UNIT 1: The Scientific Method Daysheet 15: Is Yeast Alive?

Laboratory & Grade Analysis

Biology I

Bellringer: Rashawn wanted to see if he could improve the gas mileage in his Porsche. He decided the best way to test this was to try different types of fuels. He completed 5 different trials that are outlined in the following table: Type of Fuel Gasoline Water Kool-Aid Vinegar Cat Urine Miles per Gallon (mpg) 28 mpg 1 mpg 11 mpg 17 mpg 3 mpg

1. What is the independent variable in this experiment? ______________________________________ 2. What is the dependent variable in this experiment? _______________________________________ 3. What is the control group in this experiment? ____________________________________________ 4. What type of data did RaShawn collect? Qualitative or Quantitative? _________________________ 4. What conclusion can RaShawn draw from this experiment? ________________________________

Todays Objective: I can accurately measure liquids using a graduated cylinder Homework: HW 15 is due next class!

Activity 1: Grade Analysis 1. What is your current grade in biology? ______________ 2. Are you missing any assignments? __________________ If so, list the assignments you are missing below: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ ___________________________________________________________ 3. What are some things you feel you have been doing well in biology class? (Example: Ive been participating a lot; Ive been completing my homework every night; Ive been coming after school for help; Ive been doing well on quizzes, etc.) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 4. What are some ways you can continue to improve in biology? (Even if your grade is over 100% there are always ways we can continue to improve!) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 5. How does your grade in biology compare to your grades in other classes? Are you doing better in this class, worse, or about the same? Why do you think this is? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
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Activity 2: Is Yeast Alive? Brainstorm: 1. Humans use yeast every day. What is yeast, and what are some common uses of yeast?

2. You can buy yeast to make bread in the grocery store. This yeast consists of little brown grains. Do you think that these little brown grains of yeast are alive? Why or why not?

3. To find out whether yeast is alive, we first need to think about what makes something alive. What are some characteristics of living organisms? Background Information: To begin to answer the question, "Is yeast alive? you will test whether the grains of yeast have a characteristics of living things -- the ability to use energy (referred to as metabolism). We will carry out an indirect test for metabolism. In other words, we will be indirectly testing whether yeast can use energy, which is one of the characteristics of living organisms. When yeast, humans, and other living organisms use energy, they break down high-energy molecules like sugar to get the energy they need and give off a gas called carbon dioxide as a by-product of this reaction. We will test whether yeast can metabolize sugar and produce a gas which we will presume is carbon dioxide. Specifically, we will test whether yeast produces a gas when it has sugar available as a food vs. when no sugar is available. Pre-Lab Questions: 1. What is the research question or problem?____________________________________ ________________________________________________________________________ 2. What is the independent variable? __________________________________________ 3. What is the dependent variable? ___________________________________________ 4. What is your hypothesis? If _______________________________________________ then ____________________________________________________________________ Teachers Initials:________________
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Procedure to Test Your Predictions: 1. Set up four test tubes in a test tube rack.
2. Label each tube with a number, 1-4. Test tubes 1 and 2 will both have yeast, sugar and water.

Test tubes 3 and 4 will both have only yeast and water, with no sugar.
3. Fill test tube #1 full with warm tap water. Add one packet of dry yeast a little bit at a time,

mixing the yeast in thoroughly before adding more. Mix by using a popsicle stick and/or putting your hand or thumb over the top of the test tube and shaking.
4. Pour the yeast solution so that there is an equal amount in each of the four test tubes. 5. Add packet of sugar to test tube 1 and the other half to test tube 2. These tubes will be your

experimental group. Do not add sugar to tubes 3 and 4.

6. Add warm tap water to each test tube, filling each test tube of the way to the top. 7. Cover the opening of each test tube with a balloon to catch any gas that is formed. Using the

balloon to seal the end of the tests tube, hold a finger over the end of each test tube and shake it vigorously to thoroughly mix the contents.
8. Observe the test tubes and record your observations carefully in the table on the next page under

0 minutes.
9. Using a timer to keep time, every 5 minutes for 20 minutes, observe what occurs in the test tubes

and any changes in the balloons which cover each test tube, and record your observations.
10. While you are waiting to make observations, you should be finishing your lab from last class,

working on make-up work, or completing your extra credit assignment. Draw a picture of your experimental set-up in the space below:

Teachers Initials: ___________________

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Observations of Yeast Test Tubes 0 minutes Test tube 1 (with sugar) Test tube 2 (with sugar) Test tube 3 (water) Test tube 4 (water) 5 minutes 10 minutes 15 minutes 20 minutes

1. Can you accept your hypothesis? How do you know? _____________________________________________________________________________ _____________________________________________________________________________ 2. Why is it better to have two test tubes with yeast, sugar, and water and two test tubes with just yeast and water, instead of only one test tube with each type of mixture? _____________________________________________________________________________ _____________________________________________________________________________ 3. When you make bread, if you just mix flour, sugar and water, the dough does not rise, and the bread will be flat and hard. If you include yeast in the bread dough, then the dough rises and the bread is bigger and fluffier. Explain how the yeast helps the bread dough to rise! _____________________________________________________________________________ _____________________________________________________________________________ 4. Can we know for sure that yeast is alive after this experiment? Why or why not? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Activity 3: Introduction to Biochemistry and Water

Purpose: To understand the structure of a water molecule Task: As you read the paragraphs below, highlight information that relates to the question on the left Outcome: Answer the questions and create your own water molecule model!

1. How do atoms bond together to form molecules?

A molecule is made when different atoms create chemical bonds. The way atoms create these bonds is by sharing their electrons. In a water molecule, one oxygen and two hydrogen bond together by sharing their electrons. However, they do not share the electrons equally. Oxygen hogs the electrons!

3. What do we mean when we say water is polar?

Remember, electrons have a negative charge. So when oxygen hogs the electrons it gets a slight negative charge. And when the hydrogen loses some of its electrons, it gets a slight positive charge. Because water has slight positive and negative charges we say that it is polar.
Hydrogen

Stop hogging all the electrons!

Electrons -

I do what I want!
Oxygen

3. Why are water molecules sticky?

Because water molecules are polar (they have slight positive and negative charges), water molecules are "sticky." When you put two water molecules together, the negative oxygen and positive hydrogen are attracted to each other and stick together. Water's "stickiness" makes it able to do lots of cool things in nature that are really important to living things! For example, water molecules on the surface on ponds stick together so well, some insects can walk on them!

Activity 4: Creating a Water Molecule Stop-and-Jot: 1. Label the oxygen and hydrogen atoms 2. Label the atom(s) that have positive charge with + 3. Label the atom(s) that have a negative charge with and negative charges
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Procedure to create your water molecule: 1. Ask your teacher for a water molecule template 2. Cut out the three circles 3. Label the 2 small circles as hydrogen 4. Label the 1 big circle as oxygen 5. Color the 2 hydrogen atoms one color, and the 1 oxygen atom another color 6. Label the atom(s) that have a positive charge with a (+) sign 7. Label the atom(s) that have a negative charge with a (-) sign 8. Use a glue stick to attach the small circles to the larger circle as in the picture above 9. Ask your teacher for Velcro strips. 10. Find the fuzzier Velcro strips 11. Remove the paper from the back of the fuzzier Velcro strips and attach them to the back top edge of the atom(s) with a positive charge. 10. Find the rougher Velcro strip 11. Remove the paper from the back of the rougher Velcro strip and attach them to the front bottom edge of the atom with a negative charge. HW 16: More Graphing Practice Name: ________________________ Biology I Date: _________________________

Hookworms in the Intestines

Hookworms live in the human intestine drinking the blood it sucks from the intestine wall. It is estimated that a single hookworm can drink .5mL of blood per day. The chart above contains data on the number of hookworms and the amount of blood lost caused by that number of worms. A group of scientists decided to study the effect of hookworms on blood loss. They measured how much blood was lost per day in patients with different numbers of hookworms in their body. The data they collected is shown below: Number of Hookworms (hookworms) 24 45 80 88 63 Amount of Blood Lost (mL) 6 25 40 44 12

1. What type of symbiotic relationship exists between hookworks and humans (mutualism, commensalism, parasitism, predation, or competition)? ___________________________ 2. What is the independent variable? _________________________________ 3. What is the dependent variable? ___________________________________ 4. On the back of this page, create a graph of the data. CONTINUE ON BACK TO CREATE GRAPH!