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Catalase Enzyme Activity Lab

February 16, 2009 in Labs

Catalase Enzyme Activity Lab

This Catalase Enzyme Activity Lab has a technique which is easy for students (after the initial practice phase) and lets them gather multiple trials quickly and easily.  It’s powerful because it allows exploration of important biochemistry concepts while reinforcing data analysis and utilizing graphing techniques tested on state math assessments.

Each group explores one set of conditions in detail then uses the data of other groups to graph and analyze several other conditions.  I use this lab early in the year when I’m working on protein structure, enzymes, and how free energy relates to enzyme activity.  The lab utilizes filter paper disks (cut out with a hole punch to keep them uniform sizes) dipped in catalase solutions which are then dropped into hydrogen peroxide.  Students time how long it takes for the disks to rise (they rise when enough oxygen bubbles accumulate on the filter disks to make them buoyant in the hydrogen peroxide solution).  The data produced is easily graphed and analyzed using box and whiskers graphs (aka box plots).   Students are taught this graphing technique in math classes (and are tested on it on state assessments) but don’t often have the opportunity to apply them and therefore don’t appreciate their ease, elegance, and power.

Catalase Enzyme Activity Lab

Onion Root Tip Mitosis Lab

November 8, 2008 in Labs, Student Research Ideas, Teaching Resources

I’ve been cleaning up one of my old web pages and I ran across this instructional page my students constructed several years ago after completing a lab on onion root tip mitosis. Thought it might be of use since I’ll be closing out the old web page, soon. I’ll be updating this lab with new and improved images later but for now here’s the original document with its ancient digital images…

Onion Root Tip Mitosis

Adapted from:

Babich, H., Segall, M.A. and Fox, K.D. (1997). The Allium Test–A Simple, Eukaryote Geneotoxicity Assay. The American Biology Teacher. 59, 580-583.

Materials:

  • Test tube (13x100mm)
  • fixative (9 part 45% acetic acid and 1part 1N HCL)
  • watch glass
  • onion
  • beaker or small cup (150mL, approximately)
  • scissors
  • razor blade
  • metal spatula
  • aceto-orcein stain
  • microscope slides
  • cover slips.

Stain preparation: 5 g of orcein is added 150 ml of hot acetic acid. Keep the stain solution in a dark bottle for 2-3 days , shaking several times to saturate the solution. After that treatment, add 150 ml of distilled water, filter and store in a dark bottle. (Babich, Segall and Fox, 1997)

Procedure:

Growing Onion Root Tips

Obtain onion bulb, four toothpicks, small beaker (150mL), and enough water to fill the beaker to top. Hold the onion by the top, insert four toothpicks at perpendicular angles to suspend onion into the water. Wait two or three days for root tips to grow.

Harvesting and Fixing the Root Tips:

Obtain test tube, pair of scissors, watch glass, and fixative (9 parts 45% acetic acid and 1 part HCL).

Cut off four root tips, each approximately 1 cm long; Fill test tube 3cm full of fixative.

Place four root tips into the test tube of fixative and incubate at 50 degrees Celsius for six minutes. Then dump heated fixative and tips into watch glass.

Staining the Cells:

Take root tips, one at a time, out of watch glass and place each on in the middle of a microscope slide.

Cut all excess from the root tips except for 2mm at the very tip of the root (end that was not cut from the plant).

Place two drops of aceto-orcein stain on top of the 2mm root tip.

Let stain soak into root tip for two minutes.

Squash the root tip, on each slide, pressing straight down so as not to overlap the cells.

Place two more drops of stain upon the root tip and wait for another two minutes.

Then place cover slip flat upon the root tip, making certain not to move the cover slip horizontally.

Press the cover slip gently with a pencil eraser, again only straight down without moving the cover slip.

Soak up extra stain from slide around cover slip with a paper towel without moving cover slip.

Observe and record steps of cell division under microscope (at 400x)

Sample views at 400x:

Using the Floating Disk Assay as a basis of a lab assessment

October 13, 2008 in KABT News, Labs

A request on the AP Biology list for a lab write-up for the floating disk assay prompted me to make an old lab performance assessment (exploring-photosynthesis-lab-test) that I wrote several years ago available for download. It’s not a lab procedure per se but it can serve as one. It is certainly not written as an AP Lab substitute but should get someone started if they need some extra prompting.

BTW, I have to admit I just uploaded this and did not check it out for rewrites or edits. If you find egregious errors or even a bit of misguiding–let me know and I’ll see what I can do.

BW

Video on sinking disks for the Floating Leaf Disk Lab

September 29, 2008 in KABT News, Labs

Last night, on the AP-Bio listserv a teacher asked about trouble with sinking leaf disks for the Floating Leaf Disk lab. Her class had difficulty getting the spinach leaf disks to sink. I offered some possible solutions and I also promised to post a video of the procedure in case the students were missing something in the written protocol. Here’s the quick video that I made this morning.

Google video seems to be down this morning (Sept. 30). If this continues I’ll upload the video to a different service–stay tuned.

BW

Genes to Cognition at the Dolan DNA Learning Ctr

September 19, 2008 in Labs, Student Research Ideas, Teaching Resources, Technology


This post is meant to inform those unable to attend the Dolan DNA Learning Center workshop at the Stowers Institute on Genes to Cognition.  This is a site that you will want to delve into when you have a bit of time on your hands.  Well, that is if you are interested in learning and teaching about the connect between genes, cognitive behaviors, and their related brain disorders. 

The student-friendly essential question that this site helps students and teachers to explore is, “What good is a brain?” 

In all honesty, the site reminds me of Thomas Huxley’s book The Crayfish through which he demonstrates that the subject of zoology could be taught via a single model organism. 

In a similar manner, Genes to Cognition facilitates the teaching of biology at all levels of complexity, from the molecular communication networks of our cells to the behaviors that emerge from their collective actions.  At the same time, students will realize that there are numerous unanswered scientific questions awaiting research.

Having had little time to digest the material presented, I currently don’t know where I will integrate Genes to Cognition into my courses but “What good is a brain?” it is quite an appropriate question for students to ask and begin to explore.  The site is presented from a perspective that, on one hand acknowledges the importance of the reductionist approach, while fostering the burgeoning systems based perspective.

Genes to Cognition Website

Read the rest of this entry →

Blackworm Lab for Beginning the Year

September 9, 2008 in KABT News, Labs, Nature, Student Research Ideas, Technology

From Charlie Drewes Website (click to go there)

From Charlie Drewes Website (click to go there)

Here’s my favorite lab for the beginning of the year: Blackworm Lab

I modified information and labs from the iconic Charlie Drewes, formerly of Iowa State University, and Randy Dix of Olathe North High School and gave it a special twist I learned from Sandy Collins of West Junior High in Lawrence. For further information on Lumbriculus variegatus you can visit Charlie Drewes’ website which is still being maintained at the university and is a treasure trove of labs and activities with invertebrates.

Charlie Drewes’ Website

From Charlie's Web site (click to go there)

From Charlie's web site (click to go there)

Sandy’s idea that I love has students creating labs and experimenting with organisms they believe are being exposed to stimulants and depressants. After they have all completed the lab you tell them that although the water containers were labeled differently, there was no actual difference in the water. I find we can then launch into rich discussions of the reasons for blind and double blind studies AND how some of the greatest discoveries have come about when scientists got unexpected results and strove to understand and uncover what had really happened.

I also find that during the lab some students get data they believe to be wrong (no difference in pulse rates between the groups). They come to me and ask what is wrong – I use the opportunity to ask them if they were very careful in their technique, if they assure me they were I tell them they should trust their data and try to understand it. It’s fun to have students who think they’re getting poor data get rewarded in the long run with praise for having the most accurate results. (I also give a 5 pt bonus for getting good results and recognizing them.)

“Is it Alive” Update from Candy Surdez

August 5, 2008 in Labs

Summertime is a time for catching up.  Last spring, I described a lab that Candy Surdez shared that used vinegar eels and other organisms to explore the boundary of what is alive.  Just recently Candy completed and sent me the the documents for the “Is it alive” lab lab that she had written as well as a teacher guide.   She has graciously shared the documents in Microsoft Word format so that if you choose to use them you can also edit them to fit your classroom situation.

Thanks, Candy, this kind of resource sharing has a great deal of potential to help all biology teachers.

BW

The Invisible Microscope

July 21, 2008 in Labs, Teaching Resources

Imagine teaching your biology students how to use a compound microscope without using innumerable variations of “don’t touch anything until you have completed the directions”, without hearing your name at least 100 times during each class period and without coming perilously close to loosing your patience. What follows is a brief description of a method to teach microscope skills that avoids these frustrations – and results in solid learning. This approach to helping your biology students learn to use a compound microscope is called the “The Invisible Microscope”….

Click here for the rest of the activity…

“You can see photosynthesis happening.”

July 16, 2008 in KABT News, Labs

Today I had the privilege of presenting the Floating Leaf Disk Photosynthesis lab to a group of enthusiastic Cornell Institute for Biology Teaching (CIBT) teachers.  I really enjoyed my brief time with these folks that gave up 2 weeks of their summer to learn more biology–specifically labs that work for their students.

One of the participants, Lynn, was very familiar with the lab and had actually submitted it as one of her “favorite labs” to share, not knowing that I was going to present.  Something she said, really captures this experience and value of this lab.  She said that one of her students (one that might not have demonstrated a lot of previous interest in biology) completed an investigation of his own question about photosynthesis and reported on it in a science fair type of format.  Apparently he described the floating disk technique to his judges as

“You can see photosynthesis happening.”

He’s right and that’s what makes this technique such a powerful tool for learning about photosynthesis and  doing science.  Thanks for sharing, Lynn.

BW

RNAi KATS Presentation

June 5, 2008 in KABT News, Labs, Teaching Resources

What is RNA interference. What is the mechanism for this cellular process and how can I use this as an instructional piece for an advance biology or a biotechnology class? If any of these questions are of interest to you, fear not, you are at a one-stop site for joining the movement started by Cold Spring Harbor to introduce high school students and under graduates to research centered around C. elegans (the nematode) and RNAi. I was fortunate to attend the Amgen Leadership Symposium in Human and Molecular Genetics and would like to share information from the symposium otherwise known as DNA Boot Camp. Here are some links that may be of interest to you.

Order Double Life of RNA from HHMI- It has the NOVA video and it is free. Click to order is on the left.
HHMI RNAi

Or you can stream the video from http://www.pbs.org/wgbh/nova/sciencenow/3210/02.html

Now that you have a somewhat better idea of the RNAi mechanism go to the web site for Dolan DNA Learning center at Cold Spring Harbor, NY.
http://dnalc.org
Dolan DNA Learning

From the main page locate the Silencing the Genome pages. This is the link from DNALC for C. elegans and RNAi . The live materials will be sent to you free. Just spend some time with the recipes before you order. Any questions be sure to contact me for help. Have fun and the students will have an opportunity to do real science. http://silencinggenomes.org/
Silencing the Genome