--The following was not written by Sandeep, but rather, people kind enough and organized enough to have the labs and summarize them. Thank you!--
M&M Mitosis Lab
Remember, this was the lab where we looked at onion root tip cells (Allium) and recorded how many cells were in Interphase, Prophase, Metaphase, Anaphase, and Telophase. We did the same thing with the Whitefish Blastulas, just on the powerpoint with Ms. Drije. Most of the cells were in Interphase, the longest phase of mitosis. Metaphase had the least amount of cells because it's the shortest- all the chromosomes have to be lined up on the equator. On the back page of the lab was the cell cycle and questions on it. Karyotype Lab
Uhhhh, I'm pretty sure this lab was just a cut and paste with all the chromosomes. Remember that chromosome 1 is the longest and the rest of the autosomes get shorter from there. Also know about the sex chromosomes, of course. Meiosis Bead Lab
In this lab we used beads to model the stages of meiosis, so there's nothing particularly different. Know that in meiosis, new gene combinations can be formed in Prophase I (crossing over), Metaphase I and II, and fertilization. Genetics Corn Lab- Monohybrid
Ugh, remember counting out all those corn kernels?! 400, to be exact. First we sorted by color. Purple should have had around 300 kernels, and yellow should have had around 100. You can easily tell that purple is the dominant trait, and with a 3 to 1 genotype ratio, both parents are heterozygous. Then we sorted by texture. Smooth should have had around 300 kernels, and wrinkled should have had around 100. Again, smooth is the dominant trait, and again the parents are heterozygous because of the 3 to 1 genotype ratio in the offspring. Corn Lab- Dihybrid
Computer Fly Lab -- this was the really boring lab where we counted the number of males with and without wings and the number of females with and without wings in bothe the first and second generation and compared the 2.
Human Traits Lab -- In this lab there was a list of genetic traits such as hair color, eye color, and vision. We circled the ones that applied to us and then learned whether these traits were dominant or recessive. Remember that just because a trait is dominant does not mean that it is more frequent than the recessive trait, such as number of fingers, where having 6 fingers is dominant.
Taxonomy and Evolution Evolution Clock -- 2 part lab. The 1st part was an evolution timeline where you order the events, starting from the formation of the solar system all the way to modern day humans.
The second part of the lab is the Evolutionary Clock. The basic idea is application of the timeline we created to a 12-hour clock so we can see the relative amounts of time. Formation of the solar system was at 12:00, origin of the earth 3:00, earth cools 4:00, 1st prokaryotes in ocean 5:00. Everything else happens pretty much between 9:00 and 12:00. The entire clock is 6 billion years of time.
Physical Evidence of Evolution -- At this lab there were stations with examples of physical evidence for evolution. We looked at the items and answered questions on them.
1. Fossils -- shells, fern, petrified wood
2. Fossils (more of them), Law of Superposition
3. Homologous Structures -- pictures of animal arm bone structures that are similar
4. Analogous Structures -- bat wing vs. butterfly wing -- similar functions but very different structure
5. Teeth -- Compared and contrasted different teeth; they are analogous b/c they have similar functions
6. Embryology -- pictures of various animal embryos in different stages of development. The point was that many animal embryos look similar in early stages, thus pointing to possible evolution.
7. Biochemistry/DNA -- Pointed out the fact that all DNA is written from the same 20 amino acids.
8. Vestigial structures -- Pictures of useless structures in humans/animals, evidence that may also point to evolution -- ex. 3rd eyelid, tailbone
Triangle Evolution -- Basically there were different diagrams of triangles evolving that represented different types of evolution. We had to label the type and answer questions about the evolutionary process. Some of the types of evolution included coevolution, convergent evolution, adaptive radiation, genetic drift, gradualism, and punctuated equilibrium.
Dichotomous Key- Salamander -- We were given pictures of 11 salamander species, and a dichotomous key that corresponded to them. A dichotomous key has pairs of traits listed, and is intended as a path to find the species of an animal based on appearance.To classify a salamander -- Select your specimen. Start with pair #1 on the key (hind limbs absent, or hind limbs present). In this case hind limbs are present, so follow the key and go to pair number 2. External gills are present, so according to the key, the salamander is a mud puppy.
Monster Naming -- This lab had 2 objectives -- practice classifying by genus and species, and doing a dichotomous key.
1. We first named the monsters based on characteristics, using a given list of Latin/Greek stems. For example, an eight-legged monster with one horn could have the genus name Monocornis, meaning 'one horn,' and the species name octopada. If another monster also had one horn, they could share the genus name.
2. The dichotomous key was similar to the salamander lab.
"We Are Family" Phylogenetic Tree - In this one we had to fill in a tree using different categories like Eukaryotes, Prokaryotes, etc. (See T&E)
Cartoon Cladogram -- The objective was to construct a cladogram using cartoon characters (Mickey, Spongebob, Rosie, Scooby Doo, Quick Draw). We classified them based on shared traits. The more shared traits a character has, the higher it is on the clade. For example, Rosie the robot is the most primitive character, not even made of cells, so she is lowest on the clade. Various characters branch off at the point where they no longer share characteristics. The most advanced was Scooby Doo, sharing cells, fur/hair, fingers/toes/paws, and pointed ears.
Bacteria, Virus and Immunity Bean Infusion-Yogurt Lab
Petri Dish/Antiseptic/Disinfectant/Antibiotic -- In this lab we were given 2 petri dishes. The first we split into 4 quadrants. After incubating (agar side up) we had to determine the color of the culture, number of colonies, whole colony shape (circular, rhizoid, irregular, filamentous, or punctiform), the surface of the colony (smooth, glistening, wrinkled, or dry and powdery, and lastly the edge of the colony (entire, undulate, or lobate).
In the second we placed 8 different ‘bacteria substances’ categorizing each weather it was an antiseptic, an antibiotic, and anti-bacterial, an anti-microbial, or a disinfectant. After inoculating the petri dish we had to measure the ring of inhibition and the clarity of the ring (either clear or cloudy).
Creepin' Crud Lab -- The purpose of this lab was to determine the rate of disease transmission and to act as an epidemiologist. Each person in the class was given a test tube, and exchanged and recieded the liquids from classmates. After 3 rounds Drije went around with a solution, if the liquid in your test tube turned purple you were infected.
Fungus Fungus Among Us - Study individual pictures of Fungi. Protist
There was only lab for this Unit. Review what separate protists look like. Be prepared to be given a picture and have to identify the Genus and Phylem. That was a big part of the Protist test that many were unprepared for.
Plants I assume everyone still has both packets, so this probably doesn't need to be filled out
Drije Biology Honors Study Guide: Labs
--The following was not written by Sandeep, but rather, people kind enough and organized enough to have the labs and summarize them. Thank you!--
M&M
Mitosis Lab
Remember, this was the lab where we looked at onion root tip cells (Allium) and recorded how many cells were in Interphase, Prophase, Metaphase, Anaphase, and Telophase. We did the same thing with the Whitefish Blastulas, just on the powerpoint with Ms. Drije. Most of the cells were in Interphase, the longest phase of mitosis. Metaphase had the least amount of cells because it's the shortest- all the chromosomes have to be lined up on the equator. On the back page of the lab was the cell cycle and questions on it.
Karyotype Lab
Uhhhh, I'm pretty sure this lab was just a cut and paste with all the chromosomes. Remember that chromosome 1 is the longest and the rest of the autosomes get shorter from there. Also know about the sex chromosomes, of course.
Meiosis Bead Lab
In this lab we used beads to model the stages of meiosis, so there's nothing particularly different. Know that in meiosis, new gene combinations can be formed in Prophase I (crossing over), Metaphase I and II, and fertilization.
Genetics
Corn Lab- Monohybrid
Ugh, remember counting out all those corn kernels?! 400, to be exact. First we sorted by color. Purple should have had around 300 kernels, and yellow should have had around 100. You can easily tell that purple is the dominant trait, and with a 3 to 1 genotype ratio, both parents are heterozygous. Then we sorted by texture. Smooth should have had around 300 kernels, and wrinkled should have had around 100. Again, smooth is the dominant trait, and again the parents are heterozygous because of the 3 to 1 genotype ratio in the offspring.
Corn Lab- Dihybrid
Computer Fly Lab -- this was the really boring lab where we counted the number of males with and without wings and the number of females with and without wings in bothe the first and second generation and compared the 2.
Human Traits Lab -- In this lab there was a list of genetic traits such as hair color, eye color, and vision. We circled the ones that applied to us and then learned whether these traits were dominant or recessive. Remember that just because a trait is dominant does not mean that it is more frequent than the recessive trait, such as number of fingers, where having 6 fingers is dominant.
Taxonomy and Evolution
Evolution Clock -- 2 part lab. The 1st part was an evolution timeline where you order the events, starting from the formation of the solar system all the way to modern day humans.
The second part of the lab is the Evolutionary Clock. The basic idea is application of the timeline we created to a 12-hour clock so we can see the relative amounts of time. Formation of the solar system was at 12:00, origin of the earth 3:00, earth cools 4:00, 1st prokaryotes in ocean 5:00. Everything else happens pretty much between 9:00 and 12:00. The entire clock is 6 billion years of time.
Physical Evidence of Evolution -- At this lab there were stations with examples of physical evidence for evolution. We looked at the items and answered questions on them.
1. Fossils -- shells, fern, petrified wood
2. Fossils (more of them), Law of Superposition
3. Homologous Structures -- pictures of animal arm bone structures that are similar
4. Analogous Structures -- bat wing vs. butterfly wing -- similar functions but very different structure
5. Teeth -- Compared and contrasted different teeth; they are analogous b/c they have similar functions
6. Embryology -- pictures of various animal embryos in different stages of development. The point was that many animal embryos look similar in early stages, thus pointing to possible evolution.
7. Biochemistry/DNA -- Pointed out the fact that all DNA is written from the same 20 amino acids.
8. Vestigial structures -- Pictures of useless structures in humans/animals, evidence that may also point to evolution -- ex. 3rd eyelid, tailbone
Triangle Evolution -- Basically there were different diagrams of triangles evolving that represented different types of evolution. We had to label the type and answer questions about the evolutionary process. Some of the types of evolution included coevolution, convergent evolution, adaptive radiation, genetic drift, gradualism, and punctuated equilibrium.
Dichotomous Key- Salamander -- We were given pictures of 11 salamander species, and a dichotomous key that corresponded to them. A dichotomous key has pairs of traits listed, and is intended as a path to find the species of an animal based on appearance.To classify a salamander -- Select your specimen. Start with pair #1 on the key (hind limbs absent, or hind limbs present). In this case hind limbs are present, so follow the key and go to pair number 2. External gills are present, so according to the key, the salamander is a mud puppy.
Monster Naming -- This lab had 2 objectives -- practice classifying by genus and species, and doing a dichotomous key.
1. We first named the monsters based on characteristics, using a given list of Latin/Greek stems. For example, an eight-legged monster with one horn could have the genus name Monocornis, meaning 'one horn,' and the species name octopada. If another monster also had one horn, they could share the genus name.
2. The dichotomous key was similar to the salamander lab.
"We Are Family" Phylogenetic Tree - In this one we had to fill in a tree using different categories like Eukaryotes, Prokaryotes, etc. (See T&E)
Cartoon Cladogram -- The objective was to construct a cladogram using cartoon characters (Mickey, Spongebob, Rosie, Scooby Doo, Quick Draw). We classified them based on shared traits. The more shared traits a character has, the higher it is on the clade. For example, Rosie the robot is the most primitive character, not even made of cells, so she is lowest on the clade. Various characters branch off at the point where they no longer share characteristics. The most advanced was Scooby Doo, sharing cells, fur/hair, fingers/toes/paws, and pointed ears.
Bacteria, Virus and Immunity
Bean Infusion-Yogurt Lab
Petri Dish/Antiseptic/Disinfectant/Antibiotic -- In this lab we were given 2 petri dishes. The first we split into 4 quadrants. After incubating (agar side up) we had to determine the color of the culture, number of colonies, whole colony shape (circular, rhizoid, irregular, filamentous, or punctiform), the surface of the colony (smooth, glistening, wrinkled, or dry and powdery, and lastly the edge of the colony (entire, undulate, or lobate).
In the second we placed 8 different ‘bacteria substances’ categorizing each weather it was an antiseptic, an antibiotic, and anti-bacterial, an anti-microbial, or a disinfectant. After inoculating the petri dish we had to measure the ring of inhibition and the clarity of the ring (either clear or cloudy).
Creepin' Crud Lab -- The purpose of this lab was to determine the rate of disease transmission and to act as an epidemiologist. Each person in the class was given a test tube, and exchanged and recieded the liquids from classmates. After 3 rounds Drije went around with a solution, if the liquid in your test tube turned purple you were infected.
Fungus
Fungus Among Us - Study individual pictures of Fungi.
Protist
There was only lab for this Unit. Review what separate protists look like. Be prepared to be given a picture and have to identify the Genus and Phylem. That was a big part of the Protist test that many were unprepared for.
Plants
I assume everyone still has both packets, so this probably doesn't need to be filled out