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