c
 


 
  


?
 What phases do cells undergo during mitosis? What happens at each phase?



  ________________________________________________.


  Unlined paper (1 sheet), colored pencils, pencil, crayons, light
microscope, slides, cover slips, onion (fresh), toothpicks, knife (used by teacher only),
iodine stain.

?
 

?
 ?
 Slide Preparation Onion Skin

a. First take a piece of onion skin off the onion.

b. Put it flat on a slide.

c. Bring the slide to the leader for a drop of iodine stain.

d. Carefully put on a cover slip remembering to angle it. D



e. Examine the cell under low then medium power. 1. Front

f. Adjust your microscope to a higher power.

2.

?
 ?
Data Preparation 3. Back

1. You will take your paper fold and it in half, label each
box created (front + back) numbers 1 - 4 as shown on the 4.
right.

2. Create a large box within numbered box, as shown.

3. Within the large area you will draw the stages of

mitosis, make them colorful.

4. Within the smaller box you will write the name of each
stage shown, and give a full description of what you see
happening.

?

  
 



  



 
  


 c
   


 You will be in groups of three, each with your own job. The jobs to choose from are
Contractor, Architect, Surveyor. Your job, as a group, is to build the most realistic life-like plant cell
the world has ever seen.

?
 What does a 3-dimensional cell look like? What are the various parts of plant cells?



  ______________________________________________________.


  Play-doe, food coloring or tempera paints (red, purple, green, blue, white), 1 pair of
gloves, yarn or undercooked spaghetti, pepper, plastic-bubble packing, aluminum foil, plastic wrap,
pencil shavings, scissors, 1 large knife, glue.

?
 

1. Before we start be aware that on the final day you must present your cell to the class.

2. After you have decided upon your jobs, the Contractor and Architect will collaborate to design the
plant cell. The design should be drawn up on a piece of paper that explains what materials will be
used for each organelle. It should be colored the same color it will appear when it is built. Take your
time and make a good drawing. This should be completed early on day two. Throughout this entire
process the Surveyor should be writing down the order in which each organelle was designed and the
order in which it will be built. Along with this the Surveyor must make a copy of the design that the
group can use when building it. The Surveyor's job is to basically take notes all the way through, so
if the final product doesn't come out as planned the Surveyor can look back at their notes and answer
why.

3. After you have finished your design, hand it in and your teacher will approve it. If it is approved,
you can start to build your cell.

4. Building should be the role of the contractor. Architect's watch the builders to make sure they are
doing it exactly as planned. Surveyors should take notes on how it is built and also can assist the
Architects to make sure it is being built as planned.

?

  
 



  



 
  



 ^
 

 

?
 What happens to the temperature of warm and cold water when left at room temperature?



  ____________________________________________________________.


  3 thermometers, 3 string rods, heating element, ice, paper towels, 3- beakers, 300 ml's of
water, stopwatch, graph paper.

?
 

1. Fill 1 beaker with ice and 100 ml of water. Add 100 ml of water to another beaker.
2. Heat 100 ml of water in the third beaker until it's 70° C.
3. Remove ice from the second beaker and put a thermometer in each of the three beakers.
Record the temperatures of all three beakers of water (Below).
4. Predict in the hypothesis what will happen to all the beakers over a 15 minute period.
5. At one minute intervals record the temperatures of all of the beakers. Stir all beakers between
each reading. Continue this for 15 minutes.
6. Use a different colored pencil for each line of the graph that you are about to make.

D


  
 
     
   !

  


?

  
 



  



 
  



 ù


?
 Which chemicals found in this lab are acids and which are bases?



 __________________________________________________________.


  Baking soda solution Table salt solution Lemon juice Vinegar
Ammonia/Windex Distilled water Baby food jars Grape juice Fruit punch Beet juice
Litmus paper Tweezers

?
 

1. You will first prepare your data chart with your teacher, when your done go on
to Procedure #2
2. You and one partner will go to a station. When you get to that station dip the
Litmus paper using tweezers into that solution for 20 seconds.
3. Match the color of the litmus paper with the key on the bottle and write down
the approximate pH of the solution and also write down whether it is an acid or
a base.
4. When you are completed wait for your teacher to move you, than repeat step #1
at that station.

D



  



"



1. What are three properties of acids?

2. What are three properties of bases?
3. Which solution was the strongest acid in this lab?
4. Which solution was the strongest base in this lab?


 
 # #$
%#!&'(D

The foods you eat are made of organic compounds. You can perform chemical tests to learn what
foods contain carbohydrates, lipids, and/or proteins. Hypothesis On the last page of this packet you
will find a prediction table. Locate it and predict the compound found in greatest concentration for
each food.

)!*

8 test tubes, test-tube rack, lab apron, Benedict's solution, stirring rod, masking tape, plastic gloves,
Biuret reagent, test-tube holder, pencil, safety goggles, Lugol's solution, distilled wate,r newsprint
paper, +


 apple juice, melted butter, raw egg white, raw potato, raw spinach,
vegetable oil.

?!&)D'!)

1.Read all the directions for this activity before you begin your work.

2.Put on your safety goggles, lab apron, and plastic gloves.

3.Put 8 test tubes in your test-tube rack. Label each test tube by putting masking tape near the top
edge of the test tube. Use a pencil to write one of the seven food substances on each label. Mark the
eighth label water. The water is your control. Remember what a control is?

4. You need to make three data tables. Each with the variables color & amount.

?!

„esting for Carbohydrates (S„
CH)

1.Use a medicine dropper to put ~10 drops of each food in the test tube with the matching label. Add
3-4 drops of Lugol's solution (iodine) to each test tube.

2.Starch is one form of carbohydrate. If the substance in your test tube contains starch, it will turn a
blue-black color when it mixes with the iodine solution.

3.Observe the contents of your test tubes and Record the amount of starch present (0, +, ++, +++,
++++) in your data chart. The food which contains the most starch should be recorded as ++++.
4.Empty and wash each test tube and return it to your test tube rack.

?!

„esting for Carbohydrates (SUG
)

1.Use a medicine dropper to put ~10 drops of each food into the test tube with the matching label.
Add 10 drops of Benedict's solution to each test tube. CAUTION: BenedictÍs solution is poisonous.
Do not get any in your mouth and do not swallow any!

2.Use a test-tube holder to carefully place the test tubes in the hot water bath your teacher has
prepared. Heat the test tubes for 2 to 3 minutes. CAUTION: Use a test-tube holder to handle hot test
tubes. Point the open end of a test tube away from yourself and others.

3.Use a test -tube holder to return the hot test tubes to the test-tube rack. If the substance in your test
tube contains sugar, Benedict's solution will change color.
,  
-
-
   
.







-  +

 / 0 00 000
Color blue blue-green yellow/green orange/red

4.Observe your test tubes (using white paper as a background). Record the amount of sugar present,
in your data table.

5.Empty your test tubes, clean them thoroughly, and return them to the test tube rack.

?!)(#+&!*?D

1.Use a medicine dropper to put ~1 drop of each food onto the newsprint.

1a. The less transparent the food drop is the greater the concentration of lipids in the food.

2.Observe and compare/contrast the translucence of each food substance. Record the information, in
order of translucence (0, +, ++, +++, ++++) in your data chart. The food which contains the most
lipids should be recorded as ++++.

?!1)(#+&!?!&)(

1.Use a medicine dropper to put ~10 drops of each food on the test tube with the matching label. Use
a medicine dropper to carefully add 10 drops of Biuret reagent to each test tube. ^

 
 

  Wash off spills and splashes immediately with plenty of water while
calling to your teacher.

2.Observe the contents of each test tube (using white paper as a background). If the food contains
proteins, it will turn a pinkish purple. Record the amount (0, +, ++, +++, ++++) of protein for each
food substance in your data table. The food which contains the most protein should be recorded as
++++. The darker the color the greater the concentration of protein.

3.Empty the test tubes and clean them thoroughly. Before leaving the laboratory, clean up all
materials and wash your hands thoroughly.

?  



+&&D *?D ?!&)( ! '#!

APPLE BUTTER

OIL WATER

EGG WHITE

FISH

POTATO

SPINACH

VEGETABLE


&(*'&("')&(

Answer the following questions on a separate sheet of paper:

1.Which compound is most common in foods that come from plants? Which compound is most
common in foods that come from animals?

2.Does water contain any of the organic compounds you tested? Explain why water was used as the
control.

3.If you wanted to reduce the amount of fat in your diet, what foods would you avoid?

4.Which foods tested would your body use for a quick burst of energy? For energy when no
carbohydrates are available? For building body parts?



   

?
 How does soap, alcohol, and temperature differences affect the dissolution
speed of water?



  _______________________________________________________.


  Food coloring, watch, water, eyedroppers, warm water, rubbing alcohol,
dish soap, ice cubes, plastic cups, small plastic bags

?
 

1.You will work in-groups of three. You

will need a clear plastic cup of warm (

 You should develop a data table for this lab.
water and an eyedropper holding some You should fold the paper in half vertically and in
food coloring (red or blue). Also get some thirds horizontal, as shown to the right.
ethyl alcohol and dish soap.
For steps 2 through 7 you should draw a picture of
2. Place a drop of food coloring in a cup what happens and record the respective times in each
of water. Record how many seconds it box. Make sure to label which step is represented by
takes to completely dissolve in the water? each box (#'s 2-7).

3. Place one or two ice cubes in the cup of 2
 



 
-  
3
water. Place a drop of food coloring on an
ice cube. What happened?

4. Place a drop of food coloring in the

cold water. How many seconds did it take
for the food coloring to completely
dissolve in the cold water?

5. Place a drop of food coloring in a cup

of water. Add a few drops of alcohol.
How does the alcohol affect the solution?

6. Add a drop of food coloring to a cup of 

"


warm water. How many seconds does it
take for the coloring to dissolve 1. What is diffusion?
completely in the warm water?
2. What is osmosis?
7. Add another drop of food coloring to
the water. Then add a few drops of dish 3. What is Active Transport?
soap to the water. What happened?
4. What is Respiration?
8. When you are completely finished you
should make a bar graph representing the 5. What is Fermentation?
solutions versus time of dissolving.

?

  
 



  



 
  


 M
  

?
What happens to matter when it undergoes a physical and chemical change?



  __________________________________________________.


 Clipboard, pencil, piece of paper, 2 smiles.


 This lab should be a fun one! Your teacher had a little extra time this weekend so
he/she decided to clean out the attic. During the process he/she found a whole bunch of scientific
recipes and other cool stuff. He/she used as many of these recipes as they could in today's lab.

?
 

1. The first thing you should do is divide your paper into 4 boxes like, we have done in previous
labs. Letter the boxes (using the back as well) A-H. This sheet will serve as your data sheet.
2. When signaled one member from your group will move to the lab cart to get all the materials
needed for the part of the lab you are doing.
3. On your piece of paper write a summary of what you observed make sure to write the name
of the lab station down as well.
4. Make sure to identify whether what you witnessed was a physical or chemical change, in
each appropriate box. Below you will find eight different lab activities, each has a different
letter. Your Teacher will assign you a letter to start on. Take your time, when in doubt look
back to the definitions of both processes.



"



1. What is Matter?
2. What are the three classes of Matter?
3. What three possible phases in which you may find matter?
4. In which phase of matter are the particles farthest apart?
5. Melting point signifies the phase change from solid to which phase?





›  .

   



- Go to the cart and get a piece of bread and a piece of burnt
toast. Compare the two of them. I wonder is toasting a chemical or physical process.
Remember things may not be what they first appear.

›  & 
- From the cart get a half of cupful of Orange Juice look at the Juice
and make some observations. Then add a half of spoonful of baking soda, and a half a
spoonful of sugar and stir it in pretty well. Now fill the cup the rest of the way with water.
Now compare what you have with all the ingredients you used. Which Process is it?

› - Take two to three fresh straws from the cart and take a bubble pan. Designate
which of you will take turns blowing bubbles in the pan. You each get three tries, blow the
biggest bubble you can. While you were blowing bubbles, was the bubble solution
undergoing a physical or chemical change?

› .
$- Grab a piece of ice in it's dish. Look at it, what's happening and why? Physical
or Chemical change?
›  

 
--- Take a few popsicle sticks from the cart. Try to break them into as
many pieces as you can. What's process did the sticks just undergo?

›  -  -- At this station you will be using Bleach. Bleach is a very toxic
substance, it can easily kill living tissue. Take an eye dropper of bleach and two pieces of
color construction paper. Now let the Rembrandt in you come out, use the bleach to make a
painting on the construction paper. Now the science part, what process did the construction
paper undergo?

›
3
3

.

- Take two spoonfuls of Sodium Bicarbonate put it in a beaker & add
25 mL's of acetic acid. Clean up when your done. What happened?

› 
3 
 4- Beware the answer to this is not as easy as it seems. Go to the
cart and get an apple, cut a small slice off with the plastic knife and watch this slice for about
six minutes. What is happening?

?

  
 



  



 
  
 m 
 
m

?
 Why do three different spheres roll down an inclined plane at different
rates?



  ____________________________________________.


  3 marbles (Different sizes &/or weights), inclined plane, metric ruler, milk
carton.

?
 

1. Get in groups of four to six, find a station with an inclined plane. Get a ruler!
2. Have one of your group members get a carton and three differently sized
spheres.
3. Place the carton top at the end line drawn on the inclined plane.
4. Take the smallest sphere and roll it down the plane, without any added force.
5. After the sphere falls into the milk carton and moves it measure the distance the
milk carton moved from the line. Repeat this process seven more times. Throw
out the 3 lowest and 3 highest measurements and record the middle distance on
the backside of this lab handout.
6. Repeat step #5 with the medium Sphere.
7. Repeat step #5 with the large Sphere.
8. Answer the conclusion questions as a group.

D


  

  D 
 

  
-





5
    

  D 
 

  
-





5

*   

  D 
 

  
-





5



"



1. Which sphere moved the carton the farthest, Why?

2. Which sphere moved the carton the least, Why?
3. When, in the experiment, did the sphere have potential energy?
4. When, in the experiment, did the sphere have kinetic energy?
5. Which marble had the greatest potential energy?
6. Which marble had the least kinetic energy?
 0








?
Which lab magnet is the strongest? Which is the weakest? What part of a
magnet is the strongest?



 __________________________________________________________
_________.


  Several bar magnets and/or magnets of different sizes and shapes, several
magnetic objects (paper clips, nails, iron filings, etc.), several nonmagnetic objects
(plastic, paper, coins, etc.), pens and/or pencils, data-capture sheet - one per student
(pages 13, 15, 23, 72, 82 92), 20 small nails, large nails, 20 metal paper clips, several
compasses, a table or flat surface, wooden rulers and construction paper.

?
 

1. Once each group has been placed, the groups will be given the rules for each
learning station. Students will have 20 minutes to formulate a hypothesis, test
the hypothesis and come up with a conclusion for each station. Predictions and
outcomes are to be in written format by the stenographer in each cooperative
learning group.
2. You will make a data-capture sheet with your teacher.
3. Each group begins to research.

S„ „ON „„
C„ON C„ON

1. Using a bar magnet, select one object at time to see if it is magnetic.

2. Record your findings on the data-capture sheet provided.
3. Once you have tested all of the objects provided, be creative and find five more
objects to test for magnet properties.
4. Repeat step

S„ „ON B M GNE„C MUSCLE

1. With the 20 nails make a pile on a desk or other hard surface.

2. Choose one magnet and place it in the pile of nails.
3. Slowly lift it out of the pile and record the number of nails it picks up on the
data-capture sheet provided.
4. Repeat steps 2-3 with the remaining magnets.
5. Replace the nails with the 20 paper clips and repeat steps 2-4. Compare your
results from the first experience.

S„ „ON C M GNE„C M P

1. Place the bar magnet in the middle of the piece of paper and trace around it to
mark its position.
2. Put the compass on the paper near the magnet. Draw and arrow between the
compass and the magnet showing the farthest point where the compass needle
is affected by the magnetic field.
3. Repeat step two several times all around the magnet.
4. Once you have completed step three, you will be able to see where the
magnetic field exists, where it is the strongest, and where it is the weakest.
S„ „ON D NEGHBO
LY N L

1. With the large nails try to pick up some of the smaller nails or paper clips.
Observe what happens and record on data capture sheet.
2. With one end of the bar magnet, stroke the nail 25 times in the same direction.
3. Try again to pick up the small nails or paper clips with the newly magnetized
nail. Observe what happens and record on data-capture sheet.
4. Carefully throw the magnetized nail against a hard surface.
5. Try one more time to pick up the small nails or paper clips with the nails.
Observe what happens and record on data-capture sheet.
6. Repeat this experience using iron fillings instead of nails or paper clip. Observe
what happens and record on data-capture sheet.
 
 



 


?
Which Hot wheel car will be the fastest to make it to the bottom of each ramp, Why?
Which tracks will all cars move down the fastest and which one will they move down the slowest,
Why?



  ________________________________________________.


 Hot Wheels cars of various masses, 5 different Homemade tracks, Stop watches, Meter
sticks , Triple-Beam Balance

?
 

1. Everybody has a job in this one. Look for your first job on the Job Posting List.
2. If you were given the job of "Vehicle Inspector" you and group will be charge of a car. You
must first measure the mass of the car and then write a detailed description of the car.
3. If you were given the job of "Track Surveyor" you will measure the dimensions of the Track
you were assigned and then write a detailed description of the track.
4. Wait for your teacher's instructions.
5. After these tasked are completed you will share your findings with the class.
6. After all the data has been shared, you will as groups formulate a hypothesis to the two-fold
problem.
7. We will then test the amount of time it takes each car to travel down the distance of each
track at a 45º angle (Run an Experiment).

D


- 

 ( 
- # D


- 

D


- 

 ( # D

6
 -
4
3
 
47