believed that having
time with their team for the Initial Evaluation of laboratory reports
improved their grade. Most students became attached to their
groups in a nine week period (Figure 14). The group members
learned what to expect from their team. Students would prefer to
work as part of a team compared to working alone (Figure 15 and

16).

ES

 

 

I 1997
[II 1996

 

 

 

or srunrrns
8 s 8 8

 

“204.

10 4 i
0 -
1 2 3 4 5 NA

Disagree Agree
Figure 13: Percent responses to question eight.

 

 

 

 

 

 

 

 

q-
‘-

 

NOESTUDENTS
o m 5 G 8 Di 8 N 3

‘5 0E STUDENTS

 

 

 

 

 

Disagree Agree

Figure 14: Percent responses to question nine

8

ES

25

8

B

p—t
O

 

 

 

 

 

O
_l

 

1 2 4 S
A
Disagree Agree

Figure 15: Percent responses to question ten

 

 

NA

 

NA

 

 

I 1997
El 1996

 

I 1997
El 1996

 

67

 

 

 

 

 

 

a)"
50-
In
H
:40-
: I1997
30.
E [11996
3204
.2
10-
0-
1 1.5 2 3 4 5 NA

Disagree Agree

Figure 16: Percent responses to question eleven.

. .I.

Many times before a laboratory exercise no background
information or a pre—laboratory activity was provided. Many
students might have responded “neutral” to question 12, because
they did not remember when they did have pre-laboratory activities
(Figure 17). This year (1996-1997) the number of pre-laboratory

activities increased.

WWW
datLand_clean_up.

Figure 18 shows that the majority of the students helped out

with laboratory procedures and clean up.

% OF STUDENTS

 

 

 

 

 

 

 

 

           

 

 

 

 

 

In
E
A 30 ‘ I 1997
D 25 .
'13 i D1996
:3 2“ 11
.t 15 -
10 «-
5 ..
OJ : 4.
1 2 3 4 5 NA
4 .
Disagree Agree
Figure 17: Percent responses to question twelve.
60 v
50 ..
I 1997
D 1996

 

 

 

 

 

Disagree Agree

Figure 18: Percent responses to question thirteen.

 

 

 

69

D . “.11.: . 1]]
W

The majority of the students in 1996 and 1997 wrote up their
laboratory report more than once. I asked this question to
understand the time management of the students. Students, in my
opinion, spend too much time rewriting their laboratory reports

instead of trying to understand them.

During our school’s Performance Based Accreditation study a
committee surveyed students to see how they learned the best. I
polled the advanced biology students to see if they would respond in
the same way (Figure 19). Although presentations were not used in
the advanced biology curriculum, students in the advanced biology
feel they learn by this method. The worksheets were scored higher
than the presentations. All worksheets used in the advanced biology
classes were directly relevant to the study of the concept that was
necessary for understanding the laboratory exercises. It was clear
that students did not like lectures in a laboratory oriented class.

There was very little time or need for lecture in the advanced

70

 

I1 [32 I3 E4 Ills NIA

LECTURE WORKSHEET PRESENT GROUP LA B
-ATION

Figure 19 Percent responses to each learning method

 

 

 

°7o OF STUDENTS

    

 

 

 

 

 

 

 

biology classes except during the statistical unit. We relied on the
information students learned in their Biology 1 and 2 classes.
Assessmentloolfivamatimsiimmam

The survey supported the notion that students preferred to
work in groups (Figure 15 and 16 ) and they felt this was a good
way to learn ( Figure 19). Students liked receiving feedback on their
laboratory reports, which was supported by student interview
responses. They think it is fair to collect one laboratory report to
grade for the team. The statistical analysis comparing the team
scores and the individual scores supports the fairness of the

assessment.

W

W

I was very pleased with the revised laboratory exercises and
the new laboratory exercises used this past year. In all cases the
laboratory protocols were an improvement from last year. I know
many students enjoyed the new laboratory exercise Enzyme
Specificity and Digestive Disorders because they wrote about it in
their portfolio essay. Many students felt that it was a laboratory
exercise they understood. Students also seemed to enjoy the new
laboratory exercise The Effects of Light on Three Different Plant
Species. Students could not wait to see their plants and to take care
of them.
EunneDrections

laboratory Exercise 1-1: Yeast and A Relationship Between
Food and Energy and Laboratory Exercise 1-2: The Relationship
Between Different Food Sources and Energy both required students
to take measurements after 24 and 48 hours. In the 8 block the first
chance they will have to take their data is 48 hours. When I read
about the design used by Reinking and Miller for fermentation and
carbon dioxide collecting I realized our fermentation laboratory

71

72

protocols could be altered to enable us to complete them in one class
period. Our results may not be as accurate but we should see a
definite difference in measurements taken. laboratory 1-4: Enzyme
Specificity and Digestive Disorders was adapted from Reinking and
Miller’s laboratory of fermentation. The purpose of this laboratory
exercise was to demonstrate to students that enzymes are specific
and for us to see how effective the protocol for fermentation would
be in an hour’s time. We h0pe to repeat laboratory exercise 1 -4
next year but the melibiose sugar is expensive. We may cut back
the concentrations used, have only one team use the melibiose sugar
(which is what we did this year ), or eliminate the sugar. If we
eliminate the sugar, we will still use both enzymes. Students should
see that one works and one does not. Laboratory Exercise 1-3: The
Relationship Between Temperature and Yeast Fermentation will
probably be moved to precede laboratory exercises 1-1 and 1-2, so
students can see which temperature works best. Once they know the
temperature that produces the most carbon dioxide they can conduct
laboratory 1-1, 1—2, and 1-4 at that temperature. Laboratory 1-3
requires a 24 and 48 hour reading but students could come in the

success period, a study hall where students may travel to different

73

classrooms to take measurements.

The respiration labs should work really well in an extended
period. At this time no changes will be made to those labs.
Laboratory 4-4: The Effects of Light on Three Different Plant Species
will be used again, but its execution took a lot of class time this year.
Next year we will cut back on the number of plants each team has
and on the number of measurements they take. One of the main
objectives in this exercise was to use statistics to show significant
differences between growth under light and in dark conditions.
Students do not require as many measurements as we took this year
for successful analysis. Laboratory 4~1: Comparison of Two Seed
Viability Tests will be done the same way if we use it. Again
because of the time limitations we will not be able to do as many
laboratory exercises as we have in the past.
ReacfionrothelahoramfiepmtAssessmem

Through this research I have found that the Initial and Final
Evaluations are fair and valid assessments of students effort on their
laboratory reports. When team report scores were compared to
individual report scores, statistical analysis established significant

relationships between the two sets of data in five cases out of six.

74

Most students agreed that the assessment including collecting one
laboratory report per team was fair. During interviews students
explained that they appreciated receiving feedback on their
laboratory report before it was graded by the teacher. As seen in
the attitude survey, they thought that having time to make the
suggested changes to their laboratory report improved their grade.

Students need to understand the laboratory exercise well to
effectively evaluate team member’s laboratory reports. If a student
does not understand what is required in their report, they learn by
reading two other laboratory reports written by their teammates and
by the comments they receive during the Initial Evaluation.
Teachers choosing one laboratory report per team for a grade truly
forces the team to work together. Group members want everyone to
understand the laboratory reports because their grade is at risk if
they do not. If each student’s laboratory report was collected,
students would only be accountable to themselves and they would
not spend time helping each other. Our assessment is designed that
no one should get a bad grade unless they choose to.

Opening and closing teams will become a permanent part of my

class structure. Students need time to reflect and evaluate their

75

participation in their old team before they start out with a new team.
This year I did not require students to make a commitment to their
goals for the new team. Next year I hope to make students more
accountable to the behaviors they say they are going to improve.
Students could be given incentive points if one or more of their goals
show up as a strength in their new team.
ChangesmlmpmxejhelabrmmllepmAssessmem

The parts of the Initial and Final Evaluations that need to be
improved are negative peer pressure, the number of students who
come to Initial Evaluation with an incomplete laboratory report, poor
evaluation skills, and apathy. Peer pressure can be a good to an
extent. If a team is strongly encouraging a teammate to complete
their laboratory and do well, that is good. The student feels a
commitment to others. But if students are pressuring teammates to
cover for them when they have incomplete or sub par laboratory
reports that is counter productive. To encourage students to be
ready for the Initial Evaluation, I will collect all laboratory reports
the class period before the Initial Evaluation and return the day of
the Initial Evaluation. I will read through the laboratory reports and

make sure all sections are present and circle “done” or “not done” on

76

the student grade sheet. The team would then decide what
corrections need to be made on each member’s laboratory report
before the Final Evaluation. By picking up all laboratory reports
before teams have time to evaluate the reports, student cannot finish
their report during the Initial Evaluation. On Final Evaluation days I
will check the laboratory reports that were not done on the Initial
Evaluation day to see if they are now complete. The students will
then be responsible for making clear constructive comments on each
others’ work and making sure all team members have complete and
accurate reports for the Final Evaluation day. This should eliminate
cheating and most of the negative peer pressure. Although there is a
concern for cheating, the survey results show that it is lower than
last year. Hopefully the new improvements will further discourage
cheating.

To improve evaluating skills I am going to give sample labs
and discuss the mistakes in the labs and how they can be improved.
I tried this technique this year with copies of student laboratory
reports without names. I would show laboratory reports with
excellent answers to questions, discussion, or conclusion to give

examples of what is expected.

77

Other changes to implement next year are to work on social
skills, assign specific tasks to specific team members incorporate
expert groups, and explain ways to disagree (Bellanca, 1991) in
teams. I want to incorporate social skills in the team building
process. Each week a different social skill will be the team focus as
they interact. This should improve team communication. I am going
to assign responsibility to individuals on each team to collect papers,
to distribute equipment, collect data, etc. For example if I need data
from each team, I would say that I need all the “threes” to come to
the board and record their data. This will result in the teams sharing
responsibility. To incorporate expert groups would be to put all the
“one’s” in a group, all the “two’s” in another group, the “three’s” in yet
another group. This could be used to discuss the questions or
possible sources of error. Students could share their knowledge with
all teams instead of just their own. To encourage the positive aspect
of disagreement we will illustrate that there is more than one way to
see the data or laboratory protocol. I want students to be more
aware of group dynamics and why they are occurring. Right now if
there is a disagreement too many students shut down. They need to

understand that it is good thinking to disagree and discuss their

78

differences.
H 11.5 1.2%. D] C]

The Initial and Final Evaluation grade sheets helped reduce the
amount of grading time so that I have started to design them for my
scholars’ biology class. The grade sheets enable me to stay focused
on the objectives required in a good laboratory report and to be
more consistent in my grading. Next year I hope to design grade
sheets for any laboratory exercise I do for any class. Students also
like the grade sheets to use as check off sheets to see if they have all

the components for the completed laboratory.

APPENDIX

APPENDIX A

APPENDIX A

Outline of Units

Introduction:
1. Student learning Styles
2. Student Personalities
3. Scientific Method
How to formulate a hypothesis
How to make graphs ( Hand and Computer)
4. Team Building Activities
Unit One: Fermentation and Enzymes
5. lab: Yeast and A Relationship Between Food and Energy
(Fermentation with yeast and molasses)
6. lab: The Relationship Between Different Food Sources and Energy
7. lab: The Relationship Between Temperature and Yeast
Fermentation
8. lab: Enzyme Specificity and Digestive Disorders
Unit Two: Respiration
9. lab: Respiration in Peas and Corn
10. lab: Respiration in Crickets
Unit Three: Analysis of Data / Statistics
1 1. Random and Systematic Error
12. Discrete and Continuous Variable
13. Mean, Median, Mode
14. Standard Error
15. Probability
16. t test
17. chi-square
Unit Four: Plant Physiology
18. lab: The Effects of Light on Three Different Plants
19. lab: Testing For Seed Viability
Unit Five: Review Genetics / Forensics
20. Lab: Human Blood Types (Including the Rh Factor)
21. lab: Urinalysis
22. Lab: PTC Test (Hardy Weinberg) .
23. lab: Gene and GenOtype Frequencies in Successive Generations

79

80

APPENDIX A

24. lab: Gene and Genotype Frequencies in Successive Generations if
Natural Selection Favors Dominant Allele

25. lab: DNA Profiling

Unit Six: Mitosis and Meiosis

26. lab: Relative Lengths of Mitotic Stages in Onion Root Tip

27. lab: Meiosis with Insect Chromosomes

Unit Seven: Genetics with Fruit Flies

28. Lab: Identifying Drosophila Characteristics and Preparing Stock
Cultures

29. lab: Drosophila Study of Autosome and Sex Chromosome Traits

30. lab: Drosophila Study of the Observed and Expected Ratios of
Two Trait Crosses

3 1. lab: The Preparations of Human Chromosome Slides for
Pictures and the Study of Human Karyotypes

APPENDIX B

APPENDIX B

Steps Used in Every Lab

. Define Problem

. Collect information relating to the problem

. Form a Hypothesis
OTentative explanation which tries to explain the
past and predict the future. ex. light switch

01f (condition) ..... then....(prediction) .....

. Experiment

°Only one variable

°control and experimental groups

°once collected must be put in form to make the
most sense of the data (graph, tables, charts)

. Make a Conclusion

°Do you accept or reject your hypothesis

81

82

APPENDIX B

Quiz 1 - Science Methods Name:

 

Directions: Answer the following questions as true or false.
1. T or F A good experiment has more than one variable.
2. T or F Scientists can prove hypotheses to be true.

or F Scientists can disprove hypotheses.

or F It is bad to reject a hypothesis.

or F A control is used for a comparison.

or F Observations are part of the scientific method.

.U'
'-l'-l-l'-l-l

or F Every questions can be answered scientifically.

Directions: Read the following experiment, then answer the following
questions about the experiment.

Four students wanted to find out what happens to the heart rate of
pike fish when they are placed in near freezing water. The students set up
a tank with a near freezing temperature and feed all the fish the same food
in the same amount at the same time. Last the students decide to observe
the heart rate for 60 minutes after the fish has been placed into the tank.

8. What is the problem?

9. Make one hypothesis that could be tested for this experiment.

10. What is the control in this experiment?

83
APPENDIX B

Quiz 2 - Graphing Name:

 

Directions: Complete the following statement about graphing variables.

 

 

1. The variable is the unit that is controlled in the
experiment. The variable cannot be controlled.

Directions: Determine what is wrong with the following graphs. If nothing is wrong then
state that nothing is wrong with the graph.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Melting Time of
Different Masses of Ice
2..
15
g 10
fl 5
o . : : : 4.
O 20 4O 60 80
Mass
40--
'3 0 B 30 " //\-\I
3. 1.. 1. 3;:
° ° -- 20..
2 = z
a 3 3 lO--
2 _
0 i l ‘1
0 2 4 6
Distance of Eye form Chart (m)
Growth of Tomato Plants
4 at Various Temperatures
'5 8 3o
'“ ° 20
0 0 *'
a» a 0
4 E E 10 g
= .2 o A i : 4
z o 10 20 30
Temperature (C)

 

 

 

84
APPENDIX B

 

 

 

Number of Hits in Archery
at Different Distances
from the Target

 

 

 

 

 

 

 

 

o .8 '3
2 *- r:
76 E 3 5°
5 N: .6 0 l 1 J
.— . u r I
O 10 20 30
Ave. Number of Hits
The Kilometers per Liter of
Gasoline used based on Size of
Motor
c ‘3 .. 8
o i- n 6
g a ,3 = 4
“ 5 " E 2
f: ‘- a
8 8. o. : : J.
O 100 200 300

Size of Motor (horsepower)

 

Directions: Graph the following data Be sure to include all relevant information.

7.
Electricity Bill (s):
10, 12, 16, 22, 25

No. of People Living in
the House:
4, 6, 8,10 ,12

 

 

25
20
15
10
5
O

.1!-

qt-

-

I

I

‘-

 

O

I‘l-
-

 

 

 

APPENDD( C

APPENDD( C

I "1-1~:: 1,131.].13 E1 1
Enengx

Expose: To determine the effect of different concentration of
molasses(food) on yeast energy production by comparing
amounts of carbon dioxide released.

Materials:

(per class) w

package of dry yeast in 1 liter distilled water

500 ml of commercial molasses ( without preservatives / sulfur

dioxide)

distilled water

(per team)

graduated cylinder, 100 ml

test tube rack for large test tubes

11 test tubes, 22 X 175 mm (clean)

11 test tubes, 13 X 100 mm (clean)

Erlenmeyer flasks, 125 ml

1 ml pipette

millimeter ruler

marking pen

2 stoppers for large test tubes

Procedure:

Day 1:

1. Label the test tube openings 1 through 1 1 using tape on a test
tube rack. Also label the team number and period number on the

test tube rack.
. label eleven large test tubes 1 through 11.
3. Prepare yeast solution by adding 30 ml of stock yeast solution to
70 ml of distilled water.
4. Make serial dilutions of solution made in step three by method
discussed in pre-lab.
The last test tube should contain 26 ml of yeast.
Shake flask of yeast solution and add 1 ml to each large test tube.
Put a stopper on each test tube and shake the yeast and molasses

N

39‘?"

85

86
APPENDIX C

mixture. Rinse stopper with distilled water before moving
to the next test tube.

8. Invert one small test tube into each of the large test tubes. There
should be no air bubbles in the small test tubes. If there are,
redo the inverting. The more concentrated solutions should be
held up to overhead to look for air bubbles.

8. Take the pH of the molasses using pH paper and record in data
section.

9. Set test tubes aside for 24 hours.

Day 2:
1. Tap tubes then measure the amount of gas collected in the small

test tube using a millimeter ruler. Measure to the nearest
millimeter.

Figure 1: How to Measure Gas in Small test tube.

+— Carbon Dioxide
Produced

 

 

2. Record results in table one under “24 hours”.
If there was so little gas there was no measurement--record “trace”
If the whole small test tube was filled with gas--record that
measurement and put a “+” next to the number
If test tube is 1/ 3 filled with gas, record gas measurement, then
retip test tube. --record a “ * “ next to the measurement

3. Allow test tubes to sit for another 48 hours.

87

APPENDIX C

Day Three:
1. Repeat procedure of day two and record results under “48 hours”
in table 1 .
2. If a test tube was retipped yesterday, then add today’s
measurement to yesterday’s measurement.
3. Create a line graph representation of team “24 hour”, team «43
hour”, and class “48 hour” averages of C02 production for each

concentration of molasses.

The graph needs a specific title, X and Y axis titles and labels, and
a key is needed. See figure 2 for an example.

Figure 2: Format for the Line Graph in this lab

 

 

1 2 5 4 5 7 6 10
.191 .391; .791 1.6% 3.1% 6.2V. 12.5% 25% sort room

I
——I

 

 

 

Qrganism: - Give scientific name and common name

(Need a hypothesis graph to match hypothesis above. [see
pre-lab activity])
Data:

pH=

 

 

88

APPENDIX C

Table 1:

 

Test Tube Concentration C02 in mm C02 in m
Number of Molasses ( 24 hours) ( 48 hours)

 

 

 

 

 

 

 

 

 

 

 

 

 

\OOOxlom-hUJNi—t

 

H
O

 

 

1 1
Table 2: Class Results and Averages of C02 Production After 24 and
48 Hours

 

 

 

 

 

 

 

Teams 1 2 3 4 5 6 7 Total Ave.
Test

Tube ---------------------------------------------

 

 

 

 

 

 

 

 

 

 

 

\OOOflC‘UTDUJNi—i

 

1...:
O

 

H
j—I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

89

APPENDIX C

Write out the reaction that was taking place in the test tubes.
. What gas was produced in the small test tube?
What substance was causing the smell? (Hint: Refer to reaction.)
What was the organism used in the lab protocol?
What was the variable?
Compare your team 48 hour C02 production with the class

average.

7. Compare your two observed graph results with your predicted
hypothesis graph.

8. What is the relationship between sugar concentration and C02
production?

9. What is the relationship between the amount of C02 and the

amount of energy produced?

mmewwr

D' . .

1. What problems did you encounter during the experiment?

2. What factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Condiment Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use observed
data to support your statements. Give a concluding

relationship between yeast and energy that was learned
from doing this experiment.

Sources:
WWW 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Tatina, Robert. “Apparatus & Experimentation Design for Measuring

Fermentation Rates in Yeast.” IheAmemarLBlegxIeachEL
vol. 51 (1), January 1989:35-39.

Adapted by H. Krusenklaus 1996

90

APPENDIX C

o o
0 ' o A 'D .-
. . ..".. - .. 0.. - \ I... . . . ‘A... ..A.

Energx

Burpase: To determine the effect of different concentration of

molasses(food) on yeast energy production by comparing
amounts of carbon dioxide released.

Materials:

(per class)

package of dry yeast in 1 liter distilled water

500 ml of commercial molasses ( without preservatives / sulfur
dioxide)

distilled water

(per team)

graduated cylinder, 100 ml

test tube rack for large test tubes

11 test tubes, 22 X 175 mm (clean)

11 test tubes, 13 X 100 mm (clean)

Erlenmeyer flasks, 125 ml

1 ml pipette

millimeter ruler

marking pen

2 stoppers for large test tubes

IimeErame:
3 days

IearherJZrep:

1. Make stock yeast solution. ( 1 package of yeast to 100 ml of
distilled water)

2. Put molasses in a water bath to soften.

Procedure:
Day 1:

1. Label the test tube openings 1 through 1 1 using tape m a test

91

APPENDIX C

tube rack. Also label the team number and period number on the
test tube rack.

2. Label eleven large test tubes 1 through 11.

3. Prepare yeast solution by adding 30 ml of stock yeast solution to
70 ml of distilled water.

4. Make serial dilutions of solution made in step three by method
discussed in pre-lab.

5. The last test tube should contain 26 ml of yeast.

6. Shake flask of yeast solution and add 1 ml to each large test tube.

7. Put a stopper on each test tube and shake the yeast and molasses
mixture. Rinse stopper with distilled water before moving

to the next test tube.

8. Invert one small test tube into each of the large test tubes. There
should be no air bubbles in the small test tubes. If there are,
redo the inverting. The more concentrated solutions should be
held up to overhead to look for air bubbles.

8. Take the pH of the molasses using pH paper and record in data
section.

9. Set test tubes aside for 24 hours.

Day 2:

1. Tap tubes then measure the amount of gas collected in the small

test tube using a millimeter ruler. Measure to the nearest
millimeter.

Figure 1: How to Measure Gas in Small test tube.

Carbon Dioxide
Produced

 

92

APPENDIX C

2. Record results in table one under “24 hours”.
If there was so little gas there was no measurement--record “trace”
If the whole small test tube was filled with gas--record that
measurement and put a “+” next to the number
If test tube is 1/ 3 filled with gas, record gas measurement, then
retip test tube. --record a “ * “ next to the measurement

3. Allow test tubes to sit for another 48 hours.

Day Three:
1. Repeat procedure of day two and record results under “48 hours”
in table 1.
2. If a test tube was retipped yesterday, then add today’s
measurement to yesterday’s measurement.
3. Create a line graph representation of team “24 hour”, team “48
hour”, and class “48 hour” averages of C02 production for each

concentration of molasses.
The graph needs a specific title, X and Y axis titles and labels, and

a key is needed. See figure 2 for an example.

Figure 2: Format for the Line Graph in this Lab

 

l
l

I A I l I
'T If —I ——V

7 6 9 10
% 39% 319% 1.5% 3.1% 6.2% 12.5% 25% 50% mos

 

 

 

 

0.”.
N
L»?
“"i
Vil-

 

93
APPENDIX C

Organism: Saccharomxces cereyisiae - “yeast”

Hypothesis: If the yeast is given a higher concentration of molasses,
then the energy production and the amount of carbon dioxide will be
greatesr

(Need a hypothesis graph to match hypothesis above. [see
pre-lab activity])

Data:
pH=5

Table 1:

 

est Tube Concentration C02 in mm C02 in m
Number of Molasses ( 24 hours) ( 48 hours)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

\DOONGUIAOJNi—i

 

H
O

 

 

 

 

 

 

p—L
H

 

94

APPENDIX C

Table 2: Class Results and Averages of C02 Production After 24 and

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

48 Hours
Teams 1 2 3 4 5 6 7 Total Ave.
Test
Tube ---------------------------------------------
#
1
2
3
4
”,1“ a. ...
5 . , .
6 ‘ T” l l
1 ~ '
7 i l
...... .. 1 1
8 l
't‘ “'1 "i.
9 l ’
10
1 1
Questions:
1. Write out the reaction that was taking place in the test tubes.
yeast
c1 21122011 + H20 ———> 4 CH3CH20H + 4coz + energy
(sucrose) (water) (ethanol) (carbon dioxide)

2. What gas was produced in the small test tube?
carbon dioxide
3. What substance was causing the smell? (Hint: Refer to reaction.)
ethanol
4. What was the organism used in the lab protocol?
yeast
5. What was the variable?
different concentrations of the sugar in each test tube
6. Compare your team 48 hour C02 production with the class

95

APPENDIX C

average.
7. Compare your two observed graph results with your predicted

hypothesis graph.
8. What is the relationship between sugar concentration and C02

production?
9. What is the relationship between the amount of C02 and the

amount of energy produced?

D' . .
1. What problems did you encounter during the experiment?

2. What factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conrlmion: Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. Give a concluding relationship between
yeast and energy that was learned from doing this experiment.

Sources:

BiologicaLScienrerlnteracfionofExperimenmandldeas. 4th ed. New

Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Tatina, Robert. “Apparatus & Experimentation Design for Measuring

Fermentation Rates in Yeast.” IheAmencanBJologyleacher.
vol. 51 (1), January 1989:35-39.

Adapted by H. Krusenklaus 1996

96
APPENDD( C

lEE'-IC IEI‘I‘E EIIE

Student ID. Date: Period:

 

GENERAUIEMS;

Neat and orderly ( .5 pt.)

Ink used (.5 pt.)

Proper deletion used ( .5 pt.)

Entries underlined ( .5 pt.)
LABJMRIIEJJE.

Heading ( ID# / Date / Period #) ( .5 pt.)
Descriptive title ( .5 pt.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Expose: [concentrations and carbon dioxide]( 1 pt.) ( 2 pt. )
Hypothesis; If (organism,variable), then(predicted concentration)
mganism. ( 1 Pt- )
DATA:
Molasses pH( 1 pt. )
Table 1: Team # _ Results of C02 Production After 24 and 48
l-lours( 3 pts. )
Title Concentrations C02 produced
Table 2: Class Results and Averages of C02 Production After 24
and 48 Hours ( 3 pts )
Title Team data Averages
Graph: Line Graph ( 5 pts. )
Title X/Y axis labels Key 24 / 48 team 48 class
W
1. Write out the reaction. ( 1 pt. )
2. What gas was produced? ( 1 pt. )
3. What substance was causing the smell? ( 1 pt. )
4. What was the organism in the lab? ( 1 pt. )
5. What was the variable? ( 1 pt. )
6. Compare your team 48 hour C02 with the class ave. ( 1 pt )
7. Compare observed graph results with your predicted ( 1 pt. )
8. What is the relationship between sugar concentration and C02
production? ( 2 pts. )
9. What is the relationship between the amount of C02 and the
amount of energy produced? ( 1 pt. )
DISCUSSION:

(Sources of error / affect on results) ( 2 pts. )

 

Hypothesis ( 1 pt.)

Reject or Accept ( 1 pt. )

Data support ( lpt. )
Concluding relationship ( 1 pt. )

 

 

 

 

97
APPENDIX C

__ID # __ID # ___.ID # __ID #
35 Possible 35 Possible_35_Possible 35 Possible

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Missed Missed Missed Missed
Extra Extra Extra Extra
Score Score Score Score
Grade Grade Grade Grade
.Smdentfiomments:
Pre-Grade: Due Date:
ID#_— Done Corrections Not Done lD#____ Done Not Done
ID#__ Done Corrections Not Done ID#__ Done Not Done
ID#—___ Done Corrections Not Done ID#—___ Done Not Done
I agree to make the corrections disccussed with my team (Initial)
ImehetLomments'.

Created by H. Krusenklaus 1996

98

APPENDIX C

Pre-Lab Activity Name:
Lab 1-1 Relationship Between Food and Energy ID #: Period:—
Date:
Background: In this lab you will need to formulate your first lab
hypothesis with a graph representation. Yeast will convert sucrose
with water to ethanol, carbon dioxide and energy. You need to
hypothesize as to how the concentration of sucrose will change the
amount of carbon dioxide produced. One example is as follows:

 

 

High

CO2

Production

 

 

Low

 

Low Concentration High
of Food

7’

1. Put the above graph into a word hypothesis and use “If ...... then .....

2. Draw four other possible hypotheses for this lab and then put
each graph into words. DON’T FORGET LABELS AND TITLES.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

99

APPENDD( C

Background: In this lab a serial dilution needs to be prepared. Since
the purpose of the lab is to study the effects of sugar concentration
on carbon dioxide production, the concentrations of the sugar needs
to be varied. The technique used to do this is called serial dilution.
The end result will be ten test tubes with the concentrations seen
below:

11

1:1 1_1 (

U

(:1 1:1 1

'F' .

J
i]
1:1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

bvvuvuvvbb

10 9 8 7 6 5 4 3 2 1
(100%) (50%) (25%) (12.5%) (6.2%) (3.1%) (1.6%) (.78%) (39%) (19%)

If you want each test tube to have 25 ml of the molasses solution at
the above concentrations, how would you go about making the serial
dfludon?

Explain and draw diagrams to illustrate your procedure.

Quesfions:

1. What is the organism in this lab? What type of organism is it?
2. What is the variable in this lab? How do you know?

3. Do we have a control in this lab?

4. If we do, what is it?

5. Pick one hypothesis to serve as your team hypothesis for this lab.
Write out the word form and show the graph form in thrs area.
Created by H. Krusenklaus 1996

100

APPENDD( C

Pre—Lab Activity Name:
lab 1-1 Relationship Between Food and Energy ID #:_Peri0d:
Background: In this lab you will need to formulate your first lab
hypothesis with a graph representation. Yeast will convert sucrose
with water to ethanol, carbon dioxide and energy. You need to
hypothesize as to how the concentration of sucrose will change the
amount of carbon dioxide produced. One example is as follows:

 

 

 

 

 

High Possible Title:
Rate of C02
Production
C02 Compared to Food
Concentration
Production
Low
Low Concentration High
of Food

I,

1. Put the above graph into a word hypothesis and use “If ...... then .....
if the yeast is given different concentrations of molasses, then the

C02 and energy production will be greatest in the test tubes with

the lowest concentrations.
2. Draw four other possible hypotheses for this lab and then put
each graph into words. DON’T FORGET LABELS AND TITLES.
Hypothesis: If the yeast is given a different concentrations of
molasses then the CO 2 and energy production will be greatest in test

tube with the highest concentration.
High

 

C02
Production

 

 

 

Low
Low Concentration High

of Food

101

APPENDIX C

Hypothesis: same if statement, then the C02 and energy production

will be greatest in the middle test tubes with the middle
concentrations.

 

High

C02
Production

 

 

 

Low
Low Concentration High
of Food

Hypothesis: then greatest carbon dioxide production and energy
production will be in the highest and lowest concentrations of
molasses.

 

High
C02

Production

Low
Low Concentration High
of Food

 

 

 

Hypothesis: then the carbon dioxide production and energy

production will stay the same.
High

 

C02
Production

 

 

 

 

Low .
Low Concentration High

of Food

102

APPENDIX C

Background: In this lab a serial dilution needs to be prepared. Since
the purpose of the lab is to study the effects of sugar concentration
on carbon dioxide production, the concentrations of the sugar needs
to be varied. The technique used to do this is called serial dilution.

The end result will be ten test tubes with the concentrations shown
below:

11
11
I]
ll

11
11
n
I]
ll

DIFIIIII

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

vvuuuquUu

10 9 8 7 6 5 4 3 2 1
(100%) (50%) (25%) (12.5%) (6.2%) (3.1%) (1.6%) (.78%) (39%) (.19%)

If you want each test tube to have 25 ml of the molasses solution at
the above concentrations, how would you go about making the serial
dfluuon?

Explain and draw diagrams to illustrate your procedure.

1. Put 25 ml of the molasses in a graduated cylinder and add 25 ml
of distilled water. Shake up the two components.

2. Pour 25 ml of the 50 ml into test tube number nine.

3. Put 25 ml of distilled water into the graduated cylinder ( should
have 50 ml) and shake up.

4. Pour 25 ml of the solution into test tube number eight.

5. Repeat this procedure until test tubes nine through one are filled
with 25 ml of solution.

6. Test tube ten should have 25 ml of pure molasses.

103

APPENDD( C

mm
1. What is the organism in this lab? What type of organism is it?
yeast, single celled fungi

2. What is the variable in this lab? How do you know?
the different concentrations of sugar in the test tubes--
everything else in the test tubes are kept the same

3. Do we have a control in this lab?
yes

4. If we do what is it?
Test tube with 1 ml of yeast and just water no molasses.

5. Pick one hypothesis to serve as your team hypothesis for this lab.
Write out the word form and show the graph form in this area.

Answers will vary

Source:

BiologicaLSriencerlnteracfionoiExperimemsandldeas. 4th ed. New

Jersey: Prentice-Hall, Inc., 1983.

Created by H. Krusenklaus 1996

104

APPENDIX C

n - f0 in. - ° 0": in ' '- '- I' ‘-
. k . u u o. t. u l u out o

andEnergy

Directions: Discuss information needed in lab report with your team.
Decide on the purpose of this lab after the pre-lab discussion. Decide
on a food source that you would like to test and report it to the
teacher. Formulate a word and graph hypothesis based on the
purpose of this lab. Decide on materials needed and a procedure to
follow for your experiment. All the proceeding directions need to be
written up before your team will be allowed to start the testing.

Data:

Make sure you include the following items in the data section:
1. pH of the molasses and chosen food source

2. Brand name of your food source

3. Ingredients found in the food source listed in the order they

appear on the label.
4. A table with C02 production after 24 and 48 hours for the team.

5. Table 2 (see next page)

105

APPENDD( C

Table 2: Each Team’s Results of C02 Production in mm for 48 Hours

inaCI

hosen Food (Sucrose) Medi

 

Test
Tube

Concentration

Team

1

Team

2

Team
3

Team
4

Team
5

Team

6

Team
7

 

1

 

 

 

 

 

 

 

 

 

 

 

 

,toooxrmmrsouw

 

 

10

 

Food Source:

 

.....

 

 

 

Highest COZ
Amount:

 

 

 

 

 

Ideal
Concentration

 

 

__1 _..~._-~-v-—

 

 

 

 

 

pH of Source:

 

 

Ffi‘
.__....

 

 

Questions:

1. How do the rates of C02 production and energy production of
your food source compare to those of molasses? Be specific.
Compare ideal concentrations and amounts of C02 produced for

each sugar solution.
2. Discuss differences in C02 production between the molasses and

your food source ( Note: Ingredients of molasses is in the

background information.)
3. Which food source produced the most C02 after 24 hours? After

48 hours?

hours? Why?

Which food source lead to the least C02 production after 48

106

APPENDD( C

5. list as many other variables ( other than those discussed above)
that could have affected the yeast fermentation process.
Explain how these items are variables.

D' . ,
1. What problems did you encounter as you ran your experiment?
2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conclusion: Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. Last give a concluding relationship
between the different food sources and the carbon dioxide

production.

Sources:

BiologicaLScienrednteractiouoiExperimentsandldeas. 4th ed. New

Jersey: Prentice- Hall, Inc., 1983.

Campbell, Neil A, Biolng 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Tatina, Robert. “Apparatus & Experimentation Design for Measuring

Fermentation Rates in Yeast.” IheAmeriranBiologyleacher.

vol. 51 (1), January 1989:35- 39.

Adapted by H. Krusenklaus

107

APPENDD( C

IEACHERNQIB

I ‘I' III -' I"‘ II ' " .. I' "
-. \0 III».II I I I IIII

andEnergy

Ptmoose: To observe what effect different food sources will have on
the amount of energy and carbon dioxide produced by

yeast.
Materials:
(per class)
package of dry yeast in 1 liter distilled water
distilled water

(per team)
each team should bring in a different food sources (ex: honey, syrup,

apple juice) Students should not use a source that lists first
ingredient as water.

graduated cylinder, 100 ml

test tube rack for large test tubes
11 test tubes, 22 X 175 mm (clean)
11 test tubes, 13 X 100 mm (clean)
Erlenmeyer flasks, 125 ml

1 ml pipette

millirneter ruler

marking pen

2 stoppers for large test tubes

IimeErame:
3 days

leacherPrep:

1. Make stock yeast solution. ( 1 package of yeast to 100 ml of
distilled water)

Procedure:

Day 1:

1. Label a test tube rack 1 through 1 1 using tape. Also label the
team number and period number on the test

108

APPENDIX C

tube rack.

Label eleven large test tubes 1 through 10.

Prepare yeast solution by adding 30 ml of stock yeast to 70 ml of

distilled water.

4. Get food source ready for serial dilutions. Some may need to be
heated.

5. Make serial dilutions of your food source by method used in lab

exercise 1-1. x

The last test tube should be filled with 26 ml of yeast solution.

Shake flask of yeast solution and add 1 ml to each test tube.

Put a stopper on each test tube and shake the yeast and food

source mixture. Rinse stopper with distilled water before

moving to the next test tube.

9. Invert one small test tube into each of the large test tubes. There
should be no air bubbles in the small test tubes. If there are redo
the inverting. The more concentrated solutions should be held up
to over- head to look for air bubbles.

10. Take the pH of your food source using pH paper and record in

data section.

11. Set test tubes aside for 24 hours.

12. Record the Brand name and ingredients of the food source used

in the order they are given on the label.

13. Record the pH of molasses from lab exercisel-l.

5”!"

9K“?

Day 2:

1. Tap tubes then measure the amount of gas collected in the small
test tube using a millimeter ruler. Measure to the nearest
millimeter.

2. Record results in table one under “24 hours”.

If there was so little gas there was no measurement—-record “trace”

If the whole small test tube was filled with gas--record the measure

and put a “+” next to the number

If test tube is 1/ 3 filled with gas, record gas measurement, then

retip test tubes. --record a “ * “ next to the measurement

3. Allow test tubes to sit for another 24 hours.

109

APPENDIX C

Day Three:

1. Repeat procedure of day two and record results under 48 hours in
table 1. Complete the rest of table 2.

2. If a test tube was retipped yesterday, then add today’s
measurement to yesterday’s measurement.

3. Create a line graph representation of team 24 hour, team 48 hour,
and team 48 from lab 1-1 of C02 production for each

concentration. The graph needs a specific title, X and Y axis titles
and labels, and a key is needed. See figure 2 for a start.

Organism: Saccharomyces cereyisiae - “yeast”

Hypothesis: If the yeast is given a higher concentration of -
then the energy production and the amount of carbon dioxide will be
greatest .(Give specific concetration(s) [test tube(s)] )

 

(Need a hypothesis graph to match hypothesis above. [see
pre-lab activity 1-1])

Data:
molasses pH = 5

own food source pH =

Brand Name
Ingredients

110

APPENDIX C

Table 1: Team # Results of C02 Production After 24 and 48

 

Hours

 

Test Tube
Number

Concentration
of

C02 in mm
( 24 hours)

C02 in mm
( 48 hours)

 

 

 

 

 

 

 

 

l
l

 

 

 

 

 

 

 

:KOOONECDUIAUJNH

 

 

l
r
l
l
l
l
l
l

1=I
O

 

 

H
p—I

 

 

 

 

 

111

APPENDIX C

Table 2: Each Team’s Results of C02 Production in mm for 48 Hours
in a Chosen Food (Sucrose) Medium

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Test Concentration Team Team Team Team Team Team Team
Tube 1 2 3 4 5 6 7
1
2
3
4
5
6
7 1 ..
8 1- .,
9
10 "
Food Source:
Highest COZ
Amount: 1
Ideal 1 1
Concentration _L __1
pH of Source: W1 '

 

Questions:

1. How do the rates of C02 production and energy production of
your food source compare to those of molasses? Be specific.
Compare ideal concentrations and amounts of CO 2 produced for
each sugar solution.

2. Discuss differences in C02 production between the molasses and
your food source ( Note: Ingredients of molasses is in the

background information.)
3. Which food source produced the most C02 after 24 hours? After

48

hours?

 

112

APPENDD( C

4. Which food source lead to the least C02 production after 48
hours? Why?
5. list as many other variables ( other than those discussed above)

that could have affected the yeast fermentation process.
Explain how these items are variables.

D' . .
1. What problems did you encounter as you ran your experiment?
2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conclusion: Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. last give a concluding relationship
between the different food sources and the carbon dioxide
production.

Sources:

BiologicaLSrience:Interaction_of_Expemnents_and_Ideas. 4th ed. New
Jersey. Prentice-Hall, Inc. 1983.

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Tatina, Robert. “Apparatus & Experimentation Design for Measuring

Fermentation Rates in Yeast.” Want.
vol. 51 (1), January 1989:35-39.

Adapted by H. Krusenklaus

Student ID.

113
APPENDIX C

C
-. .. U C . .
II I t‘. II III'.“ID “I III I ' .II

Energy
Date: Period: . .

GENERALJIEMS’.

 

 

 

 

Neat and orderly (.5 pt.)
Ink used (.5 pt.)

Proper deletion used (.5 pt.)
Entries underlined ( .5 pt.)

I QB “131113412.

 

 

 

 

 

 

 

 

 

 

 

 

 

QUEXIIQNS:

 

 

 

 

 

DISCUSSION:

 

W

 

 

 

 

Heading ( ID# / Date / Period #) ( .5 pt.)

Descriptive title ( .5 pt.)

Purpose: ( organism / variable / problem [ ideal concentration
and compare to molassesl) (2 pts.)

Procedure:(3pt8.) (ZPtS-)
Hypothesis; (If organism /variable, then prediction[ ideal conc]

organism(1pt.)

Brand name ( lpt. )

Ingredients (1 pt. )

pH reading of molasses (1 pt. )

pH reading of own source ( 1 pt. )

Table 1: Team 2448 hrs. (C02 Produced in mm) ( 3 pts. )

Title Column Headings Conc. % of Own Source
Table 2: Class Results 48 hrs. (C02 Produced in mm) ( 3 pts. )
Title Labels All data

Graph ( 4 pts. )

Title/ Scale/ Spacing / Key / labels/ Units /3 Plottings/Comp.Graph

General Comparison incl. heights/ Ideal Concentration for
molasses / ldeal Concentration for own food source ( 1.5 pts. )
Reason for different results ( .5 pt. )

Most (DZ in 24 hrs? in 48 hrs.? ( 1 pt. )

Worst (DZ in 24 hrs? in 48 hrs.? ( 1 pt. )

Other variables we’ve ignored ( 1 pt. )

.H

MANN

(Sources of error / affect on results) ( 1 pts. )

Hypothesis ( 1 pt. )

Reject or Accept ( 1 pt. )

Data support ( lpt. )
Concluding relationship ( 1 pt. )

Created by H. Krusenklaus 1996

l 14
APPENDIX C

__ID# ___lD# ID# ID#

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

35 Possible 35 Possible 35 Possible 35 Possible
Missed Missed Missed Missed
Extra Extra Extra Extra

Score Score Score Score
Grade Grade Grade Grade

.Smdentllommerm:

Pre-Grade: Due Date:

ID#____ Done Corrections Not Done ID# Done Not Done

ID#_____ Done Corrections Not Done ID# Done Not Done

ID#____ Done Corrections Not Done ID# Done Not Done

1 agree to make the corrections disccussed with my team

Created by H. Krusenklaus 1996

 

(Initial)

115

APPENDD( C

I "l-3'Bl'l'BI I I
.andleasLEermentation

Purpose: To determine the effect of different temperatures on yeast
energy production by comparing amounts of carbon dioxide

produced.
Procedure:
Day 1:
1. Determine the ideal concentration of molasses from lab 1-1.
2. Make up a molasses solution based this concentration.
3. Get 4.5 ml of the stock yeast solution and dilute it with 10.5 ml
of distilled water.
4. Label 10 test tubes with the following information:
1 - Freezer, Team #, Period #
2 — Refrigerator, Team #, Period #
3 - Room Temperature, Team #, Period #
4 - Water Bath, Team #, Period #
5 - Oven, Team #, Period #
5. Record the temperature of each environment.
6. Repeat the above labels and add the word CONTROL. The
team should have ten test tubes when done.
7. Put 25 ml of the molasses solution in each test tube that is not
labeled as a control.
8. Put 25 ml of water in each control test tube.
9. Add 1 ml of yeast to all ten test tubes.
10. Invert small test tubes into large as done in lab 1-1 and 1- 2.
1 1. Place test tubes in the location that is written on their label.
Day 2:
1. Tap tubes then measure the amount of C02 collected in the small

test tube using a millimeter ruler. Measure to the nearest

millimeter.
2. Record results in table one under “24 hours”. Use the same
procedure for recording data as in lab 1-1 and 12.
T = Trace

* = Test tube was retipped
100+ == The whole test tube was full of carbon dioxide

116

APPENDD( C

3. Allow test tubes to sit for another 24 hours.

Day Three:

1. Repeat procedure of day two and record results under “48 hours”

in table 1.

2. If a test tube was retipped yesterday, then add today’s

measurement to yesterday’s measurement.
3. Create a bar graph for the 24 and 48 team data. See figure 1 for

the graph set up. Make sure you record the temperature on the

graph under each location.

Organism: Saccharomyces cereyisiae - “yeast”

Hypothesis: If the yeast is given a specific concentration of molasses
and placed in different temperatures, then the energy production

and the amount of carbon dioxide will be greatesm

Data:

Table 1: Team # _ Results of C02 Production After 24 and 48 Hours

 

of Yeast and Molasses in Different Temperatures

 

Temperature 24 Hour 48 Hour
Location ( °C ) C02 Prod. C02 Prod.
(mm) (mm)

 

Freezer

 

 

Freezer Control

 

Refrigerator

 

Refrigerator Control

 

Room

 

Room Control

 

Water Bath

 

Water Bath Contol

 

Oven

 

Oven Control

 

 

 

 

 

 

117

APPENDD( C

Table 2: Class Results and Averages of C02 Production After 24 and
48 Hours of Yeast and Molasses in Different Temperatures.

 

Teams 1 2 3 4 5 6 7 Total Ave.

 

Test
Tube ---------------------------------------------
#

 

 

 

 

 

 

 

 

 

 

MAWNH

--u..- MI” E... -..........l.

 

 

 

Controls: '

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

118

APPENDIX C

Figure 1: Format for the Bar Graph

Title

8

I l I I I
I I I I I I

 

I Seriesl

Label/Unit

8888388

N
C
14441
I I

 

I SeriesZ 1

 

H
O

 

 

O

iiigLFE—‘f‘fi—oi‘a

--s, garrfii‘fififi

gésggsggsmmé
Label/Unit

Questions:

 

1. What, if any, relationship or pattern is there between
experimental conditions and yeast C02 production?

2. What is the ideal experimental condition for optimum yeast
C02 production? Why?

3. If there was no carbon dioxide produced in any of the
envirnments, explain a possible reason(s) for these results.
Conclusion:
Sources:
BiologicalSciencerlnteracuonoLExpenmeumandldeas. 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.
Campbell, Neil A, Biolng 2nd ed., The Benjamin/Cummings
Publishing Co., Inc., New York, 1990.
Tatina, Robert. “Apparatus & Experimentation Design for Measuring
Fermentation Rates in Yeast.” IheAmedcanflologeracher.

vol. 51 (1), January 1989:35-39.
Adapted by H. Krusenklaus 1996

119

APPENDDI C

IEACHERNQIES

I "1-3'Bl'l'B I I
.andleastliermentation

Purpose: To determine the effect of different temperatures on yeast
energy production by comparing amounts of carbon dioxide
produced.

Procedure:

Day 1:

1.
2.
3. Get 4.5 ml of the stock yeast solution and dilute it with 10.5 ml

4.

Determine the ideal concentration of molasses from lab 1-1.
Make up a molasses solution based this concentration.

of distilled water.
Label 10 test tubes with the following information:

1 - Freezer, Team #, Period #

2 - Refrigerator, Team #, Period #

3 - Room Temperature, Team #, Period #
4 - Water Bath, Team #, Period #

5 - Oven, Team #, Period #

5. Record the temperature of each environment.

6.

7.

8.

9.

Repeat the above labels and add the word CONTROL. The
team should have ten test tubes when done.

Put 25 ml of the molasses solution in each test tube that is not
labeled as a control.

Put 25 ml of water in each control test tube.

Add 1 ml of yeast to all ten test tubes.

10. Invert small test tubes into large as done in lab 1-1 and 1- 2.
11. Place test tubes in the location that is written on their label.

Day 2:

1.

Tap tubes then measure the amount of C02 collected in the small
test tube using a millimeter ruler. Measure to the nearest

millimeter.
Record results in table one under “24 hours”. Use the same
procedure for recording data as in lab 1-1 and 1-2.
T --= Trace
= Test tube was retipped
100+ = The whole test tube was full of carbon dioxide

 

 

120

APPENDD( C

3. Allow test tubes to sit for another 24 hours.

Day Three:

1. Repeat procedure of day two and record results under “48 hours”

in table 1.

2. If a test tube was retipped yesterday, then add today’s
measurement to yesterday’s measurement.
3. Create a bar graph for the 24 and 48 team data. See figure 1 for

the graph set up. Make sure you record the temperature on the
graph under each location.

Organism: Saccharomyces cereyisiae - “yeast”

Hypothesis: If the yeast is given a specific concentration of molasses
and placed in different temperatures, then the energy production

and the amount of carbon dioxide will be greatesr

Data:

Table 1: Team # _ Results of C02 Production After 24 and 48 Hours

 

of Yeast and Molasses in Different Temperatures

 

fiemperature 24 Hour 48 Hour
Location ( °C ) C02 Prod. C02 Prod.
(mm) (mm)

 

 

Freezer

 

Freezer Control

 

Refrigerator

 

Refrigerator Control

 

Room

 

 

 

Room Control

 

Water Bath

 

Water Bath Contol

 

Oven

 

 

 

Oven Control

 

 

 

 

 

 

121

APPENDIX C

Table 2: Class Results and Averages of C02 Production After 24 and
48 Hours of Yeast and Molasses in Different Temperatures.

 

Teams

Total

Ave.

 

Test
Tube
#

 

 

 

--—.—.—..—

 

 

 

U‘IAUJNH

 

 

 

 

Controls:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MAWNi-i

 

 

 

 

 

 

 

 

 

 

 

 

 

122

APPENDIX C

Figure 1: Format for the Bar Graph

Title

 

 

 

 

 

 

 

 

 

 

 

100
90 :
80 5 .
7o 2 j i '1':
§ 60 j, I SeriesZ
50 , I: 5 ,
g 40 .1 - serial
30 f 377i?
20 f1
10 ”Ii-7 ,
0 , c:
a "a g g m AH a a 2 an
§ § 43 "a ’3 E a .3 a3 "2‘ a? 5'5 5
H H g +- H H "" +-
4. a. U , . g a a g *5 *6 5
.5 -O-‘ '0'. Q
g 3 3
Label/Unit

 

1. What, if any, relationslfip or patternTs {Here between
experimental conditions and yeast C02 production?

2. What is the ideal experimental condition for optimum yeast
C02 production? Why?

3. If there was no carbon dioxide produced in any of the
envirnments, explain a possible reason(s) for these results.

10' . ,

Conclusion:

Sources:

BiologicaLSriencerInteractirmofExoerimentsandldeas. 4th ed. New
Jersey: Prentice-Hall, Inc. 1983.

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings

Publishing Co., Inc., New York, 1990.

Tatina, Robert. “Apparatus & Experimentation Design for Measuring

Fermentation Rates in Yeast. ” Warner.
vol. 51 (1), January 1989:35-39.
Adapted by H. Krusenklaus 1996

123

APPENDIX C

I . . 13,13]. l'B I
andleaSLEennentation

Student ID. Date: Period:—
GENERALJIEMSL
Neat and orderly ( 1 pt.)
Ink used ( 1 pt.)
Proper deletion used ( 1 pt.)
Entries underlined ( .5 pt.)
W;
Heading ( ID# / Date / Period #) (.5 pt.)
Descriptive title ( .5 pt.)

 

 

 

 

 

 

 

 

Purpose; ( 1 pt.)
H¥pnth£sia If (organism,variable), then(predicted temperature)
Qrganism ( 1 pt. ) (2pts.)

 

Table 1: Team # __ Results of C02 Production After 24 and 48

Hours( 4 pts. )

Title Temperature C02 produced 24 48

Table 2: Class Results and Averages of C02 Production After 24
and 48 Hours (3 pts)

Title Team data Averages

Graph: Bar Graph ( 6 pts. )

Title X/Y axis labels Key 24 / 48 team

QUESTIONS;

1. What, if any, relationship or pattern is there between

temperature and yeast C02 production? ( 2 pts. )

1. What is the ideal temperature( or range) for optimum yeast
C02 production? Why? (2 pts. )

3. If there was no carbon dioxide produced in any of the
environments, explain a possible reason(s) for these results.( 2)
Questions written out ( 1 pt. )

 

 

 

 

Space between answer and next question ( .5 pt. )
W

(Sources of error / affect o It results) ( 2 pts. )
CQNCLLLSIQN;

Hypothesis ( 1 pt. )

Reject or Accept (1 pt.)

Data support (lpt. )

Concluding relationship (1 pt. )

 

 

 

 

 

124

APPENDIX C

___ID# __ID# ___—ID# ID#

35 Possible 35 Possible_35__Possible 35 Jossible

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Missed Missed Missed Missed
Extra Extra Extra Extra
Score Score Score Score
Grade Grade Grade Grade
W
Pre-Grade: Due Date:
ID# Done Corrections Not Done ID#__ Done Not Done
ID# Done Corrections Not Done ID#___ Done Not Done
ID#___ Done Corrections Not Done ID#____ Done Not Done
I agree to make the corrections disccussed with my team
(Initial)

Created by H. Krusenklaus 1996

125

APPENDIX C

QUIZ-Fermentation Name:
ID#: Period:
Date:
Dimefinns; Use lab reports 1-1, 1-2, andl-3 to answer the following
questlons.

 

 

1. What was the organism used in the labs?

2. Every hypothesis must have an “If...then” format.
What are the other three components that must be
included in every hypothesis?

3. Write a hypothesis that matches the following graph.

 

 

 

 

 

002
Production (mm)

 

 

 

Concentration of Molasses (96)
What was the variable in lab exercise 1-1?
What was the variable in lab exercise 1-2?
What was the variable in lab exercise 1-3?
7. Write the reaction for fermentation.
8. What was the independent variable in lab exercise 1-2?
9. What was produced in the fermentation process that

can have an order?

10. Measure the amount of C02 produced in the

following diagram. Measure the C02 in mm.

 

.O‘EJ‘P

 

 

126

APPENDIX C

11. Using the graph below, which test tube contained the
the r1 ght concentration of molasses to give the most
carbon dioxide. Give answer in %

 

Yeat Fementation When the Food
Source is Molasses

 

(:02 Production

 

 

Test Tube Number

 

 

 

12. If the concentrations in the test tubes in problem #11

 

are set up like lab exercise 1-1, what would be the
ideal concentration for carbon dioxide production.
(Total) 13. A student is designing a new lab exercise that
(Molasses) requires the use of yeast and molasses. The student
(Water needs 10 test tubes, five will serve as controls, and
each test tube will need 25 ml of the molasses solution.
How much molasses is required to complete this lab
exercise? Calculate how much molasses and water
will be needed to make a solution with the
concentration found in question #12.
14. What was the best food source in lab exercise 1-2?
45. Why wouldn’t a food source with the first
ingredients work in lab exercise 1-2?
16. What was the ideal temperature in lab exercise 13?
17. Why didn’t you average the class data table in lab

exercise 1-2?
18. What was in the control in lab exercise 1-3?

 

 

 

 

 

Created by H. Krusenklaus 1996

APPENDD( D

APPENDIX D

I |.|. 24.“ 'BI [13 'l' '2 IC

Purpose:

organism: Zea. mayz - “corn” and Eisnm sativa- ”peas”

Materials

(per team)

45 Alaska pea seeds

45 Yellow dent corn seeds

glass beads or gravel

volumeter with all the components

tray

100 ml graduate cylinder

3-150 ml beakers

eyedropper and bottle

(per class)

ascarite or sodium hydroxide

soap

food coloring

Emcedure:

Day 1-

1. Using wet paper towels, layer pea and corn seeds in trays for germination.

2. Leave seeds in cabinet overnight.

Day 2-

1. Measure the volume of peas, and corn using the displacement method.
Record data in table 1. See figure 1 below.

2. Fill volumeter with water and let it sit overnight.

Figure 1: How to Measure Volume by Displacement

 

The first graduated cylinder has just water in it. Find the volume of the
water. Add the pea or corn seeds. Find the new volume. The difference
between the first reading and the second is the volume of the seeds in the

graduate.
Adapted by H. Krusenklaus

127

128
APPENDIX D

Day 3-

1. Measure the volume of the peas and corn again. Record in table 1.

2. If the volume of the pea seeds is not equal to the corn seeds, then add

gravel to the one that is less in volume until both are equal in volume.

Add the pea seeds and gravel to one test tube and the corn seeds and

gravel to another test tube.

Measure an equal volume of gravel for the third test tube.

The third test tube is the thermobarometer.

Loosely pack cotton near the top of each test tube to a depth about 1 cm.

Add 4 pellets of ascarite or sodium hydroxide to the top of the cotton

in each test tube.

CAUTION: Ascarite and sodium hydroxide are caustic. Be careful not to get

any on you or your clothes.

8. Place stoppers on test tubes immediately and place test tubes in volumeter.

9. The stopper should have a short tube and a long tube attached to it.

10. Insert a capillary tube in each of the long tubing pieces coming from the
sto er.

11. Inselri'lia small drop of colored water into the capillary tubes using a syringe,
or pipette. Position the bubble in the pea and corn tubes at the end of the
capillary tubes. Position the bubble in the control in the middle of the
capillary tube.

12. Tape the capillary tubes to a blank sheet of white paper.

13. Once the volumeter is completely assembled let it stand for five minutes.

14. If the bubble in the capillary tubes needs to be adjusted use a syringe in
in the small tubing of the stopper.

15. After five minutes, clamp the small tubing on the stopper. Then mark
the starting point of the bubble in each capillary tube.

16. Mark 10 measurements, at 2 minute intervals, of the distance the drop

moves. Mark the position of each drop at each interval on the paper.

17. After 20 minutes stop taking readings. Record data in table 2.

Note- If respiration is rapid, it may be necessary to readjust the drop using the

syringe. If you do this, use both sets of readings to calculate the total change

during the experiment.

Sometimes the drop ofdye will notmoveas expected; orwill not
move at all. This may be due to inactive ascarite or a system that is not
airtight. Try using a smaller bubble or squeezing the rubber tubing to cut back
on adhesion.

Ifthe drop in the thermobarometer moves toward the test tubes,
subtract the distance it moves from the distance the drop moves in each of
the other pipettes. If it moves away from the test tubes,. add the distance to
that of each of the other drops. This corrects your readings based on changes
that may have occurred in the entire system. (SEE TABLE 2)

S”

N991!“

129

APPENDIX D

18. The volume of oxygen used in each tube should be calculated using the
the formula for the volume of a cylinder: V=h x rt r2. The h is the total

distance a drop moved during the 20 minute period of observation, r is
the inner radius of the glass pipette.

12. Make a sketch of your apparatus. Include the contents of each test tube,

and all parts of the volumeter. Make sure to label all. parts of the sketch.
This should be in the data section of your lab.

13. Make a line graph for the oxygen intake for peas, corn, and gravel. Put
all three plots on the same graph and include a key.

14. Include the raw data sheet in the data section of the lab picked up.

Hypothesis; If peas and corn seeds are used to determine whether sugar or

starch provides a better food source for cellular respiration, then oxygen
intake and respiration rate will be greater .......

 

 

 

Data;
Tabler
T 24 Hours 48 Hours
Pea Seeds
Volume
(ml)
Corn Seeds
Volume

 

 

 

 

(m1)

 

 

 

 

130

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIXD
Iahlel'. ‘
Time Oxygen Intake in (cm)
(min.) Pegs 1 Corn lGravel Gravel
[Trial 1jjrna12flfrna1 IJLTrial 2] Trial 1 Trial 2
T—_l——
s a is a is a s a s s
'0 o 'O Q ’0 '0 Q '0 '0
3 13 3 t: 3 '0 3 'o 3 3
Q v-O U u—o Q ._. 9 F0 9 U
<1> 3 8 <1; 3 E a; 3 8 <1> 3 8 <1: <1»
54 0 5-0 0 H U H U H H
L- <1> u <1» u a; :4 <1» s.. 1..
o 1.. o t. o c. o 5.. o o
E ’8 25 ‘6 8 3 2% ’5 8 E?
:5 vi :5 Q :5 Q :5 Q :5 2'3
at» ; 3:- L ~1- it- at- at-
2 l I 1
4 i. j: _._. if“ It?“ ,i,_..,,..-.-...__1:..,,--,%, .W -w. w -1.-- .1”.
. i if" T in“; r...
20 L l l L l i 1
Calculations;

Show all work for calculations. Use rules for significant digits.

Sketch:

Include the sketch with labels and a title.

Questions:

1.15 oxygen used for cellular respiration or is it released as a waste? What
experimental. evidence do you have to support your answer.

2. What was the control? What variable were controlled by using the
control.

3. What is the NaOH (sodium hydroxide) were not used? Use the
equation C6H1206 + 602 -> 6H20 + 6C02
to calculate how much, if any, the volume within the volumeter would
change if the C02 were not removed. Explain.

4. What is the independant variable in this lab? What is the dependant
variable?

5. Is the rate of respiration for the pea and corn seeds different?
Dissnasion: See “How to Write A Lab Report”

Conclusion: See ”How to Write A Lab Report”
Source:

BiologicaLSrienceJnteracmmoiExpemmandldeas, 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.

 

Student 1

 

w, :WEm

 

131

APPENDIX D

Student ID.

Date:
GENERALIIZEMSL

 

 

 

 

Period:

 

Neat and orderly (.5 pt.)
Ink used (.5 pt.)

Proper deletion used (.5 pt.)
Entries underlined ( .5 pt.)

LAEJNRIIE-JIE.

 

 

 

 

 

 

 

 

 

 

Heading ( ID# / Date / Period #) ( .5 pt.)
Descriptive title ( .5 pt.)

Purpose; ( organism/ variable [peas and corn] / problem ( 1 pt.)
W515; (If organism / variable, then prediction (2pts)

Table 1: Team Vol. of Corn 8: Peas for 24 8: 48 (2 pts. )
Title Column Headings (ml)

corn, pea volume
Table 2: Team Oxygen Intake in cm and ml (5 pts. )
Title Table set up corrected data( 2 pts.) ml

Calculations: ( 3 pts.) [MUST HAVE SIG FIGS]
Conversion equation table/ peas calculations

table/ corn calc.
Raw data sheet ( 1 pt. )
Sketch (3 pts. )

jar/ water 3 t.t. / contents rubber tubing/ glass tubing
cotton/ sodium hydroxide clamps Labels
Graph (4 pts.)

Title/Key Scale/ Spacing Labels/Units 2Plottings Comp.Graph

W ( 1 pt. for each question. Questions should be written out. )

What '
2.

1. Is oxygen used for cellular respiration or is it released as a waste?

 

3

4

evidence do you have to support your answer.
What was the control? What variable(s) was (were) controlled?

. What if the NaOH (sodium hydroxide) were not used? Explain.

. What is the independent variable in this lab? What is the
dependent variable?

DISCUSSION;

—-——5. Is the rate of respiration for the pea and corn seeds different?

(Sources of error / affect o 11 results) ( 2 pts. )

W

 

 

 

 

Created by H.

Hypothesis (1 pt.)
Reject or Accept ( 1 pt. )
Data support (lpt.)

Concluding relationship (1 pt.)
Krusenklaus 1996

 

 

132

APPENDIX D

_____ID# ___.ID# ___—ID# ___ID#

35 Possible 35 J’ossible__35___,Possible 35 Possible

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Missed Missed Missed Missed
Extra Extra Extra Extra
Score jcore Score Score
Grade Grade Grade Grade
_StudenLComments;
Pre-Grade: Due Date:
ID#—___ Done Corrections Not Done ID#_______ Done Not Done
ID# Done Corrections Not Done ID#_______ Done Not Done
ID# Done Corrections Not Done ID#_______ Done Not Done

 

 

I agree to make the corrections disccussed with my team
(Initial)

Created by H. Krusenklaus 1996

133

APPENDD( D

W
Read section 4-3 on handout.
Answer the following questions.

 

 

 

 

 

1a. Fermentation is the process by which is
broken down in the of oxygen: It is also
called respiration.

b. Cellular respiration is the process by which
is broken down in the of oxygen: It is also
called respiration.

 

2a. Write the equation for fermentation (include # of ATP molecules
and omit the number of KCal or % of ATP stored).

b. Write the equation for cellular respiration (include # of ATP
molecules and omit the number of KCal or % of ATP stored).

3a. How many ATP molecules are produced from the oxidation of
one molecule of glucose in fermentation?

 

b. How many ATP molecules are produced from the oxidation of one
molecule of glucose in cellular respiration?

 

c. What is the ratio of ATP produced in fermentation to ATP
produced in cellular respiration?

J

4. What type of organism is favored in an aerobic environment?
Explain why.

5. Would a plant be a suitable organism to use to study cellular
respiration? Explain your answer fully.

 

134

APPENDDI D

Read section 4-4 on the handout.

1.

What is the name of the apparatus that you will use to measure
respiration rate?

. Why does one of the tubes contain inert material (gravel)?

 

. What two variables does this tube (thermobarometer) control?

 

 

To maintain a controlled experiment the corn and peas will be
equal in their:

a. mass b. size c. volume d. density

. The rate of respiration will be determined by measuring

 

6a. What gas needs to be removed from the tubes?

b. Explain why it needs to be removed?

c. How will it be removed?

Source:

W 4th ed. New

Jersey: Prentice-Hall, Inc., 1983.

135
APPENDD( D

C] 9.3 . . -H :1] II III] . IE
Smdgcflnide
Introductiom
. The initial energy needed to start photosynthesis comes from the
How do animal obtain fuel since they do not perform photosynthesis?

y—A

 

Organic molecules are needed for fuel, and .

is the process of breaking down glucose for energy
in the presence of oxygen and breaks down
glucose in the absence of oxygen.

Draw figure 9.2 in the space provided. Label everything the way it is in the
book. Then answer questions 610.

PS”

 

 

The chloroplast is the location of phmnsmhfisiflmspiminn (Circle one)

What materials are needed in respiration?

>19

8. What products ( used and not used) are produced in photosynthesis?

9. What materials are needed in photosynthesis?

10. What products (used and not used) are produced in respiration?

W
11. Draw the hydrolysis of ATP.

12. Does the above reaction produce energy or store energy? If it produces
energy, how much?

' ° p. 181
13. Complete the following chart:

Stage of
Respiration:
Location:

 

 

 

 

Starting
Materials m...“
Ending .

Materials

 

 

 

 

 

 

 

14. Wha

18. Ex:

Yeast
yeast
of ye

Creat.

136
APPENDIX D

14. What are two common forms of fermentation?

 

 

 

 

15. In fermentation ethyl alcohol is produced.
and can perform this kind of fermentation that is used
in h

16. In fermentation a product is produced that can make

 

muscles fatigue. This type of fermentation can be carried out by

 

and to make and

J

17. Compare strict aerobes, strict anaerobes, and facultative anaerobes. Make

sure to include examples of each. ( May be a good idea to make a chart for
easy understanding)

18. Explain the difference in the making of wine, sparkling wine, and beer?

CataholismotfltheLMolecules:
19. Humans obtain most or their calories from

 

20. Explain the amount of energy produced by fat and why it is not recognized
as the best respiration source.

C | I [B . I' .
21. Define feedback inhibition:
22. How is cellular respiration controlled?

23. The rate of glycolysis is by ATP and is

 

by ADP.

24. -25. In the process of baking bread, an essential ingredient is yeast, which
is uniformly distributed throughout the dough during mixing and kneading.
Yeast is a facultative anaerobe. How would you expect the metabolism of
yeast cells on the surface of the dough mixture to differ from the metabolism

of yeast cells in the interior? What causes the bread to rise?
Created by H. Krusenklaus 1996

137

APPENDIX D

I "2-2'B"°C'l

mtestions:

3a.

b.

What two variables does the tube containing gravel control?
What was the experimental variable in this experiment?

What other variable(s) was (were) not controlled in this
experiment?

. Write both the formula and work equations for both cellular

respiration and fermentation. Include ATP produce in each

process and indicate which equation is cellular respiration and
which is fermentation.

. Since cellular respiration requires oxygen, it is sometimes

referred to by a different name. What is this name?

. Why does a species that uses cellular respiration have an

advantage (better survival odds) over a species that uses
fermentation? Explain fully.

How was the respiration rate measured in this experiment?
Explain fully.

How and why was the carbon dioxide removed from the system?

138

APPENDIX D

Student ID. Date: Period:
GENERALEMSL
Neat and orderly (.5 pt.)
Ink used (.5 pt.)
Proper deletion used (.5 pt.)
Entries underlined ( .5 pt.)

 

 

 

 

 

Heading ( ID# / Date / Period #) (.5 pt.)
Descriptive title ( .5 pt.)
' ( organism] variable [cricket/ worm ]

Hypolhflfilfi; (If organism / variable, then prediction ) (2pts.)

 

 

 

 

 

DAIA'.
Table 1: Team Oxygen Intake in cm and ml (4pts.)
Title Table set up corrected data ml
Calculations: [MUST HAVE SIG FIGS]

 

Conversion equation table / cricket and worm calculations
Raw data sheet
Sketch
Statement
Graph
Title/Key Scale/ Spacing Labels/Units 2 Plottings Comp.Graph
QUESIIQNSL

4a. What two variables does the tube containing gravel control?
b. What was the experimental variable in this experiment?
c. What other variable(s) was (were) not controlled
2a. Write both the formula and work equations for both cellular
respiration and fermentation. Include ATP produce in each...
J. What is a different name for cellular respiration.
Why does a species that uses cellular respiration have an
advantage over a species that uses fermentation? Explaln
ja. How was the respiration rate measured in this experiment?
b. How and why was the carbon dioxide removed ...?

( pt. for each question. Questions should be written out. )

DISCHSSIQN.
(Sources of error / affect on results) ( pts. )

 

 

 

 

P

 

 

 

 

CONCLUSION;

Hypothesis (lpt.)

Reject or Accept (1 pt.)

Data support (lpt. )
Concluding relationship (1 pt. )

 

 

 

 

EllllPL

Pre-Gr
ID#
ID#
ID#

 

Creat

139

APPENDIX D

___ID# _ID# ___ID# __ID#

35 Possible 35 Possible—Mossible 35 Possible

 

 

 

 

 

 

 

 

 

 

 

 

Missed Missed Missed Missed
Extra Extra Extra Extra

Score Score Score Score

Grade Grade Grade Grade

 

 

 

 

_StndeDtLQmments;

 

 

Pre-Grade: Due Date:

ID# Done Corrections Not Done ID#__ Done Not Done
ID# Done Corrections Not Done ID#__ Done Not Done
ID# Done Corrections Not Done ID#___ Done Not Done

 

 

I agree to make the corrections disccussed with my team
(Initial)

Created by H. Krusenklaus 1996

 

140

APPENDIX D

W

QUESTIONS:

I"

t—u-axoooxrgxsflgksp
r9. 0 o

r—It—I
_OJN

14.
15.
16.
17.
18.
19.
20.
21.

22.
23.
24.
25.
26.
27.

28.
29.
30.

.What 13 the equation for respiration? Include the number of ATP
molecules produced.

How is the equation for respiration different from the equation for
fermentation?

What is the name of the apparatus used in lab exercises 2-1 and 2-2?

Why was water in that apparatus in both lab exercises?

What was the variable in lab exercise 2-1?

What was the variable in lab exercise 2-2?

Why was gravel placed in the third test tube?

Why was gravel mixed with the peas or corn?

What did the distance the bubble moved represent?
Why did the bubble move towards the system?

Give possible reasons the bubble could have moved away from
the system.

. What was the function of the sodium hydroxide?

What if the sodium hydroxide was not functioning properly? What
would happen in either respiration lab exercise?

Give two examples of random errors from lab exercise 2-1 or 2-2.

Give two examples of systematic errors from either exercise.

Give two examples of discrete variables from either exercise.

Give two examples of continuous variables from either exercise.

What variable was introduced into the lab because of germination?
Which seed had a better respiration rate?

Which seed provides a better food source?

Why did you equalize the volumes of the pea seeds, corn seeds, and
gravel?

What was the organism in lab exercise 2-2?

What variable(s) did you not control in lab exercise 2—2?
What was the variable in lab exercise 2-2?

What gas is used in cellular respiration?

What gas is given off as a waste in cellular respiration?

Which process, cellular respiration or fermentation, produces more
energy?

Given another name for cellular respiration.
Give another name for fermentation.

Give an example of an organism that performs fermentation and cellular
respiration?

APPENDIX E

APPENDDI E

I ' I:.IOI -’ u uu‘ s' ' °\ .0. ht‘ I. ‘ D. o 0‘

Procedure:
1. label centrifuge tubes: ( One team only will do D, E, and F)
A - lactose D- Melibiose G — Yeast

B - Lactose + Lactaid E - Melibiose + lactaid
C - lactose + Beano F - Melibiose + Beano
*AISO INDICATE TEAM NUMBER AND PERIOD NUMBER
. Put 8 ml of the lactose solution in tubes A, B, and C.
. Add two drops of Iactaid® to tube B and two drops of Beano® to
tube C.
. Put 8 ml of the melibiose solution in tubes D, E, and F.
Add two drops of lactaid® to tube E and two drops of Beano® to
tube F.
. Mix tubes by swirling then let the tubes stand for 10 minutes.
. After 10 minutes, add enough yeast solution to each tube to
completely fill the tube. There should be an overflow of solution
so that when the parafilm (STEP 9) is placed on the tube the
amount of gas in the tube is minimal.
Cover each tube with parafilrn. Poke two holes in the parafilm
with a pin provided by the teacher.

10. Invert each tube and place in your test tube holder in the water
bath.

11. After 20 minutes mark the level of carbon dioxide.
12. Record results in table 1.

13. Make a bar graph to show the contents of each tube and the
carbon dioxide production.

our now

“\I

9.

Data:

Make sure you include the following items in the data section of your

lab:

1. Sketch of the apparatus used. Include title, contents of each tube,
( include tests tubes D, E, and F even if your team did not set

these tubes up.) temperature of the water bath and labels for
equipment used.

2. Temperature during the experiment.

141

142

APPENDDI E

. Table that includes the contents of each tubes used, and the

amount of carbon dioxide produced. ( Test tubes A - G )

. Bar graph that shows the contents of each tube and how much

carbon dioxide was produced. ( Test tubes A - G)

miesuons:

NH

“9‘

. Did the Beano® drops breakdown both the lactose and melibiose?
. If Beano® did not breakdown both sugars, explain why.
. Did the lactaid® drops breakdown both the lactose and

melibiose?

If the Lactaid® drops did not breakdown both sugars, explain
why.

. What is in the drops that allows the breakdown of the sugars to

occur?
What was the control in the experiment?

. How does the temperature of this lab relate to human body

temperature?

. At what temperature were the dr0ps designed to function in?

Dimsiom See “ How to Write A Lab Report”

Conclusion; See “ How to Write A lab Report”

Sources:

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Reinking, Larry N., Jeffrey L. Reinking and Kenneth G. Miller.
“Fermentation, Respiration & Enzyme Specificity: A Simple

Device & Key Experiments with Yeast. ” IheAmerlcanBiologL
Teacher. vol. 56 (3), March 1994. 164-168.

Adapted by H. Krusenklaus 1996

how I

(per
7 pla
test I
(per
[act

5% l
5% 1
7% ‘
the:

wat

E

1d

”5%?

 

143

APPENDIX E

IEACHERNQIES

I - Ig.III -' I m: I- 'I °I .II 01:: I' t D' I I‘

Purpose'. To observe the specificity of enzymes to sugars and learn
how this can lead to digestive problems in humans.

Materials;
(per team)
7 plastic 15 ml centrifuge tubes '
test tube holder-large enough to hold centrifuge tubes
(per class)
lactaid® drops
Beano® drops
5% lactose solution— ( Each team needs 24 ml )
5% melibiose solution - ( Each team needs 24 ml )
7% yeast solution - ( Each team needs 64 ml )
thermometer
tape
marking pen
water bath
limeJErame;
1 day
IeachenPren:
Make lactose, melibiose, and yeast solutions the day of use.
Procedure;
1. label centrifuge tubes: ( One team only will do D, E, and F)
A - lactose D- Melibiose
B - lactose + Lactaid E - Melibiose + lactaid
C - lactose + Beano F - Melibiose + Beano
*AlSO INDICATE TEAM NUMBER AND PERIOD NUMBER
2. Put 8 ml of the lactose solution in tubes A, B, and C.
3. Add two drops of lactaid® to tube B and two drops of Beano® to
tube C.
5. Put 8 ml of the melibiose solution in tubes D, E, and F.

6. Add two drOps of lactaid® to tube E and two drops of Beano® to
tube F.

G - Yeast

144

APPENDDI E

7. Mix tubes by swirling then let the tubes stand for 10 minutes.

8. After 10 minutes, add enough yeast solution to each tube to
completely fill the tube. There should be an overflow of solution
so that when the parafihn (STEP 9) is placed on the tube the
amount of gas in the tube is minimal.

9. Cover each tube with parafilm. Poke two holes in the parafilm
with a pin provided by the teacher.

10. Invert each tube and place in your test tube holder in the water
bath.

11. After 20 minutes mark the level of carbon dioxide.
12. Record results in table 1.

13. Make a bar graph to show the contents of each tube and the
carbon dioxide production.

Organism: Saccharomyces cerevisiae - “yeast”

Hmothesis; If yeast is given melibiose and lactose sugars, then the

sugars will not break down unless their proper enzyme,

in Beano® or lactaid®, is added, because yeast does not

have the right enzymes to break down the two sugars.

Data;

Make sure you include the following items in the data section:

1. Sketch of the apparatus used. Include title, contents of each tube
( include tests tubes D, E, and F even if your team did not set

these tubes up.) temperature of the water bath and labels for
equipment used.

Temperature during the experiment. Should be around 37° C

9

2.

Table 1: Carbon dioxide Production of Yeast with Two Different
Sugars with added and dro for 20 min.

Tube Letter Contents 002

 

145

APPENDIX E

Sample Graph with 1996 Results

C02 Production from the Breakdown of
Lactose and Melibiose with Dietary Aids

I I I I I I I I I
I y l I I I I I I I

 

 

(:02 Production (ml)
0 -‘ N U) «h U1 05 V (D LO O

 

 

r-
r-

 

l
1

-l1-
cl

 

D (D 0 -I-f
8 +1: + no 02 one o)
O o---- 0° to an or: a
'0‘ ”a ”C I— q—u...’ on” o
O 0‘“ 00 .D so no )-

a 4.90 4&0 I— -—O -—m

0...] a 0 0 0+

...1 ...l 2 2+ 1:

Questions:

1. Did the Beano® drops breakdown both the lactose and melibiose?
They should only work with the melibiose.
2. Why didn’t the Beano® drops breakdown b0th sugars?
Beano® contains the enzyme necessary to break down one
sugar, melibiose. Enzymes are specific.
3. Did the Lactaid® drops breakdown both the lactose and
melibiose?
They should only work with the lactose.
4. Why didn’t the lactaid® drops breakdown both sugars?
lactaid® contains the enzyme necessary to break down one
sugar, lactose. Enzymes are specific.
5. What was the control in the experiment?
The tube with just yeast.

lAt

 

146

APPENDDI E

6. How does the temperature of this lab relate to human body
temperature?
Human body temperature is around 37 C and the lab was
suppose to be carried out between 37 C and 40 C.
7. At what temperature were the drops designed to function in?
Human body temperature, which is around 37 C.

D' . .
1. What problems did you encounter during the experiment?

2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conclusion: Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. Last give a concluding relationship about
enzymes and their specificity.

Note:
Melibiose is a costly sugar, so the concentration can be reduced to 1%,

but the results will not be as dramatic.

Sources:

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Reinking, Larry N., Jeffrey L. Reinking and Kenneth G. Miller.
“Fermentation, Respiration & Enzyme Specificity: A Simple

Device & Key Experiments with Yeast.” IheAmencanfilegx.
Teacher. vol. 56 (3), March 1994:164—168.

Adapted by H. Krusenklaus 1996

147
APPENDIX E

III: ~I-IE SI" ”1' .13.,

Student ID. Date:
GENERALHEMS‘.

Neat and orderly (.5 pt.)

Ink used (.5 pt.)

Proper deletion used (.5 pt.)
___. Entries underlined (.5 pt.)
LABJNRIIEJJP;

Heading ( ID# / Date / Period #) (.5 pt.)

Descriptive title ( .5 pt.)

111111121252; (organism / variable / problem) ( 1 pts.)

Period:

 

 

 

( 2 pts. )
Hypothesis; (If organism / variable, then prediction [ideal T.T.'S ]

organismflpt.)

Sketch (4 pts. )
Title equipment/ labeled temperature t.t contents
Table 1 (3 pts. )
Title Column Headings C02 produced
Table 2 (3 pts. )
Title Team data Averages
___— Graph (4 pts. )
Title Scale / Spacing Labels/ Units Plots
QUESIIQNS;
Did the Beano® drops breakdown both? ( 1 pt. )
Why didn’t the Beano® drops breakdown ..? ( 1 pt. )
Did the Lactaid® drops breakdown both? ( 1 pt. )
Why didn’t the Lactaid® drops breakdown ...? ( 1 pt. )
What was in the drops...? (1 pt.)
What was the control? ( 1 pt. )
How does the temperature of this lab relate...? ( 1 pt. )
At what temperature were the drops designed for? ( 1 pt. )

1
iv.

 

11111

E.

 

(Sources of error / affect on results) (2 pts. )

E

Hypothesis (1 pt.)

Reject or Accept ( 1 pt. )

Data support ( lpt. )
Concluding relationship (1 pt. )

l I

 

 

Created by H. Krusenklaus 1996

148
APPENDIX E

__ID# ___ID# ___,ID# __ID#

_35___Possible _35___Possible_35___Possible_35__Possible

 

 

 

 

___—_Missed Missed ___Missed ___—__Missed

______Extra Extra ______Extra Jixtra

___—Score jeore _____Score ______Score
Grade ___—__Grade ___—Grade ____Grade

_StudenLComments;

Pre-Grade: Due Date:

ID#—___ Done Corrections Not Done ID#—___ Done Not Done

ID#—___Done Corrections Not Done ID#________ Done Not Done

ID#—Jone Corrections Not Done ID#________ Done Not Done

I agree to make the corrections disccussed with my team

 

(Initial)

Created by H. Krusenklaus 1996

149
APPENDIX E

Pre-Lab 1-4 Name:
ID #: Date:

Directions: Read pages 89-93 in the Green biology textbook. Then complete
the following worksheet.

1. Explain the difference between exergonic and endogonic reactions.

 

2. Enzymes (increase/ decrease) the activation energy
needed for a chemical reaction. Why does this need to happen for
reactions to occur?

. Give two examples of what could go wrong in your body if your enzymes
did not function properly.

4. Enzymes are made of

J

5. Describe how an enzyme and substrate are like a lock and key.

Enzymes are specific. Give an example of their specificity in your body.

. List the factors that affect the performance of enzymes. Explain what

happens when the enzymes are not functioning under ideal conditions for
each factor.

Lab 14 Background: Enzymes are involved in the digestion of sugars. Some
humans lack the enzyme that is needed to break down the sugar lactose.
Lactose is found in milk products. A person that cannot break down lactose
sugar is said to be lactose intolerant. Now these people can find relief in an
over the counter pill called Lactaid ® which contains the enzyme lactase to
break down lactose sugar. The same situation exists for another sugar called

150

APPENDIX E

melibiose. If a human does not have the enzymes to break it down they can
take Beano ®which contains the enzyme melibiase. Yeast cannot break down
lactose or melibiose very effectively. It lacks the proper enzymes. Design an
experiment where yeast is given the two sugars to test for enzyme specificity.
In other words, will adding Beano ® or Lactaid drops ® help the yeast break
down the sugars, will Beano® break down lactose as well as melibiose and
will Lactaid ® break down melibiose as well as lactose?

Title:
Purpose:
Organism:
Hypothesis:

Procedure: (Use labs 1-1, 1-2, and 1-3 to answer the following questions.)

1. At what temperature should this lab be conducted? What lab evidence do
you have for your answer?

2. What concentration of sugar should be used? What lab evidence do you
have for your answer?

Using the concentration % above calculate how many grams of lactose
sugar will be needed to make a solution of 350 ml. SHOW ALL WORK

4. What kind of control should be set up? Explain your answer.

What can be measured to determine if yeast is breaking down lactose and
melibiose? Explain your answer.

Explain how you would test your hypothesis. When possible give lab
evidence for support.

Created by H. Krusenklaus

APPENDIX F

APPENDIX F

I . . I-l

Eurpnse:

Organism; Raphanus sativa ”radish"
Phaseolus vulgaris ”beans”
See respiration lab ”corn”

Hypothesis;

Data:

Sketch: The Bean, Corn and Radish in the Light and Dark after 7 days.

Include measurements on the drawing.

 

 

 

 

 

 

 

 

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3 3 3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 2: Just like table 1 except the conditions of the light.
Sketch; The Bean, Corn and Radish in the Light and Dark after 9 days.

Include measurements 0 n the drawing.

Tables 3a-3c: (Summary tables) Record all data from all teams

151

 

152

APPENDIX F

 

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153

APPENDIX F

 

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155
APPENDIX F

S . . E l . ,
Do statistical evaluations on the above data. You should have two
tests. Write out the null hypothesis, data box, statistic value, d.f. , p,
accept or reject the null hypothesis and the conclusion. Record class
data in the results table.

Questions:

1. Was there a significant difference between plants grown in light
for 7 days vs. those grown in darkness for 7 days? Consider each
characteristic measured separately, site t-test results to support
your conclusions, and give reasons for any significant differences
between the two groups.

a. beans (3 characteristics)
b. corn (3 characteristics)
c. radish (2 characteristics)

2. Did placing plants grown in the light for 7 days into darkness for
2 days significantly effect their growth? Compare to plants grown
in the light for 9 days. Consider each characteristic measured
separately, site t-test results to support your conclusion, and give
reasons for any significant differences between the two groups.

a. beans (3 characteristics)
b. corn (3 characteristics)
c. radish (2 characteristics)

3. Did placing plants grown in the darkness for 7 days into the light
for 2 days significantly effect their growth? Compare to plants
grown in darkness for 9 days. Consider each characteristic
measured separately, site t-test results to support your
conclusion, and give reasons for any significant differences
between the two groups.

a. beans (3 characteristics)
b. corn (3 characteristics)
c. radish (2 characteristics)
4. In the germinating embryo, what is the function of:
a. the cotyledon
b. the hypocotyl in beans
c. the coleoptile in corn

156

APPENDIX F

Statistical Results Table:
Results of Statistic Comparison of Characteristics of Bean, Corn, and Radish

Plants Grown in Varying Amounts of Light

 

Characteristic

Comparison

PD/ GD

T=

df

p:

Conclusion

 

Beans:

 

Hypocotyl length

7 d.l. vs 7 d].

 

Hypocotyl length

9 d.l. vs 9 d.d.

 

Hypocotyl length

9 d.l vs 7 (1.]. & 2 d.d.

 

 

 

Hypocotyl length 9 d.d vs 7 d.d. & 2 d.l.
Epicotyl lenght 7 d.l. vs 7 d.l.
Epicotyl lenght 9 d.l. vs 9 d.d.

 

Epicotyl lenght

9 d.l vs 7 d.1. & 2 d.d.

 

Epicotyl lenght

9 d.d vs 7 d.d. & 2 d.l.

 

 

Corn:

 

Leaf Height

7 d.l. vs 7 d.l.

 

Leaf Height

9 do]. VS 9 dd. ”"~—-,-v

.._..._... ...« 4...,

 

 

 

 

Leaf Height

9 d.l vs 7 d.l. & Z d.d.

 

Leaf Height

9 d.d vs 7 d.d. & 2 (1.1.

 

 

Coleoptile Height

7 d.l. vs 7 d.l.

 

Coleoptile Height

9 d.l. vs 9 d.d.

 

Coleoptile Height

9 d.l vs 7 d.l. & 2 d.d.

 

 

Coleoptile Height

9 d.d vs 7 d.d. & 2 d.I.

 

 

 

 

 

 

 

 

 

 

Leaf Width 7 d.l. vs 7 d.l.

Leaf Width 9 d.l. vs 9 d.d.
Leaf Width 9 d.l vs 7 d.l. & 2 d.d.
Leaf Width 9 dd vs 7 d.d. & 2 d.l.
LRadish:

H pocotyl lenght 7 d.l. vs 7 d.l.

H pocotjl lenght 9 d.l. vs 9 d.d.

 

Hypocotyl lenght

9 d.l vs 7 d.l. & 2 d.d.

 

LHypocotyl lenght

9 d.d vs 7 d.d. & 2 d1.

 

 

 

Cotyledon Width 7 d.l. vs 7 d.l.
Cotyledon Width 9 d.l. vs 9 d.d.
Cotyledon Width 9 d.l vs 7 d.l. & 2 d.d.

 

Cotyledon Width

 

 

9d.dvs7d.d.&2d.l.

 

 

 

 

 

 

 

 

157

APPENDDI F

Sa. Write the formula and word equation for photosynthesis.

b. What evidence do you have that plants germinated in the dark

do not perform photosynthesis?

D' . .
1. What problems did you encounter during the experiment?
2. What other factors contributed to your results?
3. What were sources of error? and how did they affect your data?
Conclusion; Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. last propose a concluding relationship
between light and the growth and development in three different
plant species.

Sources:

BiologicaLScienceslnteractionoLExperimentsandeeas. 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Hopkins, William G. lntroductionloflanLEhysiology. John Wiley &
Sons, Inc. New York, 1995.

Developed by H. Krusenklaus with consultation with Dr. Ken Nadler

158

APPENDDI F
IEACHERNOIB
I ‘I:.III“ I’ l‘ I :I II I“ .l“l ’.I
Purpose; To observe the differences between plants grown in the
dark and light.
Materials:
(per team)
20 barley seeds or corn seeds 12 coffee cups
20 radish seeds vermiculite or sterile soil
20 bean seeds metric rulers
trays
I' P . l‘

15 min. day one

20 min. day two

20 min. on day seven

leacheLPrep:

Day one and two procedures could be done by the teacher.

Need to make bleach solution.

Procedure:

Day One: Disinfect Seeds and Soak

1. Disinfect the surface of the seeds with a 1% NaOCl solution.
(Household bleach is 5.25% NaOCl. Dilute 1 volume bleach to 4
volumes water for an approximate 1 % NaOCl solution). Seeds
should not be in the solution for more than two minutes.

2. Wash seed several times until the odor is gone.

3. Soak seeds overnight in a container with water running over
them to thoroughly hydrate the seeds.

Day Two: Plant Hydrated Seeds

1. Fill coffee cups 2/ 3 full of vermiculite.

2. Poke 3 holes in the bottom of the cups with a pen.

3. Water each cup until the water starts to drain.

4. Plant 5 seeds of one species in each cup.

5. Put a little more vermiculite on top of the seeds and water again.

6. Place two cups of each seed type in a tray in the dark and place
the other cups in a tray under grow lights.

7. leave cups in this location for seven days.

159

APPENDIX F

Day Eight:

1. Take the following measurements for each plant, then calculate
averages.

In Beans - the hypocotyl length and epicotyl length
In Barley - the leaf height and coleopile height

In radish - the hypocotyl length and cotyledon width
( See figure 1)

2. Observe color differences, expansion of cotyledons, and angle of
cotyledons between treatments and record in table 1.

3. Compare your measurements of light and dark grown plants, then
make a prediction as to what would happen if the plants that
were in the dark are now put under grow lights for 48 hours.
Prediction should include all characteristics measured on all
three plants.

4. Place all plants under the grow lights for 2 days, except one cup
of each kind of plant that was in the dark for the first 7 days.
Put them back in the dark. Make sure you label the plants that
were in the dark that are now being placed in the light.

Day Ten:

1. Remeasure plants in the dark and light and then measure plants
that were in the dark for 7 days then placed in the light for two
days.

2. Make sketches of each plant. Label measurements and use
colored pencils.

Organism; Raphanus sativa “radish”
Phaseolus vulgaris “beans”
H ordeurn sative “barley”

' ° If radish, bean, and barley seeds are placed in light and
dark conditions, then the plants in the light will __ 4.

 

160

APPENDIX E

Data:

Sketuh: The Bean, Corn and Radish in the Light and Dark after 7 days.
Include measurements on the drawing.

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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3 4 ‘ t 31 K 3

 

 

 

 

 

 

 

 

 

 

 

Table 2: Just like table 1 except the conditions of the light.
Students need to be assigned different conditions for the two days
after the plants were in the darkfor seven days.

Sketch: The Bean, Corn and Radish in the Light and Dark after 9 days.
Include measurements on the drawing.

Tables 3a-3c: (Summary tables) Record all data from all teams. SEE TABLES
IN THE STUDENT LAB PROTOCOL.

161

APPENDIX F

Sample Sketches: Sketches of Bean, Barley and Radish Plant under
Light Conditions and Dark Conditions for Seven Days

  
  

 

 

 

 

 

 

 

 

 

 

Bean;
Light Dark
Leaf
Epico'l'yl
Wok/led":
r #llyfocolyl ".
Com;
hem Dark ‘ll
Colet;;fle —&
Co‘l'yleclon g’o
Epicotyl
mm m & D...

__ #HVch’I‘I' _

 

 

 

Data:

162

APPENDIX F

Sample Data : Structure Differences Between Three Different Seeds
Germinated in the Light and Dark.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Condition Light Light Dark Dark Light for 7
For 7 Days For 9 For 7 Days For 9 Days Then
Days Days Days,Dark for

2 Days

Seed

Type/ Measurement

Beans:

Hypocotyl Length 7.0 cm 7.0 cm 15.0 cm 20 cm 15 cm

Epicotyl Length 2.0 cm 3 cm 0 cm 1.5 cm 1 cm

Hypocotyl Color green green white white green

leaves Color green green yellow yellow green

Expansion of expanded expanded not not expanded

Cotyledon? expanded expande

Angle of Cotyledon O 0 180 1§0 0

Barley:

Leave Height 11.0 cm 12 cm 15.5 cm 17 cm 16 cm

Coleoptile Height 1.5 cm 3 cm 4 cm 4 cm 5 cm

Leave Width .6 cm .7 cm .1 - .2 cm .3 cm .6 cm

Leave Color green green yellow yellow green

Radish:

Hypocotyl Length 4 cm 4 cm — 8 cm -

Cotyledon Width 1.5 cm 1.5 cm - 1 cm -

Hypocotyl Color green green yellow yellow yellow

Cotyledon Color green green yellow yellow yellow

 

 

 

 

statistical evaluations on e above data. You should have two
tests. Write out the null hypothesis, data box, statistic value, d.f. , p,
accept or reject the null hypothesis and the conclusion. Record class
data in the results table.

163

APPENDIX F

Statistical Results Table:
Results of Statistic Comparison of Characteristics of Bean, Corn, and Radish
Plants Grown in Varying Amounts of Light

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Leaf Height

9 d.1 vs 7 d.l. & 2 d.d.

 

Leaf Height

9 d.d vs 7 d.d. & 2 d.l.

 

Characteristic Comparison PD/GD (if p: Conclusion
Beans:
Hypocotyl length 7 d.l. vs 7 d.l.
Hypocotyl length 9 d.l. vs 9 d.d.
Hypocotyl length 9 d.1 vs 7 d.l. & 2 d.d.
Hypocotyl length 9 d.d vs 7 d.d. & 2 d1.
Epicotyl lenght 7 d.l. vs 7 d.l.
Epicotyl lenght 9 d.l. vs 9 d.d.
Epicotyl lenght 9 d.1 vs 7 d.l. & 2 d.d. l
Epicotyl lenght 9 d.d vs 7 d.d. & 2 d.l. ”
Corn: mt
Leaf Height 7 d.l. vs 7 d.l.
Leaf Height 9 d.l. vs 9 d.d.

 

 

 

Coleoptile Height

7 d.l. vs 7 d.l.

 

Coleoptile Height

9 d.l. vs 9 d.d.

 

Coleoptile Height

9 d.1 vs 7 d.l. & 2 d.d.

 

 

 

 

 

 

 

 

 

 

 

 

 

Coleoptile Height 9 d.d vs 7 d.d. & 2 d.1;
Leaf Width 7 d.l. vs 7 d.1.

Leaf Width 9 d.l. vs 9 d.d.
__Lngidth 9 d.1 vs 7 d.l. & 2 d.d.
Leaf Width 9 d.d vs 7 d.d. & 2 d.l.
Radish:

Hypocotyl lenght 7 d.l. vs 7 d.l.

H pocotyl lenght 9 d.l. vs 9 ch.
Hypocotyl lenght 9 d.1 vs 7 d.l. & 2 d.d.
Hypocotyl lenght 9 d.d vs 7 d.d. & 2 d.l.
Cotyledon Width 7 d.l. vs 7 d.l.
Cotyledon Width 9 d.l. vs 9 d.d.
Cotyledon Width 9 d.1 vs 7 d.l. & 2 d.d.

 

 

Cotyledon Width

 

9 d.d vs 7 d.d. & 2 d.l.

 

 

 

 

 

 

 

 

 

164

APPENDIX F

mm

1. Was there a significant difference between plants grown in light
for 7 days vs. those grown in darkness for 7 days? Consider each
characteristic measured separately, site t~test results to support
your conclusions, and give reasons for any significant differences
between the two groups.

a. beans (3 characteristics)
b. corn (3 characteristics)
c. radish (2 characteristics)

2. Did placing plants grown in the light for 7 days into darkness for
2 days significantly effect their growth? Compare to plants grown
in the light for 9 days. Consider each characteristic measured
separately, site t-test results to support your conclusion, and give
reasons for any significant differences between the two groups.

a. beans (3 characteristics)
b. corn (3 characteristics)
c. radish (2 characteristics)

3. Did placing plants grown in the darkness for 7 days into the light
for 2 days significantly effect their growth? Compare to plants
grown in darkness for 9 days. Consider each characteristic
measured separately, site t—test results to support your
conclusion, and give reasons for any significant differences
between the two groups.

a. beans (3 characteristics)
b. corn (3 characteristics)
c. radish (2 characteristics)
4. In the germinating embryo, what is the function of:
a. the cotyledon
b. the hypocotyl in beans
c. the coleoptile in corn

Sa. Write the formula and word equation for photosynthesis.

b. What evidence do you have that plants germinated in the dark
do not perform photosynthesis?

165

APPENDIX F

D' . ,
1. What problems did you encounter during the experiment?

2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conchisiom Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. Last propose a concluding relationship
between light and the growth and development in three different
plant species.

Sources:

W 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Hopkins, William G. IntmdnctiQnIQPlamPhysinDgx. John Wiley &
Sons, Inc. New York, 1995.

Developed by H. Krusenklaus with consultation with Dr. Ken Nadler

166
APPENDIX F

Lab Entry: '
Student ID. Date: Period:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Neat and orderly (.5 pt.)
Ink used (.5 pt.)

Proper deletion used (.5 pt.)
Entries underlined ( .5 pt.)

Heading ( ID# / Date / Period #) ( .5 pt.)
Descriptive title ( .5 pt.)
' (organisms / variable) ( lpt.)
Hypothesis; (If organisms / variable, then prediction ) (2pts)
Organisms: Wm (all three)( 1 pt. )

Sketch- 7 days: (3 pts.) Title Pictures Labeled
Table 1: (3 pts.) Title data units/ headings
Sketch - 9 days: (3 pts. ) Title Pictures Labeled
Table 2: (3 pts.) Title data units/ headings
Table 3: ( 2 pts. ) Title data

Statistical calculations 1 (2 pts. )

null/ t formula/ t/ d.f./ p/ acceptor reject/ conclusion
Statistical calculations 2 ( 2 pts. )

null/t formula/ t/ d.f./ p/ acceptor reject/ conclusion
Statistical Results Table ( 1 pts. ) Title data

7 days light vs. 7 days dark....beans,corn,radish ( 3 pts. )

7 days dark 2 light vs. 9 days light....beans,corn,radish ( 3 pts. )
7 days light 2 dark vs. 9 days dark....beans,corn,radish ( 3 pts. )
What is the function of the cotyledon,hypocotyl, and
coleoptile? (1)

Write the formula and word equation for photosynthesis and
give evidence for no photosynthesis in the dark. ( 2 pts. )

(Sources of error / affect o It results) (2 pts. )

CONCLUSIQN;

 

 

 

 

Hypothesis ( 1 pt.)

Reject or Accept (1 pt. )

Data support (lpt. )
Concluding relationship (1 pt. )

Created by H. Krusenklaus 1996

167

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX F
___JD # ___.ID # ___ID # ID #
35 Jossible 35 Jossible 35 Possible 35 Possible
Missed Missed Missed Missed
Extra jxtra Extra thra
jcore _Score Score Score
Grade Grade Grade ___—Grade
W
Pre-Grade: Due Date:
ID#—___Done Corrections Not Done ID# Done Not Done
ID#—___Done Corrections Not Done ID# Done Not Done
ID# Done Corrections Not Done ID# Done Not Done

 

 

I agree to make the corrections disccussed with my team _fi _ .
(In1t1al)

Created by H. Krusenklaus 1996

 

168
APPENDIX F

Campbell Reading Assignment:
Read p.748-751

1. Explain why seed germination is not the beginning of life.
2. List as many ways as you can the seeds break their dormancy.
3. Explain why seed dormancy is considered an adaptation.

4. Explain why after an area of land has been burned the vegetation can come
back stronger than it was before the fire.

5. Define imbibition-

6. Why do the foliage leaves turn green?

7. Why are cotyledons needed? Why does the plant dispose of them?
8. How does a seed know that it has grown above ground?

9. Explain etiolation and relate it to the current lab.

10. Draw and label a corn and bean plant the is above ground and has foliage

leaves. Label the foliage leaves, epicotyl, hypocotyl, cotyledon, and
coleoptile.

Created by H. Krusenklaus

 

169
APPENDIX F

Campbell Reading Assignment:
Read p.748-751

1. Explain why seed germination is not the beginning of life.
Seed contains miniature plant

During seed germination growth resumes

2. List as many ways as you can the seeds break their dormancy.
water fire rocks intense heat light cold
digestion of animals

3. Explain why seed dormancy is considered an adaptation.

Seeds have different factors that break their dormancy based on
their environment.

4. Explain why after an area of land has been burned the vegetation can come
back stronger than it was before the fire.

Seeds are durable enough to last a yearor two until conditions are

favorablefor germinating. Therefore a pool ofseeds can accumulate.
5. Define imbibition-

Absorption ofwater by a dry seed

6. Why do the foliage leaves turn green?
Th e green color is needed to absorb sunlight convert to sugar.
(Photosynthesis)

7. Why are cotyledons needed? Why does the plant dispose of them?

They serve asfood reserves. Plants dispose ofth em afterfood has
been consumed.

8. How does a seed know that it has grown above ground?
Wh e n it reaches the light.

9. Explain etiolation and relate it to the current lab.
Make a seed thinkit is still below ground by keeping it in the dark.
(That is what w eare doing in the lab exercise)

10. Draw and label a corn and bean plant the is above ground and has foliage

leaves. Label the foliage leaves, epicotyl, hypocotyl, cotyledon, and
coleoptile.

See textbook page 750 o r lab protocol

Created by H. Krusenklaus

170

APPENDIX F

I .. l-S°1‘1EEE “.1 BI'IC ll

Purpose; To determine if light will effect the color and growth of
cotyledons from dark - grown radish plants.

Materials;

(per team)

2 small petri dishes

2 pieces of filter paper ( or 4 layers of paper towel )

30 radish seedlings - 7 days old

razor blade

forceps

IjmeErame:

2 days

W

1. Plant radish seeds in the dark seven days before lab experiment
is started. Leave planted seeds in the dark until the experiment
begins. Seeds should be soaked overnight then planted in
vermiculite. Leave the seeds in a dark cabinet for seven days.

WI:

1. Work in a dim light room or under “true “ green lights.

2. Remove seed coats from cotyledon. (Most will have fallen off.)

3. Gently cut cotyledon at the point of attachment to the stem.
( See figure 1).

4. With forceps, pull two halves of the cotyledons apart.

5. Determine the weight of 25 cotyledons then place them
in a petri dish lined with filter paper and place it under a light
source. The light source should be between 20-24 cm. Weigh
another 25 cotyledons and place them in the other petri dish
lined with filter paper in the dark. Make sure you label each dish
and set up a table to record data. See table 1.

6. Add 1.5 ml of water to each petri dish. Filter paper should be
wet with very little excess.

7. Leave dishes in this placement for 48 hours.

171

APPENDIX F

Figure 1: Diagram of Two Halves to Cotyledon and Where to Make
Cut.
.. gm...

Make Cut Here

<— Hypocotyl

Emcednreflaiam:
Pull out the petri dishes and record observations.
2. Blot dry the cotyledons grown in the light and weigh. Blot dry the

cotyledons grown in the dark and weigh.
3. Calculate changes in weight on team data table, then record team

data in class data table.

5.;

Organism: Raphanus sativa “ radis “

Hypothesis; If radish leaves are used to study the effects of light
on the cotyledon development, then the
cotyledons placed in the dark will -

 

Data:
Table 1: Mass of Radish Cotyledons Before Experiment and After
Exposure to the Light and Dark Conditions for 48 Hours

Radish Cotyledons Cotyledons Cotyledons
in the Light in the Dark

 

 

Weight Before
Weight After
Difference ( +/-) 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

172

APPENDD( F

Table 2: Class Data on Weight of Radish Cotyledons Before
Experiment and After Exposure to Light and No light
for 48 Hours

Color of
Li ht

   
 

  
   

 
   

   
   
 
   
   
   
   

Light Dark

Team #

7
Total

Average

SI . . E l . .

Do statistical evaluations on the above data. You should have four
tests. Write out the null hypothesis, data box, statistic value, d.f. , p,
accept or reject null hypothesis and the conclusion.

0 . . .
1. What effect does light have on the radish cotyledons?
2. Why do you think it “make sense” for cotyledons to respond to

light in this manner?

Dismission; . . 7

1. What p oblems did you encounter during the experiment.

2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

173

APPENDIX F

Conclusion; Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use observed data to support
your statements. Propose a concluding relationship between
Cotyledon growth and the presence of light

Sources:

BiologicaLSciencezlnteractionnfExnerimemandldeas. 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology. 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Hopkins, William G. W John Wiley &
Sons, Inc. New York, 1995.

Developed by H. Krusenklaus with consultation with Dr. Ken Nadler

174

APPENDIX F

Expose; To determine if different wavelengths of light will effect
the color and growth of radish cotyledons.
Materials;

(per team)

4 small petri dishes

6 pieces of filter paper ( or 4 layers of paper towel )

30 radish seedlings - 7 days old

red cellophane-need enough layers to block all wavelengths but red

green cellophane-need enough layers to block all wavelengths but
green

blue cellophane-need enough layers to block all wavelength but blue
razor blade

forceps

(per class)

cups

vermiculite

radish seeds

grow lights

IimeErame:

2 days

IeachenPrep:

1. Plant radish seeds in the dark seven days before lab is started.
Leave seeds in the dark until the experiment begins. Seeds
should be soaked overnight then planted in vermiculite. Leave
the seeds in a dark cabinet for seven days.

Proceduranavl:

1. Work in a dim light room or under “true “ green lights.

2. Remove seed coats from cotyledon. (Most will have fallen off.)

. Cut cotyledon at the point of attachment to the stem. See figure 1.
You need to be very careful when handling the cotyledons. It
you cut or damage one, do not use it.

4. With forceps, pull the two halves of the cotyledons apart.

OJ

175

APPENDIX F

5. Weigh a group of 10 cotyledons and place in a petri dish lined
with filter paper and cover the dish with red cellophane repeat
the procedure for the blue cellophane and green cellophane and a

petri dish with no cellophane. Set up a table to record weight of
each set of cotyledons. ( See table 1).

6. Add 1.5 ml of water to each petri dish. Filter paper should be
wet with very little excess.

7. Place each petri dish under grow lights for 48 hours.

Figure 1: Diagram of Two Halves to Cotyledon and Where to Make
Cut. ‘ggtyledon

<—
Make Cut Here

<—
Hypocotyl

 

EmcedmeDaLIII:

1. Pull out the petri dishes and record observations.

2. Blot dry the cotyledons and weigh.

3. Record your data on team data table and calculate averages.

Organism; Raphanus sativa “ radish “

Hmolhes'm; If radish leaves are used to study the effects of different
wavelengths of light on the cotyledon development,
then the cotyledons placed in the light will

in the blue will , in the green will
and the red will .

 

 

 

176

APPENDIX F

Data;
Table 1: Mass of Radish Cotyledons Before Experiment and After
Exposure to Different Wavelengths of light for 48 Hours

Radish Cotyledons Cotyledons Cotyledons Cotyledons
Cotyledons in the Red in the Green in the Blue in the light

 

 

Mass Before
Mass After
Difference ( +/-)

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 2: Class Data on Weight of Radish Cotyledons Before
Experiment and After Exposure to Different
Wavelengths of Light for 48 Hours

 

Color of Red Blue Green Light Dark
Light

 

 

 

 

 

Team #

 

 

 

1

 

 

 

 

 

 

 

 

 

 

 

 

 

<32»th

 

 

 

 

 

 

 

 

 

 

 

7

 

Total

 

 

 

 

 

 

 

Average

 

 

 

 

 

 

 

 

 

S . . E ] . .
Do statistical evaluations on the above data. You should have four

tests. Write out the null hypothesis, data box, statistic value, d.f. , p,
accept or reject null hypothesis and the conclusion.

Do a chi square for red and light, green and light, and blue and light.

177

APPENDD( F

Questions:
1. What effect did the different wavelengths of light have on the
color of the cotyledons?

2. What effect did the different wavelengths of light have on the
weight of the cotyledons?

D' . .

1. What problems did you encounter during the experiment?

2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conchsion'. Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. Last give a concluding relationship
between radish cotyledons grown under different wavelengths of

light.

Sources:

W 4th ed. New

Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology. 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Hopkins, William G. W John Wiley &
Sons, Inc. New York, 1995.

Developed by H. Krusenklaus with consultation with Dr. Ken Nadler

 

178

APPENDIX F

.0 .‘u..‘ .I.)l“'l A. “l:l 0 1|
Ripenl

Expose; To use information gained from radish wavelength lab and
design a lab to cause an apple to ripen.
Materials;
(per team)
4 pieces of black construction paper
blue cellophane-enough to block all wavelengths except blue
green cellophane-enough to block all wavelengths except green
red cellophane-enough to block all wavelengths except red
2 unrip apples or tomatoes ( Need light sensitive fruits)
Uonatlian, Rome Beauty Apples (Green) or Green tomatoes]
Iimejrame:
30 min. to set up
results may not be seen for 10 days
IeaCheLPrep:
None
Procedure:
1. Construct two boxes out of the black construction paper. One
serves as the control and should be all black. The other should
have windows with different colored cellophane.

Cut a piece of construction paper in half in the wide direction. See
figure 1.

Figure 1: Diagram to Construct Box
+Cut

 

Fold —>

 

<- Fold

 

 

 

 

 

179

APPENDIX F

3. Fold each piece in half to make corners.

4. Using a small petri dish for a pattern, cut out circles.

5. Cover each window with a different color of cellophane.

6. Tape the two pieces of construction paper together. See figure 2.

Figure 2: Attachment of Two Consu'uction Pieces to Make Box

 

 

 

<—
Taped Come? Folded Corner
——>
Folded Corner

 

 

 

 

‘ Taped Comer

7. Cut out a square piece of construction paper that will cover the
top of the box with some overhang. Use the extra overhang
to tape the lid to the sides of the box, so light does not get 111.
8. Construct another box with no windows. This box wrll serve as
the control. . .
9. Put an apple or tomato under each box. Make sure the fruit IS
level with the windows. .
10. Let the experiment stand for at least ten days or until any
color changes occur.
1 1. lights could be place around each window, but do not put them
too close or else heat will be an unwanted vanable.

180

APPENDIX F

Organism; “apple”

Hmol’hesis; If an apple is placed under a box which allows different
wavelengths of light to pass through, then the side of the apple
facing the red cellophane will turn red first.

Data:

Record observations

miestions:

1. What color of cellophane did you predict would cause the fruit
to ripen? Why did you choose this color?

2. Where you right?

3. Why do you think you got the results you obtained?

4. Could there be other factors that effect the ripening of fruit?
Explain.

D' . .
1. What problems did you encounter during the experiment?

2. What other factors contributed to your results?

3. What were sources of error? and how did they affect your data?

Conclusion; Restate your hypothesis. Explain whether or not you
accept or reject the hypothesis and use actual observed data to
support your statements. last give a concluding relationship
between fruit ripening and different wavelenghts of light.

Sources:

Was. 4thed New

Jersey: Prentice—Hall, Inc., 1983. . .
Campbell, NeilA, Biolongnd ed., The Benjamm/Cummmgs
Publishing Co., Inc, New York, 1990.

Hopkins, William G. Widow John Wiley &

Sons, Inc. New York, 1995.

Developed by H. Krusenklaus 1996

 

181
APPENDIX F

”MHZ. . [I s m”. I

Purpose; To statisitcally compare two seed viability tests.

organisms- get organisms from other labs

Hlemhssis; If ( organisms ) (variable, experiment), then prediction.

WSee figure 1

549%3

:5

999N991

.Get 100 soaked seeds of the seed type you are assigned. ( Most teams will be
assigned corn while others will have corn.)

Put 50 seeds in boiling water for ten minutes.

Place 25 soaked seeds in wet paper towel in your germination tray. Label
the seeds ” not boiled. "

Place 25 soaked/ boiled seeds in wet paper towel on top of the ” not boiled"
seeds. Label the seeds ”boiled.”

Label the tray: Team #, Period # and store in the cabinets for three days.
Using a razor blade cut 25 soaked seeds in half through the embryo.

Place 25 halves in the petri dish lid. ( Throw the other halves away. )
Using a razor blade cut 25 boiled seeds in half through the embryo.

Place 25 halves in the petri dish bottom plate. ( Throw the other halves

away.)

10. Add enough tetrazolium to each petri dish to cover the cut half of the

seeds.

11. Wait 30 minutes and record tetrazolium results in table 1. If the seeds are

viable the cut side of the seeds will turn pink.

Day 3:
1. Complete table 2 for the germination test.

182

APPENDIX F

Figure 1 - Flow chart for lab procedure.

 

   
  
 

  
 

 

 

100 Seeds — i3... 53 seeds
Tetrazolium Test:
25 soaked seeds 25 boiled seeds
split through the embryo split through the ernb
122 1x2 L
1’ 2 in trash
Lgaooac,‘ {00005

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Germination Test:
25 boiled seeds %
. tpuper towels
25 not bailed seeds
Data;
IahleJ;
Seed Type Tetrazolium Test
not boiled boiled
Total Number of Seeds
Number of Viable Seeds
% of Viable Seeds
Iablel:
Seed Type Germination Test
not boiled boiled
Total Number of Seeds
Number of Viable Seeds
% of Viable Seeds

 

 

 

 

 

 

183
APPENDIX F

Iahlea:
etrazolium T

not

otal Number of Seed
umber of Viable Seeds
% of Viable Seeds

earn eam eam Total

otal Number of Seed
Number of Viable Seeds
% of Viable Seeds

Tetrazolium T

not earn eam eam eam earn eam Total
Total Number of Seed

Number of Viable Seeds
% of Viable Seeds

Peas
Total Number of Seed

Number of Viable Seeds
% of Viable Seeds

 

184

APPENDIX E

IableA;
'on Test:
not
otal Number of Seed

of Viable Seeds
of Viable Seeds

earn earn earn earn earn Total ver

otal Number of Seed
Number of Viable Seeds
% of Viable Seeds

Germination Test:
not

earn eam earn earn earn Total
Total Number of Seed

Number of Viable Seeds
% of Viable Seeds

Total Number of Seed
Number of Viable Seeds
% of Viable Seeds

 

SII'I'E] ..

Apply a test of significance to your viability test results. One test should be

done on the two viability tests for corn and another for the viability tests for

peas. Show the null, data box, all calculations, d.f., p, accept / reject null
hypothesis, and conclusion.

Questions;

1. What does viable mean?

2. What was the control in this experiment?
3

. In what part of the seeds you examined was the chemical action of the
tetrazolium greatest?

How did the percentages of viability in the two tests compare?

What test of significance was used to evaluate the difference between the

two viability tests? Why?

After doing the statistic evaluation, did you find the differences to be

significantly different? at what level of confidence? (Hint: What
probability could you be wrong?)

9‘?

185
APPENDIX F

Discussiom See ”How to Write a Lab Report”

Conclusion; See ”How to Write a Lab Report”

Sources:

Biologicalfiriencezlnteraciionnffixperimemsandldeas. 4th ed. New

Jersey: Prentice-Hall, Inc., 1983.

Adapted by H. Krusenklaus 1996

APPENDIX G

APPENDIX G

1]]2_2,“.. .11 Cl

C] . . .

1 . Manipulate chromosomes models to demonstrate the events of
meiosis I and II.

2. Use chromosome models to demonstrate segregation and
independent assortment in the process of meiosis.

3. Calculate gamete possibilities.

4. Construct offspring phenotype based on patent genetics.

Background: '

A newly discovered insect has six chromosomes in its genome. All

genes on the chromosomes have been mapped, so that the patterns

of inheritance and relationships between genotypes and phenotypes

can be studied. You will use models of insect’s chromosomes to study

the process of meiosis.

Procedurelionlab:

Manipulate the provided chromosomes according to the following

directions. Answer all “data” question on a piece of paper separate

from the actual lab write up. Your data section should include

figures 1-7 and one table.

InterphaseJ:

1. Place one copy of each chromosome ( 6 total )in the center of your
lab station.

2. Surround the chromosomes with a circle of string.

3. Take a larger piece of string and make a circle around the first
circle.
Data;
What does the first circle around the chromosomes represent?
What does the circle around the inner circle represent?
What is the diploid number of chromosomes for this insect?
What would be the haploid number of chromosomes?
How many chromosomes came from the mother?
How many chromosomes came from the father?
How many homologous pairs are in your cell?

N99fiwh’i“

Figure 1 - Draw the homologous pairs and illustrate the genes. Label
each pair with their chromosome number (See Key) or as
sex chromosomes. (Colors should match paper chromosomes.)
[Sketch should have a title including - Figure 1]

186

 

187

APPENDIX G

Key to Gene Symbols and Genomes

 

 

 

 

 

 

 

 

 

 

Chromosome #1 Chromosome #2 Sex Chromosome
D = resistant to DDT A = long abdomen X = female
(1 = not resistant to DDT a = short abdomen Y = male
H = large head B = blue body B = black eyes
h = small head b = yellow body b = blue eyes
R = round eyes Bb = green body F = fertile
r = oval eyes L = six legs --- --= no coding
S = straight wings I = four legs
5 = crumpled wings S = black spotted body
P = antennae present 5 = no spots * = chromosome

 

p = antennae absent

1P --= high pitch mating

from mother

 

 

 

 

 

L --= long legs p --= low pitch mating call ( egg )

= short legs W = walk on water
C = compound eyes w = cannot walk water # = chromosome
c = simple eyes T = long thorax from father
B = wide stripes (Body) t = short thorax ( sperm )

 

b = narrow stripes

I = long wings

 

W =Afour wings

i = short wings

 

w = two wings

O = salvia with poison

 

T = bristles on body

 

o = salvia with no poison

 

 

t = no bristles on body

 

 

 

4. Add a copy of each chromosome to the circle to simulate
replication. Copies would be connected to the original copies

in actual cell.

 

188

APPENDD( G
Emphasel:
1. Put the homologous chromosomes side by side.
Data;

Figure 2 - Draw the three tetrads that are formed, and illustrate genes.
Label tetrads, homologous chromosomes, chromosomes,
chromatlds, centromeres. (Colors should match paper

chromosomes.)
[ Sketch should have a title including - Figure 2 ]

2. Cut the right chromatid of chromosome 1 below the S gene (wing
shape gene) and cut the left chromatid of the homologous
chromosome in the same location. Exchange pieces between the two
chromosomes and tape the new pieces to their new chromosome.

[This represents crossing over.]

3. Cut the right chromatid of chromosome 2 above the T gene (thorax
gene) and cut the left chromatid of the homologous chromosome in
the same location. Exchange pieces between the two chromosomes
and tape the new pieces to their new chromosome. [This represents

crossing over.]

Figure 3- Draw the three tetrads with their genes after crossing over has
occurred. Label tetrads and chromosome numbers or sex
chromosomes. (Colors should match paper chromosomes.)
[ Sketch should have a title including - Figure 3 ]

Metanhasel:
1. Take the inner circle of string away.
2. Line all chromosomes up so that their centromeres line up on a
straight line in the center of the cell.
Data;
8. Why did you take the inner circle of string away?

Anaphasel:
1. Pull homologous chromosomes to Opposite poles in the cell.
Data:

9. What structures move chromosomes to the poles?

189

APPENDD( G

Ielophasel'.
1. Put a string circle around each set of chromosomes to simulate the
appearance of nuclear membranes.
. Cytoplasm splits down the middle to produce two daughter cells.
. Use string to create the cell membrane of the new cell produced.
Data;

CNN

Figure 4 - Draw two daughter cells, illustrate genes on the chromosomes
and include all the contents of the cells. Label cell membrane,
nuclear membrane, and chromosomes.
(Colors should match paper chromosomes.)
[ Sketch should have a title including - Figure 4 ]

10. Can the two cells formed be identical?
1]. How many homologous pairs are in each cell?

1. Leave the cells the way they are.
Data;
12. Why doesn’t replication occur in interphase II?

ProphaseJI:

1. Remove the circles that represent the nuclear membranes.
Well;

1. Line chromosomes up at the center of each cell.
AnaphaseJl‘.

1. Pull sister chromatids to opposite poles in their cells.

MOD-MEL

1. Put a string circle around each set of chromosomes to simulate the

appearance of nuclear membranes.
2. Cytoplasm splits down the middle to produce four daughter cells.

3. Use string to create the cell membrane of the new cells produced.
Data:
13. How many gametes have been formed?
14. How many chromosomes are in each gamete?
I 5. How many homologous chromosomes are m each gamete?
16. Gametes in a female would be called ?
I 7. Gametes in a male would be called ?

 

 

190

APPENDD( G

Draw the four gametes that you produced and illustrate genes on
the chromosomes. Include the cell membrane, nuclear
membrane and the chromosomes. Label the parts that are drawn.

(Colors should match paper chromosomes.)
[ Sketch should have a title including - Figure 5 ]

Figure 5-

18. Are there other possible gametes that could have formed?

Semalhmion’.

1. Pick one gamete from your four and c0mbine it with a gamete
that is randomly given to you from another team.

Data;
Figure 6 - Draw the cell produced by combining your gamete with
that of another team and illustrate genes on the chromosomes.

Label homologous chromosomes, chromatids, and cell
membrane. (Colors should match paper chromosomes.)
[ Sketch should have a title including - Figure 6 ]

I 9. How many chromosomes are in the oflspring?
20. How does this number compared to the number of chromosome

in a cell during interphase before replication in this insect?

Table l - Create a table for each chromosome number to list the
genotypes and phenotypes of each characteristic in the

insect produced. Use Key chart for phenotypes.
[ table should have a titles including - Table 1 ]

Figure 7 - Draw the insect produced according to the phenotypes listed in
ould have a title including - Figure 7 ]

your table 1. [ Sketch sh

191

APPENDD( G

Questions; ( Include these in lab write up. )

. How many genes for a single trait are found in each gamete?

. What mechanism separates linked genes during meiosis?

Why doesn’t crossing over occur in mitosis?

How does crossing over create genetic diversity?

Why does meiosis require twice as many stages as mitosis?

Make a diagram showing a starting cell with 10 chromosomes.
Illustrate the cell product of meiosis I and meiosis II with the
numbers of how many chromosomes would be in each cell.

awawwe

Starting Cell

Meiosis I O 0

Discussion; Discuss at least one problem that could go wrong in
meiosis and lead to a specific genetic disorder.

Conclusion; Discuss what type of cells that go through meiosis and
why they go through meiosis and not mitosis. Also explain the
importance of crossing over.

Wm ( Earn up to 20 pts. extra credit. )

Design a 3-D model of your insect based on all phenotypes listed in
tables 1-3 in your lab write-up.

192

APPENDIX G

Campbell, Neil A, Biologx 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Cordero, Robert E. and Cynthia A. Szewczak. “ The Developmental

Importance of Cell Division.” IheAmencanBimogyleacheL vol.
56(3), March 1994: 176- 179.

McKean, Heather R and Linda S. Gibson. “Hands- on Activities that
Relate Mendelian Genetics to Cell Division.” W

W vol. 51 (S), May 1989:294— 300.

Rindos, David and I. W. Atkinson. “Pizza Chromosomes. A Method for

Teaching Modern Genetics.” IheAmencanfiiologLIeachen vol.
52(5), May 1990: 281- 287.

Stencel, John. “ A String & Paper Game of Meiosis that Promotes

Thinking.” IheAmencanBiologxleachen vol. 57 (1), January
1995: 42- 45.

Taylor, Mark F. “Hands- on Activity for Mitosis, Meiosis, and the

Fundamentals of Heredity.” W vol.
50 (8), November/December 1988: 509- 512.

lab Developed by H. Krusenklaus 1996

193

APPENDIX G

IlE '12—2°l[" '11 Cl
IntemhaseJ; ,

5“

>195”?

. What does the first circle around the chromosomes

represent? nuclear membrane

What does the circle around the inner circle represent?
cell membrane

What is the diploid number of chromosomes for this insect?
51x

What would be the haploid number of chromosomes? three

How many chromosomes came from the mother? three

How many chromosomes came from the father? three

How many homologous pairs are in your cell? three

Metaphasel;

8. Why did you take the inner circle of string away?

The nuclear membrane starts to disappaer in prophase and is
completely gone in metaphase.

Anaphasel;

9. What structures move chromosomes to the poles?

Ielophase;

10.
11.

Spindle fibers

Can the two cells formed be identical? no
How many homologous pairs are in each cell? none (they

split up)

12. Why doesn’t replication occur in interphase I I?

13

14.
15.

16.
17.
18.

The cell is reducing the genetic information in half.
Replication would go against this.

How many gametes have been formed? four

How many chromosomes are in each gamete? three

How many homologous chromosomes are in each gamete?
none

Gametes in a female would be called _eggs___?

Gametes in a male would be called _spemL__?

Are there other possibilities of gametes that could have
been formed? yes

194

APPENDIX G

Semalhision;
19. How many chromosomes are in the offspring? six
20. How does this number compared to the number of

chromosomes in a cell during interphase before replication

in this insect? same

Table 1: Genotypes and Phenotypes Produced in Offspring

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Genotype T Phenotype
[11 l resistant to DDT
t H“ _ A large head
(mm g R!“ 1 fl “,3 - round eyes
r” ‘_ " ___§§___-_— _ m“ i straight wings
_ pp ,‘ antennae absent
l “”1 long legs
“a“ (I: A g .. compound eyes
ibb narrow banding
Ww four wings
'11 j bristles on body

 

 

 

Questions
1. How many genes for a single trait are found in each gamete? one
2. What mechanism separates linked genes during meiosis? crossing
over
3. Why doesn’t crossing over occur in mitosis?
Mitosis produces new cells from existing cells. The genetic information
needs to be identical in the existing cell and the new cell.
4. How does crossing over create genetic diversity?
When crossing over occurs it combines genes from different linkage

groups, which in turn creates many different gamete possiblities which
creates genetic diversity.

5. Why does meiosis require twice as many stages as mitosis?

Meiosis reduces the genetic information in half. A cell must go through
the stages twice to reduce the genetic information in half.
6. Make a diagram showing a starting cell with 10 chromosomes.

Illustrate the cell product of meiosis I and meiosis II with the
numbers of how many chromosomes would be in each cell.

195

APPENDIX G
Starting Cell 10
Meiosis I 10 10
Meiosis II 5 S 5 5

Dimsion; Discuss at least one problem that could go wrong in
meiosis and lead to a specific genetic disorder.

Conclusion; Discuss what type of cells that go through meiosis and

why they go through meiosis and not mitosis. Also explain the
importance of crossing over.

Developed by H. Krusenklaus 1997

196

APPENDD( G
”E 'Il]2-2'II'° .11 :1
Student ID. Date: Period:

 

 

 

GENERALJILEMS;

Neat and orderly ( .5 pt.)

Ink used ( .5 pt.)

Proper deletion used ( .5 pt.)

Entries underlined ( .5 pt.)
IABJMRIIFAIB'.

Heading ( ID# / Date / Period #) ( .5 pt.)
Descriptive title ( .5 pt.)

Purpose: ( 1 pt.)

 

Figure 1 - Homologous Chromosomes (Three pairs) ( 2pt.)

Title Color/Genes labeled: Numbers
Figure 2 - Three Tetrads in Prophase. ( 2 pt.)
Title/Color/Genes/Iabeled:tetrads, homo. chromo.,chromo.
chromatids, cent.

Figure 3 - Three Tetrads after Crossing Over ( 2 pt.)

Title Color/Genes Labeled: tetrads and chromosome numbers
Figure 4 - Two Daughter Cells ( 2 pt.)

Title/Color/Genes Labeled: cell mem, nuclear mem.,chromo.
Figure 5 - Four Gametes ( 2 pt.)

Title/Color/Genes Labeled: cell mem., nuclear mem.,chromo.
Figure 6 - Cell produced from the Egg and Sperm cells. ( 2 pt.)

Title/Color/Genes Labeled:homo.chromo., chromatids, cell mem.
Figure 7 - Insect Produced from Genome ( 3pt.)

Title Color Correct phenotypes
Table 1: Key to Insect Genotype and Phenotype ( 4 pt.)

Chl Geno/Pheno Ch2 Geno/Pheno SexCh Geno/Pheno
01m ( 1 pt. each)

1. How many genes for a single trait are found in each gamete?
2. What mechanism separates linked genes during meiosis?

3. Why doesn’t crossing over occur in mitosis?

4. How does crossing over create genetic diversity?

5. Why does meiosis require twice as many stages as mitosis?

6. Make a diagram showing a starting cell with 10 chromosomes.
Line between answer and next question ( 1 pt. )

 

 

 

 

 

 

 

DISCUSSION;
Discuss at least one problem ( 2 pts.)

CONCLUSION.

Discuss what type of cells, why, crossing over (3pts.)

W W

Graler ID# Done Corrections Not Done Grader ID#__Done N/Corrected N/ Done
GraierlD# Done Corrections Not Done Grader ID#—_Done N/Conected N/Done
GralerlD# Done Corrections Not Done Grader ID#—Done N/Correoted N/Done

I have discussed this lab with all members of my group signed above and agree
to make all corrections indicated before the post grade date.

Owner ID# Initial
CREATED BY H. KRUSENKLAUS 1997

 

 

 

 

m

197

APPENDIX G

Period: Date:

 

ID#

ID# ID# ID#

 

 

Total__j§__ Total___35___ Total___35__ Total__j_5___
X-Cre :l:___— X-Cre ;t.___— X-Cre :1-______ X-Cre i...—

Missed -
Score

 

 

 

 

 

Missed - Missed - Missed -
Score Score Score

 

 

 

 

 

 

_X_ - Indicates areas of concern

Neat and orderly ( .5 pt.)
Ink used ( .5 pt.)

Proper deletion used ( .5 pt.)
Entries underlined ( .5 pt.)

W

 

 

 

 

 

 

 

 

 

 

 

 

 

Jscuss at least one problem ( 2 pts.)

Heading ( ID# / Date / Period #) ( .5 pt.)
Descriptive title ( .5 pt.)
Rammed 1 pt.)

Figure 1- Homologous Chromosomes (Three pairs) ( 2pt.)
Title Color/ Genes labeled: Numbers
Figure 2 - Three Tetrads in Prophase. ( 2 pt.)
Title/Color/Genes/labeledztetrads, homo. chromo.,chromo.
chromatids, cent.

Figure 3 - Three Tetrads after Crossing Over ( 2 pt.)

Title Color/Genes Labeled: tetrads and chromosome numbers
Figure 4- Two Daughter Cells ( 2 pt.)

Title/ Color/ Genes Labeled: cell mem, nuclear mem.,chromo.
Figure 5 - Four Gametes ( 2 pt.)

Title/Color/Genes labeled: cell mem., nuclear mem.,chromo.
Figure 6 - Cell produced from the Egg and Sperm cells. ( 2 pt.)
Title/ Color/ Genes Labeled:homo.chromosomes, chromatids, cell
mem.

Figure 7 - Insect Produced from Genome ( 3pt.)

Title Color Correct phenotypes

Table 1: Key to Insect Genotype and Phenotype ( 4pt.)

Chl Geno/Pheno Ch2 Geno/Pheno SexCh Geno/Pheno

1. How many genes for a single trait are found in each gamete?

2. What mechanism separates linked genes during meiosis?

3. Why doesn’t crossing over occur in mitosis?

4. How does crossing over create genetic diversity?

5. Why does meiosis require twice as many stages as mitosis?

6. Make a diagram showing a starting cell with 10 chromosomes.
Two daughter cells? Four gametes?

Line between answer and next question ( 1 pt. )

( 3 pts.)

Jscuss what type of cells that go through meiosis and why they go
through meiosis and not mitosis.

Also explain the importance of crossing over.

198

APPENDD( G

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Female Chromosomes Template

199

APPENDD( G

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Male Chromosomes Template

200

APPENDD( G

W
1) The directions for crossing over confused many students, so they
should be clarified.
2) If the procedure is followed accurately all students are given a
male insect genome. Therefore when students are instructed to
combine gametes to simulate sexual fusion, they are being asked to
reproduce with two sperm cells. We corrected this by having
students come to the teacher to receive their egg.
3) In the key to genes table( in the lab protocol), I included a
walking on water trait found on chromosome number two that was
not included on the template chromosomes used by the students.
This allele should be added to the templates or removed from the
key.
4) Students should label the gamete in figure five that they chose
for figure six. This notation will be helpful when grading the report.
5) In figure six of the lab protocol, students should not label the
chromatids ( they are not there!).
6) Students should be provided with drawings to choose from when
they make their sketch for figure seven. Students needed to know
what the characteristics look like otherwise it was impossible to
accurately grade the students’ interpretations.

APPENDD( H

APPENDIX H

LAB REPORT PROCEDURE FOR
INITIAL AND FINAL EVALUATIONS
W This class is designed to teach you how to problem solve,
organize data, design experiments, use laboratory equipment, work on a team
to achieve a common goal, and compose scientific reports. The Initial and
Final Evaluations are set up for students to use their team members for

constructive feedback on their progress with the items listed above in
addition to what the teacher gives. The Initial and Final Evaluation sessions

are also set up to insure that each member is writing their own report and

understands the material in the report.

W
1.) If you type the lab report. The only parts that may be done by hand are the
sketches and calculations. If you type your lab you will receive 3 points

towards your lab grade.
2.) If one lab is turned in for the whole team. If a team works well together,
communicates well, stays on task, and comes to class prepared, then only

one lab should need to be turned in. Each member of the team needs to
be done or done with corrections for the Initial Evaluation and done for

the Final Evaluation. Each member will receive 5 points toward the lab.

3.) If one lab is turned in for the whole team, but not everyone is done for
the Initial Evaluation. The Initial Evaluation is major component in
understanding the labs reports. If team members are not done for the
Initial Evaluation and they ask questions of their team and their team
thoroughly makes comments on the grade sheet, then only one lab should
need to be turned in. Each member of the team will receive 3 points

toward the lab.

W
1.) If your station, sink, tray or cabinet is not kept clean at all times. If I see
or the next hour team points out that your team left a mess, then everyone

on your team will lose 2 points.
2.) You are not done on due dates. See below for points.

WE;
1.) Your lab should be checked for completion by everyone on your team.

Each member signs his class ID and circles DONE, NOT DONE, OR

CORRECTIONS, then comments should be clearly stated on the grade
sheet for individuals that are not done or have corrections to make.

2.) Each team member should sign the top of their grade sheet to make a
contract that the lab report will be corrected and complete the day of Final

Evaluation.
3.) Any person that is not done for Initial Evaluation loses 25% (8 points).
4.) Any team that is caught circling done or corrections on a lab that is clearly

not done will lose 25% ( 8 points ).
201

202
APPENDIX H

5.) If a person is absent from the group, request to evaluate the lab report the
day the individual returns. If at all possible give your lab report to your
group or me if you know you are going to be gone. If the lab report is not

Initially Evaluated then the team and individual could lose 25%.
6.) If you are absent the day of the Initial Evaluation, pick up a grade sheet
from me the day you return and have your team evaluate your lab.

1.) Check everyone’s lab report for completion and corrections made. Circle
Done or Not Done on the grade sheet. Decide which team members will
be in the drawing for a team grade. If all team members are in the drawing
and no one lost points, then the whole team will receive extra credit.

2.) If a person was not done for Initial Evaluation and they are not done for
Final Evaluation, 50% (16 points) will be taken off their lab grade.
"This lab will be graded separately.
3.) If a person needed to make corrections and they did not make them, 25%
( 8 points) will be taken off their lab grade. [ *Graded separately.]
4.)If a person was not done or needed to make corrections and on Final
Evaluation day the team feels there are too many differences in this lab,
then the team may decide to have the teacher grade two lab reports. Keep
in mind no extra credit will be earned for the team.
5.) IF A PERSON IS ABSENT:
-If you know in advance, like a field trip, appointment or school
meeting, then you must turn your lab report into me or your team
before the hour it is due.
-If you have an unplanned absence and it is excused, your lab report is
due the day you return. The team will evaluate the lab report and
then we will draw.
( I will draw from present students the day of Final Evaluations)
—If you have an unplanned absence and it is unexcused, you will
receive a zero on the lab report.
CREATING;
1.) If a team is caught with similar answers to questions, discussions, and] or
conclusions, then
lst time --- whole team receives a zero 0 n the parts that are similar
2nd time ---whole team receives a zero 0 n the lab
3rd time---whole team will be in jeopardy of failing the nine weeks
2.)Any team that is caught circling done on a lab that is not done will:
lst time ---whole team lose 25% (8 points)
2nd time-«whole team lose 50% ( 16 points)
3rd time ---whole team receives a zero

W
Created by H. Krusenklaus 1996

203
APPENDIX H

lab Format Below:
—
ID#
I . . 5, l I' 1 period
date due
Elmer States what the lab is supposed to do or why you are doing
the lab. States organism and variable.

organism: Scientifinname “common name”

Hypothesis; States your prediction of what you expect to happen
using words If( organism) ..... [condition/variable]....then

(prediction)....because....(reason).”

Data: Includes all your observations including tables, graphs, and
sketches. Organize data tables hefnne the lab. Title all

tables. Title should include organism, condition and variable
All graphs should be titled and labeled indicating variables

and units. The title should include organism, condition and
variable. The independent variable goes on the horizontal

axis. Select units of scale for each axis so that the graph will
fill the page. Except in special cases the intercept should be
labeled zero. Show all calculations done during the lab
including equations used. Labeled drawings should be used to

 

show apparatus setups.
mesiions; Copy the question and, answer in complete sentences.

Leave a blank line after each answer.
125211551011; list any errors or problems and what affect it had on
your results.

Conclusion; Should be a brief summary of what was learned. Always

refer back to your hypothesis. It’s important that you
can relate to the teacher your understanding of the lab

by explaining Why the results turned out the way they

did. This is scientific writing and should not include

emotional reactions or feelings. Include a discussion of

your findings supported by data to support your

conclusions. Attempt to explain your results based upon

the data you collected.
Created by H. Krusenklaus 1996

204

APPENDDI H

lab Report Write- Up Directions

811' El] 'l!!'- ,

1.

All entries are to be done in blue or black ink ( use same color
throughout). Entries must be accurate, orderly and neat. To
make a correction, draw a singleline through the error and neatly
make the correction above the error. When a large area needs
correction use the “Void” method.

You are required to keep your rough labs, pre-lab notes, etc. in a
three ring notebook. The lab section should have a table of
contents of all labs in order of completion.

You are required to keep all final labs in a science spiral notebook
The first three pages should be left blank for a table of contents.
Only write on one side of the paper in the science notebook.
(Should be the right side when notebook is opened all the way.)
During certain labs tables, graphs, pictures, etc. may be permitted
to be taped or glue (use glue stick) into your lab book. Be careful
to avoid hiding any information underneath.

Never use first person ( I....we....you...etc.). The exception is in the
discussion and conclusion sections.

Typed labs will receive 3 extra credit points. They should be
stapled into the science notebook.

Organizaunnnfficrenceblotebook:

AWN?

Tape in the front cover the “Lab Format” sheet.

Tape in the back cover this page.

First three pages should be set aside for table of contents.
The fourth page should have the “Pre-Grade/Post— Grade
Procedure” sheet taped or stapled to it.

labs should be written into notebook in the order they are
assigned.

labs that are due should have a paper clip marking the first page
of the lab.

Created by H. Krusenklaus 1996

205

APPENDIX H

Closing Team Procedure

Directions for all students:

1.

(II-p

Take out a sheet of paper and put your name in the top right hand
corner.

2. Write “Team Comments” at the top of your paper in the middle.
3 .

Divided the sheet into two coltunns. At the top of the left column

write “Did W ” and at the top of the right column write “Work
on.”

. Circulate your paper to all your teammates.
. Each teammate should write at least two positive comments in the

left column and one positive suggestion in the right column about
each team members behavior in the team. Use words below to
guide your comments.

. Each team member should sign their name in top left hand corner

of each comment sheet to which they added their feedback.

When each student gets their comment sheet back:

1. Turn your comment sheet over.
2. Divided it into two columns with the same headings on the front

side.

3. Write what you think you did well in your team and what you

will work on with the new team.

 

Communication Helping
listening Staying
Equal participation On task

 

Asking Praising

 

 

206

APPENDD( H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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207
APPENDIX H

Student Evaluation of Cooperation in Their Team
Directions: Circle the word that most agrees with the statement.
ID# Jeriod

1. Same as number 6.

2. I asked others for their ideas and information.

Always Sometimes Never
3. I summarized all our team ideas and information.

I
I

Always Sometimes Never
4. I asked my team for help when I needed it.

Always Sometimes Never
5. I asked the teacher for help when I needed it.
I m.
Always Sometimes Never
6. I contributed my ideas and information.

I
I

Always Sometimes Never

7. I helped the other members of my group learn.

Always Sometimes
8. I made sure everyone in my group understood how to do the lab work.

Never

 

 

 

Always Sometimes Never
9. I included everyone in team discussions.
I
Always Sometimes Never
10. I worked hard to be done for pre-grade and post grade dates.
I _
Never

Always Sometimes
Adapted from Handout on Cooperative Learning

208
APPENDIX H

Portfolio Outline

I. Table of Contents
0 Should include the following items with item numbers. ( Put
everything in your portfolio, number each item ( not each page),
then complete the item number for the table of contents.

Oltems should be in the order given below.
01f you do not have one of the following items, write it on the table of

contents and write ”not present" under item number.

11. Lab 1-1
Lab 1-2
Lab 1—3 0 On the table of contents include lab titles.
Lab 2-1 °Staple Initial and Final Evaluation sheets to each
Lab 2-2 lab report
Lab 1-4
Lab 44
Lab 46
III. Selected Lab: Pick a lab that most reflects you. Write an essay about the

following questions.
OState the lab number and title.

0 Why did you pick this lab?
elf ou could work further 0 n this lab, what would you do?

0 What Istill don’t understand is ......
OYou may want to include rough draft lab notes to make a point.

IV. Concept Map Using the following words:
Ofermentation, respiration, carbon dioxide, oxygen, sugar, aerobic,

anaerobic, yeast, peas, corn, cricket, earthworm, temperature, different

food sources, sodium hydroxide, ethyl alcohol, energy, systematic
error, random error, discrete variable, continuous variable, t—test, chi-

square test.
OMust use all words.
0 Link words with phrases.

0May add more words

V. Fermentation Quiz
VI. Respiration Quiz

VIII. Final
IX. First team closing remarks

X. Second team closing remarks
XI. Self evaluation
XII. Team Grade

Created by H. Krusenklaus 1996

209
APPENDIX H

PORTFOLIO GRADE SHEET

ID# Period
___—Table of Contents ( 2 pts. ) [Neat, organized, all items with #]
___Order ( 2 pt. )
___Items numbered ( 1 pt. )
___Lab 1-1 (1 pt.)
___—Lab 1-2 ( 1 pt.)
_____Lab 1-3 ( 1 pt.)
Lab 1-4 ( 1 pt. 1 Should include evaluation grade sheets
___—Lab 2-1 (1 pt.)
___—Lab 2—2 ( 1 pt. )
Lab 44 ( 1 pt. )
___.Lab4-5(1 pt.)
___Selectedt lab: (5 pts.)

OState the lab number and title.

0Why did you pick this lab?

01f you could work further 0 n this lab, what would you do?

0 What I still don’t understand is ......

0You may want to include rough draft lab notes to make a point.

Concept Map: ( 10 pts. )

Ofermentation, respiration, carbon dioxide, oxygen, sugar,
aerobic, anaerobic, yeast, peas, corn, cricket, earthworm,
temperature, different food sources, sodium hydroxide, ethyl
alcohol, energy, systematic error, random error, discrete
variable, continuous variable, t—test, chi-square test.

0Must use all words.

0 Link words with phrases.

OMay add more words

Fermentation Quiz ( 1 pt. )
Respiration Quiz ( 1 pt. )

Final

First team closing remarks ( 1 pt. )
Second team closing remarks ( 3 pt. )
Self evaluation ( 1 pt. )

 

 

 

/ 35 Total

Created by H. Krusenklaus 1996

210

APPENDIX H

0.46
11

2

159.00

CALCULATIONS

11
0.5 (5.43

.46
.11

TABLE 4

90.

TABLE 6

 

211

APPENDDI H

44
47
10

8.77874 023781213 6.

15 519
2
001

A

 

212
APPENDIX H

Research Survey

 

Grade Level:
First Semester Bio 3 Teacher: Semester 1 Grade:
Second Semester Bio 4 Teacher: Current Grade:

 

Directions; Circle the number or answer that best describes your feelings for

each statement.

1: strongly disagree 2: disagree 3: neutral 4: agree 5: strongly agree

1 2 3 4 5: 1. I understood the Initial and Final Evaluation procedures.

1 2 3 4 5: 2. Iaccurately evaluated each lab report during Initial
Evaluation each member of my team. If you disagree, please

explain:

1 2 3 4 5: 3. I accurately evaluated each lab report during the Final
Evaluation for each member of my team? If you disagree,
please explain:

1 2 3 4 5: 4. Peer pressure is a factor when circling done or not done.

Yes or No: 5. Did you ever circle done on a lab that was not done? (Either
during Initial or Final Evaluations?)

If yes, please give an approximate number of times:
If yes, please circle one of the following reasons:

 

thought they were done peer pressure wanted extra credit other:
1 2 3 4 5: 6. I made corrections that my team told me to make on my labs.
1 2 3 4 5 7. It is fair that everyone on the team gets the same lab grade if

the lab evaluation process is followed.
If you strongly disagree, explain:
1 2 3 4 5: 8. Having the opportunity to correct mistakes improved my

grade.

1 2 3 4 5: 9. It was easy to get along with team members for a nine week
period.

1 2 3 4 5: 10. In general, working on teams to complete labs is helpful.

1 2 3 4 5' 11. In general, working alone 0 n the labs would be better than

teams.

1 2 3 4 5: 12. I prepared for a lab exercises before starting the lab
procedure, by reading background material, asking
questions, and completing pre-lab activities.

1 2 3 4 5: 13. I helped set up labs, record results, measure data and clean.

1 or >1: 14. Did you write up each lab once or more than once?

15. How do you best learn a concept in science? Rank the
following ways to learn form 5 to l. A 5 should be given to
the most effective teaching method and a 1 should be given
to the least effective.

Lecture Worksheets Presentations Group Work Labs

 

BIBLIOGRAPHY

Bibliography

Applegate, Jim. “Cooperative Learning in Graded Tests.” The.
Amencanjiologxleacher. vol. 57(6), September 199: 363 36.4

Bellanca, James and Robin Fogarty.Blnep1inIs_Eor_Thinking_In_Ihe
Cooperatiyeflassmom. Arlington Heights. IRI/ Skylight Training
and Publishing, Inc.,1991.

BiologicaLSciencezlnteractionbexperinmntsandldeas. 4th ed. New
Jersey: Prentice-Hall, Inc., 1983.

Campbell, Neil A, Biology. 2nd ed., The Benjamin/ Cummings
Publishing Co., Inc., New York, 1990.

Cordero, Robert E. and Cynthia A. Szewczak. “The Developmental

Importance of Cell Division.” W vol.
56(3), March 1994:176-179.

Couretas, Mary. “Authentic Assessment.” MSTA Conference
Handout, March 2, 1996.

Doran, Rodney L., Joan Boorrnan, Fred Chan, and Nicholas Hejaily.
“Authentic Assessment.” IheScienceIeachen September 1993:
37-41.

Doyle, Marie, Ed.D. “Alternative Assessment.” Human Development
Action Council workshop handout, November 14, 1996.

Elkhart Memorial Performance Based Accreditation ( PBA) Report for
the 1995-1996 School Year.

213

214

Falchikov, Nancy. “Self and Peer Assessment of a Group Project
Designed to Promote the Skills of Capability.” Programmed.

leamingandmwmallerhnologx vol. 25 (4), November
1988. 327-339.

Germann, Paul J., Sandra S. Haskins and Stephanie V. Aulis.
“Comparing Features of Seven High School Biology laboratory

Manuals.” flieAmencanBiologxleacheI. vol. 58 (2), February
1996:78- 84.

Hopkins, William G. W John Wiley &
Sons, Inc. New York, 1995.

McKean, Heather R. and Linda S. Gibson. “Hands- on Activities that
Relate Mendelian Genetics to Cell Division.” IhaAmerican.
Biologxleachet. vol. 51 (5), May 1989. 294- 300.

Reinking, Larry N., Jeffrey L. Reinking and Kenneth G. Miller.
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Manual for Boy Scouts of America

 

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