Course title

Pre-requisite

Course description

Name of course: AP Biology Semester 1 and 2

Duration of study: one year Textbook title and
(full year; one semester; trimester) copyright date: FLVS 2017

Approximately how many hours per week do students spend conducting hands-on laboratory experiments in this course?

2 hours

Please provide a list of the laboratory experiments or projects you do that require manipulation of equipment.

Evolution of populations – To stimulate random mating in a gene pool without selection; and simulate complete selection against a recessive genotype. Hardy-Weinberg equation.
Cell membranes and Homeostasis – To understand the importance of diffusion and osmosis.
Photosynthesis and Cellular Respiration - describe the reactants and products of photosynthesis and the source of reactants from the environment. And explain the relationship of photosynthesis
Physiological Events – to set up an experiment on a specific topic; but not actually run the experiment.
Onion root tip virtual lab – To observe the process of Mitosis and Meiosis.
Chromosomal Inheritance – Research a case study.
System interactions – project on organisms specific functions.
Populations Dynamics Lab – To analyze mortality data and extract information to create survivorship curves.
These AP courses also provide free response questions and practice MC questions in each section.

List all lab equipment used; including but not limited to household items (for example; microscope; beakers; ramps; dissection equipment; etc.)

Evolution of populations – 125 light colored beans and 50 dark colored beans; calculator; graph paper

Cells and Homeostasis - Part 1:
4 large plastic cups or bowls
2 water tight zip-lock plastic sandwich bags
Measuring cups and spoons
Iodine (can be obtained at a discount or drug store)
Starch solution (Options for creating solution):
Option 1. Add 1/4 cup cornstarch and 1/4 cup water into a bowl. Stir to mix. Add 1 to 1 1/2 cups very warm water (Be very careful when working with hot water); stir well.
Option 2. Boil a small potato in 1 cup of water; and then mash the potato. After the potato cools; pour water over the mashed potato and strain the fibrous part out using a coffee filter. Cool to room temperature to avoid adding temperature as a variable.)
Paper towels
Part 2:
100 mL distilled water (from the grocery store)
60 g or 5 tablespoons (tbs)sucrose (table sugar)
1 potato
Your choice of one of the following: sweet potato; pear; or apple
Aluminum foil or plastic wrap
Knife (to cut the potato/fruit)
2 large cups or bowls
Metric ruler
Paper towel

Photosynthesis and cellular respiration – Baking soda (sodium bicarbonate; NaHCO3)
Tap water
Liquid dish soap
Glass cup or bowl
Hole puncher or plastic drinking straw
Leaf from a living plant (flexible; without a waxy covering– such as fresh spinach)
Plastic syringe (10 mL or larger; without needle—can be purchased at a drug store)
Timer or clock with a second hand
Lamp (with 60–watt or higher light bulb)
Metric ruler

Physiological Events – depends on what they design.
Onion root tip virtual lab – Compound light microscope; glass microscope slide with prepared onion root tip specimen.
Chromosomal Inheritance – chosen case study
System interactions – readings; rubric
Populations Dynamics Lab – a cemetery; a calculator; a pen; paper

Using standard Scientific Method outlined by the following questions; describe one typical laboratory assignment associated with this course.
State the problem or concept investigated during this laboratory assignment. (Do oranges stored in a refrigerator have more Vitamin C than oranges picked fresh from a tree?) Formulate a hypothesis for this problem using “if/then” statements. (If oranges picked fresh from a tree have more Vitamin C; then juice from these oranges will take longer to turn a starch solution blue.)

Objective: The primary objective of this lab was to acknowledge the various types of substance transport through a membrane; and to further an understanding of the concept that a cell membrane’s size (surface area to volume ratio) will determine what passes through the membrane efficiently. Types of transport can include osmosis; diffusion; facilitated diffusion; and active transport. However; these transports can only take place depending on the size; charge and concentration of a solute. This lab highlights how specific substances affect diffusion; and it also looks at how the concentration of a solution affects the water potential of a plant cell.
Introduction: Prior to completing a lab based on cell membranes and homeostasis; it is vital to know what cell membranes and homeostasis are and the factors that can change how a cell effectively transports substances. The cell membrane is a layer of proteins which has a structure that makes it selectively permeable (semipermeable); meaning that not every substance can enter or leave the cell. This cell membrane controls what will go in and out at certain times; even the same substance can pass through once but not a second-time a while later. Homeostasis is the cell trying to maintain a stable condition in its internal environment based on the external environment/changes. An example of homeostasis in the human body would be when a person sweats in the heat to cool down or shivers in the cold to produce heat.
Hypothesis: For part 1 – It is hypothesized that if a bag of starch solution is placed in a bowl of water with the presence of iodine; then the water will turn a dark blue/black color because of the known knowledge that a color change will take place when starch is present. The bag of water will not change the color of the bowl; however; because there is no presence of starch. For part 2 – It is hypothesized that if four cubes of potato and four cubes of sweet potato are placed in separate water cups of varying sucrose levels (0; ½ teaspoon; 1 teaspoon; 2 teaspoons); then the potatoes with more sucrose in the water cup will expand as a result of the somewhat hazardous environment because a cell would need to change to make cell transport easier for its own growth and benefit.

Describe the experiment you performed to prove or disprove your hypothesis. List all essential materials. Describe each step you performed in the experiment.
Part 1 Procedures:
1. Make a starch solution in a bowl by putting ¼ cup of cornstarch and ¼ cup of water into a bowl; then stir; add 1 to 1 ½ cups of warm water and stir again.

2. Measure 1 cup of the starch solution just made and pour it into a sandwich bag; ziplock it tight to avoid leaks. Then carefully wash the outside of the bag with water and dry.

3. Repeat the same bagging process with 1 cup of water in a second sandwich bag.

4. Fill two bowls up about halfway with water and label each bowl (one labeled “starch” and one labeled “water”).

5. Put three drops of iodine into each bowl and stir; observe the initial color of the water.

6. Place each of the bags into its matching bowl of water/iodine.

7. After thirty minutes; check the bags and water for color change and record observations (iodine and starch typically react to create a dark blue/black solution; a color change would indicate the presence of starch).
Part 2 Procedures:
Day 1
1. Prepare the following solutions; two of each; in the eight red solo cups. Stir each solution until the sucrose dissolves.
A. Two Red Solo Cups of Solution A: 1 cup water; no sucrose
- Label one cup "Potato A"
- Label the other "Sweet Potato A"
B. Two Red Solo Cups of Solution B: 1 cup water; 1/2 teaspoon sucrose
- Label one cup "Potato B"
- Label the other "Sweet Potato B"
C. Two Red Solo Cups of Solution C: 1 cup water; 1 teaspoon of sucrose
- Label one cup "Potato C"
- Label the other "Sweet Potato C"
D. Two Red Solo Cups of Solution D: 1 cup water; 2 teaspoons of sucrose
- Label one cup "Potato D"
- Label the other "Sweet Potato D"
2. Cut four cubes of the potato and four cubes of the sweet potato (all cubes should be approximately 1 cm x 1 cm). Check to make sure the potato cubes are of similar size and shape; with no skin remaining.
3. Measure the length; width and height of all eight cubes. Then find the volume of each cube by multiplying the length; width and height. Record the initial cube measurements in the Part B data table.
4. Put one potato cube in each of the cups labeled Potato A; B; C and D. Put one sweet potato cube in each of the cups labeled Sweet Potato A; B; C and D. Each red solo cup should have one cube inside.
5. Cover the cups tightly with plastic wrap or aluminum foil and let sit overnight.
6. Record your hypothesis about what you expect to observe on Day 2 and how you believe the two types of potatoes will compare. Be sure to include a justification for your hypothesis; based on the sugar content of each potato.
Day 2
1. Remove the potato cube from Solution A.
2. Blot it gently on a cloth towel and measure the length; width; height and volume. Record the measurements.
3. Repeat Step 1 for the remaining cubes.
4. Use the data to create a graph of percent volume change.

Describe the results of your experiment or study. Use graphs and charts where appropriate.

Part 1 Data Table
Bag Content Initial Color of Bowl of Water/Iodine Solution Final Color of Bowl of Water/Iodine Solution
Starch Content clear; no coloration navy; dark blue; almost black coloration to the water
Water clear; no coloration clear; no coloration

Part 2 Data Table
Substance: Potato Sweet Potato
Contents in Cup Water ¬Ω tsp Sucrose 1 tsp Sucrose 2 tsp Sucrose Water ¬Ω tsp Sucrose 1 tsp Sucrose 2 tsp Sucrose
Initial Cube Volume (cm3) 4.59 4.20 4.05 3.36 2.91 3.36 4.90 2.43
Final Cube Volume (cm3) 5.18 4.80 3.42 2.73 3.57 4.08 3.84 1.80
% Change in Volume 12.85% 14.29% 15.56% 18.75% 18.49% 21.43% 21.63% 25.92%

Part 2 Graph

*1-4 represent cups A; B; C and D
*Blue represents the potatoes
*Orange represents the sweet potatoes

Explain your data or results. Give an analysis of your experiment.

The data table shows for the % change that it increased for both the potato and the sweet potato. The graph illustrates The volume of the cube in comparison to the % change.

Write a conclusion for your study. Was your hypothesis supported or refuted?

Conclusion: For part 1 – It was hypothesized that if a bag of starch solution is placed in a bowl of water with the presence of iodine; then the water will turn a dark blue/black color because of the known knowledge that a color change will take place when starch is present. The bag of water will not change the color of the bowl; however; because there is no presence of starch. This hypothesis was confirmed because it was common knowledge that the bowl would turn a blue color as a result of the starch presence. For part 2 – It was hypothesized that if four cubes of potato and four cubes of sweet potato are placed in separate water cups of varying sucrose levels (0; ½ teaspoon; 1 teaspoon; 2 teaspoons); then the potatoes with more sucrose in the water cup will expand because of the somewhat hazardous environment because a cell would need to change to make cell transport easier for its own growth and benefit. This hypothesis was rejected because; as it turns out; the more sucrose in the water the smaller the potato/sweet potato will become. The surface area to volume ratio decreased in reaction to more sucrose; rather than increase. Given the furthered knowledge on cell membranes and homeostasis; it is clearly understood that the concentration of a solution in the external environment of a cell can affect the way a cell functions. The cell membrane is semipermeable so that not every substance can enter or leave the cell. It is now more thoroughly understood that a cell membrane’s size determines what will pass through its membrane effectively; size is everything. The sandwich bag in part 1 behaves like a cell membrane; as it behaves like it is permeable to starch and iodine. The color clearly changed in reaction to their meeting; which is why it was necessary to observe the color of the water prior to placing the sandwich bags inside. It is also clear that there are numerous types of substance transport that can take place through a membrane at any time necessary; such as; include osmosis; diffusion; facilitated diffusion; and active transport. There is no doubt that a cell will do what it must to maintain a stable condition in its internal environment based on the external environment/changes; a cell may react a certain way when faced with a toxic or curiously unfamiliar environment outside of it – looking specifically at the size changes in the potatoes in reaction to more sucrose; as well as the color change see as iodine and starch are put together.

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• LBIO
• Biology

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