Upload
walter-shaw
View
216
Download
0
Tags:
Embed Size (px)
Citation preview
Bio-Process Lab 2015Bio-Process Lab 2015Glen CochraneGlen Cochrane
ELI Regional CoordinatorELI Regional CoordinatorHalf Hollow Hills (Retired)Half Hollow Hills (Retired)
A lab-oriented competition involving the fundamental science processes of a middle school life science/biology lab program.
Event Parameters
1. Teams of 2
2. #4 eye protection
3. Each team may bring one 8.5” x 11” two-sided page of notes that contain information in any form from any source.
Eye Protection
Contestants are responsible for providing their own protective eyewear. Teams MUST NOT be allowed to compete without adequate eye protection. This in NON-NEGOTIABLE.
# 4 Goggles provide chemical/splash protection (ANSI Z87)These must seal tightly to the face completely around the eyes and have indirect vents. (Liquids do not have a direct path into the eye.)
Team Preparation
Work as a team, divide the work and collaborate as needed.
Set up sample stations
Practice lab skills
Do practice exams and questions
Work with time limits
Have Fun!!
Resources:
National Science Olympiad Web site (http://soinc.org)
Regents LE materials
Resources from publishers for HS biology
A series of lab stations using biology content and process skills.
•Short answer questions and MC questions possible at all stations.
•Formulating and/or evaluating hypotheses and procedures
•Perform tasks
•Using scientific instruments to collect data
•Making observations
•Presenting and/or interpreting data
•Making inferences and conclusions
Microscope Skills
Types of microscopes, parts, and functions.
Microscope Skills
Measure the size of the field of view and determine size of field of high magnification.
Work in both mm and um.
Determine size of cell in the view.
Make a wet mount slide, skills application
Reduce air bubbles
Identify stain used
View under scope
Parts of microscope
Calculate magnification
Conversions1mm=1000um
Interpreting and Analysis of Data
Skills:
Independent variable (x)
Dependent variable (y)
Construct graph
Make Inference
Make Conclusion
Graphing data: label axis, Scale axis, plot points, lines
Needs Title!
Use of Indicators (goggles a must)
A. Biuret Solution: ProteinB. Benedict’s Solution: SugarC. Iodine Solution: StarchD. Brown Paper Bag Test: Fats (oil)E. pH Paper: AcidityF. Bromthymol Blue: pH indicator used for CO2.
Test samples of food, powders, unknowns
Use pH paper to determine pH of unknown sample.
Match to common substances
Measure of mass, volume, length using both standard and electronic equipment
Determine the density of an object
D = M / V
Determine mass to the precision of the instrument.
Determine volume by displacement or length measurements
Ecological relationships of organisms in a food web:
Identify: autotroph, carnnivore, herbivore, decomposer
Construct a food chain
Understand chain energy levels (pyramids)
Work with food labels for calorie content, compare foods, % of daily intake, role of nutrient…
Determining genetic ratios and probabilities
If generation III 3 and 4 have offspring, determine the probability of having a sickle-cell child.
What is the chance of generation II 7 and 8 having a normal child?
Dichotomous Keys
Using key to identify samples
Trees, Wildflowers,
Fish, insects
Make a key if students are given samples.
Plant samples, random materials
Key to Representative Finch Genera
One less step than the total number of organisms
Make key from diagram or natural materials
Experimental Design
Good Luck and Have Fun