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Practicals for DP Biology

Page history last edited by Jay 7 years ago

Practicals (electronic PSOW)

         PSOW-2013          PSOW-2012            PSOW-2011          Vernier-DPbio

 

DP-IA rubric,   •IA Taylor RUBRIC,      •variable table,   •Citing references in CSE format,   •D exemplar,   •DCP & CE exemplar,

 

ICT options:  1-datalogging; 2-Graph plotting software; 3-Spreadsheet; 4-Database; 5-Computer model/simulation ... [Links to ICT resources by Mindorff or Billiet]

Great lab banks available online: by McKean

Grad year. Exp't # Date

Description

[labs are numbered by topic:  "5.2a" is in topic 5.2 and is the the first lab "a"]

Instrument Instructions ICT Topic SL hrs HL  hrs   D DCP CE GSIS internal assessment only

Recommendation:  Next year, begin IA by giving design and data and teach students to do conclusions and evalutation.  Once that is successful, give design and have students gather data and do CE.  When students can do those aspects successfully, then ask students to design and do DCP and CE; a full IA report.  [Suggested sequence by John Burrell; Patana, Thailand 2010]

    Introduction to DATA COLLECTION and PROCESSING                    
   

Intro to CONCLUSION & EVALUATION

                 
   

Intro to DESIGN 1; Design exemplar - DESIGN 2;

                   
    Data for DCP practice                    
    DCP for CE practice                    
1.a  

Statistical analysis of student physical measurements; introduction to statistics

Ti - 84   1

0.5

0.5

  - - -  
1.b  
Collect plant data and perform statistical test (introduction) on plants   2,3 1 0 0.7    
2.1.a 24 Aug 2011

Measuring cells in micrographs using Logger Pro

 

Using Logger Pro to measure micrograph dimensions 1.2 2 0.3 0.3   - - -  
2.1.b 1 Sept 2010

Modeling SA/V relationship using agar with 5% NaCl; DCP introduction

 

See instructions for phenolpthalein/agar diffusion experiment;

 
1,2,3 2.1 0 1   - form form  
   

Exemplar DCP & CE

Note that this is detailed report based on IA checklist developed largely by Stephen Taylor.  It is possible to do less and earn "complete" but doing it thoroughly, as in this examples, is the surest way to "2: complete"

                   

2.4.a

19 Aug 2009

Affect of fluid movement and water freezing on cell structure in a beet model.

 

Affect of environmental tonicity on integrity of beet (plant) cells.

Vernier Colorimeter;

instructions from "When Cells Freeze Over," The Science Teacher. Nov 1998

1, 2, 3 2 3 3         DCP/s; CE/f

2.4b

23 Sept 2009 "Students design an experiment similar to the "beet" lab, using the same or different variables to investigate some factor which may affect plant cell damage."
  2.3 - -         D formative

2.4.c

2.4.d

 

7 Oct 2009 (SL & HL

Draw Elodea canadensis cells in hypotonic solution

Draw red onion cells exposed to hypertonic solution

Make a wet mount

Microscope drawing (p 7 IA-checklist)

  2.4 0.5 0.5         DCP (drawing) formative

2.4.e

 

7 Oct 2009 (SL & HL)

Draw Elodea canadensis cells in hypertonic solution.

[Students make solution, make wet mount, observe changes in plant cells as a result of hypertonic environment]

Stain a Slide

Microscope drawing (see above)

  2.4 1 1         DCP (drawing) formative
2.4.f 14 Oct 2010 Oleic acid model to investigate properties of lipids Oleic acid model to investigate properties of lipids   2.4 0 1   - - - Recreational learning experience; asses calculations work only

2.4.g

 

12 Oct 2009 "Design and carry out an experiment to investigate a factor that affects the rate of diffusion."  [Note: as first IB lab, I gave students three basic lab outlines for them to choose from:  use agar and measure diffusion out of agar; use dialysis tubing; use vegetable of uniform consistency, like potato.  We discussied several methods in class and students mixed and matched to produce thier own unique experiment.  'Most' students designed and carrried out an independent design.]

[none - students may access Tiger test & p7-9 Billiet's Core Practicals & internet for ideas to modify]

Instructions for making nutrient agar

1, 2, 3 2.4 3 3   D DCP   CE formative (for feedback; not reported)
2.5.a 29 Oct 2010 Each student views an onion root tip slide and identifies (to the precision required by the teacher) the cells in each of the following phases (with reason): interphase, prophase, metaphase, anaphase, telophase (cytokinesis is optional).  Credit students for each phase found.     2.5              
2.5.b
  Students look at onion root tip slides and (1) identify 4 mitotic phases & cytokinesis, then (2) quantitatively determine the proportion of time the root tip cells spend in each phase [note; can use datalogging for image interpretation if you can get an image of the root tip into digital image format and sent to students - see Vernier help]                    
                         
Grp 4
8 Nov 2010

Group 4 project (2011 cohort): Biodiversity

Group 4 project (2012 cohort):  Equilibrium

Group 4 project 2013 cohort): Global warming (Saving energy at GSIS)

                   
   

From Stephen Taylor (email 15 Oct, 2012):

- force meter to pull slides apart which have been stuck together with water
- beaker of water and beaker of air left on a sunny window for 24 hours, logging temperature
- using a petri dish with a covered surface of water, add a small amount of KI to one side and PbNO3 to the other, as a demo of dissolving, simple diffusion and water as a medium for reactions.
- You might also try different strengths of salt solution and test conductivity and buoyant force, though I have not done this before

                   
3.2a 2011 Given 5 white powder Given 5 white powders (glucose, sucrose, NaCl, corn starch, napthalene), student design tests to determine their characteristics and attempt to identify each powder. Student's collaborate on shared document
                 
3.2b  
[demo] Treat Sucrose, Glucose & Fructose with H2SO4 and observe different responses as illustration of different effects resulting from unique chemical structure.                    
3.2c 14 Jan 2011 Trial and error: How can I measure the digestion of corn starch by amylase?  Students tried starch as an indicator (viz. Clegg p 55) but the reaction was to indistinct to quantitatively use.  Student tried several methods (different amounts of iodine, diluted starch, not diluted, etc., without success.                    

3.6.a

 

13 Jan 2010 "Make liquid extract from potatoes according to procedure, then measure enzyme activity at 4 unique hydrogen peroxide concentrations.  Data collection and processing should be completed in lab book (only) and will be summatively; conclusion and evaluation should be handed in hard copy and will be assessed formatively." "The Need for Speed;" measuring potato catalase activity using ≤ 4 unique hydrogen peroxide concentrations 1, 3 3.6 1 1   - DCP CE DCP summative; CE formative

3.6.b

 

Jan 2010  "Design and carry out an experiment to investigate one factor affecting enzyme activity."  Student may model their design on previous catalase prac., but must include data gathered using Vernier Logger Pro instrument.    1, 3  3.6, 7 (HL) 3 3   DCP  CE  D, DCP & CE all summative 
3.7a ~ NEXT YEAR Using pHydrion universal indicator dye, demo for students how Elodea (or Cabomba) absorbs CO2 from water and changes pH of solution.  Students go on to design an experiment to investigate relationship of pH to plant metabolism in Elodea model.                    

3.7b

25 Feb 2011
Provided with material and guided in method, students collaborate to divide data collection to determine "affect of amount of substrate (glucose) on fermentation rate (as CO2 volume) in yeast ("Instant Yeast" obtained from grocery store).
See instruction sheet for yeast fermentation lab    3.7, 8.1, C3
1
1
  -
DCP
CE
2012 data collected informally

3.7c

Feb28

-Mar 4

Using a kit student measure one factor affecting respiration rate in red beans (Carolina AP#5 "respiration" is better than Lab-Aid respiration kit; in both cases Korean red beans "kahng-nahng-koang" germinate more successfully and provide more measureable respiration rate than provided "Alaskan peas"!)

Teacher instructions;

student instructions.

 

 

  3.7, 8.1, C3
             
                         
3.8a   Using Carolina's "AP Lab #4: Pigments & Photosynethesis:  students separate pigments (ie. chromatography) of geranium leaves.
                   
3.8b   Student extract chlorophyll from geranium leaves (using ethanol and crushing) then use Spectrophotometer 20D to experimentally determine chlorophyll's ideal wavelength.  [B-SL earns 1 hour; B-HL earns 2 hours; C-SL earns 0 hours; C-HL earns 1 hour]                    
3.8c   Students select two leaves on healthy geranium and cover one geranium leaf then stain (with Lugol's iodine solution) for starch 48 hours later.  Compare staining results of covered and uncovered leaf.
                   
3.8d 7 Apr 2011 Use Carolina's "Leaf Disc Assay" kit.  Students follow instructions (ie. do not design this lab by themselves) b Leaf disc assay instructions  

3.8, 8.2,

C.4

3 3   - DCP CE  
3.9a
17 May 2010 Students Design and carry out an experiment to investigate a factor which affects the rate of respiration -OR- photosynthesis."   1, 2, 3 3.8, 8.2, 9 - 2   D DCP CE  
                         
5.2a, G3

10

Aug 2011

Students gather data from <http://cdiac.ornl.gov/trends/co2/sio-keel.html> database, to make single line graph of co2 data over one year and separate graph of CO2 level over 5 years.   See instructions at: CO2 In Atmosphere
4

5.2

G5

0.5
-
         
5.2b   Collect CO2 data from any two years that are at least a decade apart (like 1975 & 1985) and make a DP table of data.  Process this data into DP graph.  Use a t-test to determine if there is a significant difference between C)2 in atmosphere in the years you selected.                    
5.2c 2010 Students visit <http://www.oism.org/pproject/s33p36.htm#Message5975> which is critical of the "Greenhouse Gas/Climate Crisis" hypothesis, and contrast the information and draw their own conclusion   4                
5.2d

12

Aug

2011

Students select one "paleoclimatology research method" from NOAA Paleoclimatology website.  Students (a) write a brief explanation teaching what data this method collects and showing how the data relates to climate reasearch and (b) collect and graph a data set using data from your selected method.
See instructions at: Paleoclimatology Data Collection
4

5.2

G5

1.0
-
         
5.2e   Students go outside to collect litter/soil samples then bring back to lab and determine the Simpson's Diversity Index. Simpson's Diversity Index practical instructions are here.                  
 5
11 May 2010
Students design and carry out an ecology investigation which must include a sampling technique like quadrats, transect, capture and release, etc.
  2, 3
5
2.0
-
   
DCP
CE
 
5
  Students do "quadrat sampling simulation" using instructions in Biozone's Skills in Biology; p 71-72.
    G1
0.5
0.5
  -
-
-
 
    Students do self blood typing using Eldon card system [note: not all students participated]     4.1 0.5 0.5   - - -  
    Karyotype simulation with photograph and paper cutouts     4.2 1 1   - - -  
    Restriction digest Lambda DNA (simulation); this is the wiki page with the instructions for the activity Prac came from:  Restriction digest of Lambda DNA simulation 5 4.4 1 1          
    Gele electrophoresis to separate dyes (aka Hutch Dye Lab)     4.4 3 3          
    Bio Rad Transformation (pGlo kit)   5 4.4 2 2          
6.2.a 1 Nov 2010
Students use Vernier Logger Pro "EKG" probe and collect their own, normal, 3 s reading.
      0.5
0.5
         
6.2.b
3 Nov 2010
Student use Vernier hand-held heart rate monitor to measure their own basal heart rate.  Students DESIGN experiment to investigate one factor affecting heart rate.
                   
6.3.a 6 Dec 2010 (from Billiet's Database of reproductive hormones) using spreadsheet to map hormones in reproductive cycle. Billiet's Database of Reproductive Hormones 4
6.6
1
1
     
 
data processing excercise & data analysis
    Wisconsin "Fast Plant" model for genetic analysis   5 4.4 4 4          
                         
    Further ideas from other IB teachers                     

 

Note:

ICT options:  1-datalogging; 2-Graph plotting software; 3-Spreadsheet; 4-Database; 5-Computer model/simulation ... [Links to ICT resources by Mindorff or Billiet]

 

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