CONTENTS

SL.N PAGE DATE OF THE TEACHER'S

NAME OF THE EXPERIMENT
O NUMBER EXPERIMENT SIGN

1 OBSERVING CELLS AND ESTIMATING THEIR SIZE 1

2 INVESTIGATING SURFACE AREA: VOLUME RATIO 3

3 INVESTIGATING THE EFFECT OF TEMPERATURE ON MEMBRANE PERMEABLITY 5

INVESTIGATING THE EFFECT OF ETHANOL CONCENTRATION ON MEMBRANE
4 10
PERMEABILITY
5 ESTIMATION OF OSMOLARITY VIA CHANGE IN MASS OF THE POTATO 16

6 ANALYSIS OF SUGARS IN SOFT DRINKS 23

7 ESTIMATING SUCROSE CONCENTRATION IN FRUIT EXTRACT 25

8 STARCH HYDROLYSIS 31

9 INVESTIGATING THE PROGRESS OF THE ENZYME CATALYSED REACTIONS 37

10 EFFECT OF pH AND TEMPERATURE ON THE ENZYME ACTIVITY 42

11 SEPERATION OF PLANT PIGMENTS USING CHROMATOGRAPHY 48

12 MAIZE GENETICS 55

13 BULIDING A MESOCOSM 59

14 INVESTIGATING POPULATION DENSITY USING QUADRAT 63

15 GREENHOUSE EFFECT 67

16 NATURAL SELECTION 70

17 LIZARD SIMULATION 74

18 PEPPERED MOTH - INDUSTRIAL MELANISM 77

19 OBSERVING VENTILATION 80

20 EFFECT OF INHIBITOR ON STARCH HYDROLYSIS 85

21 INVESTIGATE THE EFFECT OF INHIBITION OF CATECHOL OXIDASE 91

22 MEASURING THE RATE OF TRANSPIRATION- POTOMETER 95

23 MODELLING CROSSING OVER 98

NAME: ______________________________________ CLASS: ___________________

DATE OF ISSUE: _________________

PRACTICAL #1
Experiment 1.1: Observing cells and estimating their size

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 PRACTICAL #2
Experiment 1.2: SURFACE AREA: VOLUME RATIO EXPERIMENT

INTRODUCTION: The movement of materials and heat occurs across the cell surface membrane.
The larger the surface area of the cell, the greater the transport of materials in and
out of the cell can be. But the volume of the cell is where the metabolism occurs. A
large volume requires a very large surface area to supply enough materials fur
survival. The surface area increases by the square while the volume increases by the
cube of the unit dimension. This activity utilizes agar with an acid-alkali indicator.
Alkali has been added to the agar to colorize the agar. Placing the agar cubes in acid
causes a color change which will be used to measure the rate at which diffusion
occurs.

RESEARCH QUESTION:

Why are cells so small? What aspect determines how big a cell can be and still function?

PROCEDURE:

• Cut the agar into cubes of unit dimensions of 2.0 cm, 1.5cm, 1.0cm and 0.5 cm. Be careful not
to touch your eyes, or mouth as the agar contains alkali.
• Record the vital information for each cube.
• Place enough Hydrochloric acid (1M HCl) in a beaker large enough so that all the cubes will
be covered with the acid.
• Add the cubes to the acid and record the time exactly.
• Record the time when each of the cubes has a complete colour change.
• Collect the class data for analysis.
• Clean up your materials, being careful about the acid!

DATA COLLECTION:

Your data table of your cubes and the collective class data

DATA ANALYSIS:

How will you present the data for interpretation? What do the data mean?

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CONCLUSION:

1. What have you learned from this activity? Consider the research question of this activity

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What relationship can you find?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Is there a quantitative relationship?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

EVALUATION:

1. What are the sources of experimental error in the procedure and analysis?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. What are the weakness and limitations of this activity?

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

3. How could you improve upon the weaknesses identified?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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 PRACTICAL # 3
INVESTIGATING THE EFFECT OF TEMPERATURE ON MEMBRANE PERMEABILITY

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 PRACTICAL # 4
INVESTIGATING THE EFFECT OF ETHANOL CONCENTRATION ON THE RELEASE
OF PIGMENT

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 PRACTICAL #5
Estimation of osmolarity in plant tissue via change mass of potato cylinders submerged in
range of concentrations of sodium chloride solution

RESEARCH QUESTION: How can we estimate the osmolarity of potato cells by submerging them in
NaCl solutions of various concentrations and calculating the percentage
change in mass?

INTRODUCTION: The transportation of materials in and out of cells is essential for all living
cells and can be done in two ways: active transport or passive transport.
Passive transport occurs spontaneously due to the inherent Kinetic energy
all cells have. Osmosis is one type of passive transport and is the diffusion
of water through a selectively permeable membrane from an area of high
concentration to an area of lower concentration. Osmosis is different from
diffusion as only small molecules such as water molecules are able to
diffuse through the selectively permeable membrane while larger molecules
such as proteins are unable to do so. Under this idea, osmolarity is the
measure of solute concentration, as defined by the number of solute particles
per litre solution. In this case, how much NaCl is dissolved in one litre of
filtered water.

In this experiment, we are able to show the process of osmosis and calculate
the osmolarity of a potato since potato cells and plant cells have selectively
permeable membranes. In general, plant cells have a higher solute
concentration than distilled water (Osmolarity = 0), making distilled water a
hypotonic solution with a higher concentration of water than potato cells.
This then cases water molecules to move into the cell via osmosis, making
the cell turgid and causing and increase in mass. However, the reverse can
be true with hypertonic solutions where there is a higher concentration of
water inside the cell, causing water to move of out the cell via osmosis
making the cell flaccid and decrease in mass. By submerging potato cells
into Sodium Chloride solutions of various concentration, we are hoping to
find the isotonic point where the water concentration is the same inside and
outside of the cell causing no net movement of water and no change in
mass. The concentration of the isotonic solution would then give us the
estimated osmolarity of potato cells.

HYPOTHESIS: A potato cell is a plant cell meaning that in its normal state it would be
turgid in a hypotonic solution. However, the cell wall prevents the cell from
bursting while the pressure inside the cell rises until its internal pressure is
equal to the outside preventing any further net intake of water and cell lysis.
Since potatoes are a root, it has higher starch content that normal plant cells.
This means that potato cells will not have an osmolarity of 0 mol/dm-3 but
will have an osmolarity above it that depends on the amount of starch in its
cytoplasm. The concentration for the isotonic point will give us the
estimated osmolarity of potato cells which I hypothesize to be between 0.2
and 0.4 mol/dm-3

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VARIABLES: Independent variable: The Concentration of Sodium Chloride Solution
Dependent variable: The percentage change in mass

o Formula used to calculate the dependent variable:

MATERIALS

• Five 100ml beakers.

• One cutting board.
• Knife.
• Electronic scale.
• 2 large potatoes. Vegetables have to be uncooked and peeled.
• Ruler (+/- 1 mm)
• Timer.
• Tissue paper.
• Labels for containers and a marker.
• Water.
• NaCl (MW=58.44g/mol) concentrations: 0.2, 0.4, 0.6, 0.8 M solution, 100 ml each.
METHOD

1) You will be assigned solutions of different concentrations for your investigation.

2) Obtain a plastic cup and place 100 mL of each concentration solution in the beaker.
3) Obtain two potato cores from the potato using the cork borer. Keep the potato cores in
a covered beaker or cup until you are ready to mass the cores.
4) Determine the mass of the potato cores. Place the cores in a beaker of the solution.
Record the mass of the cores in the Data.
5) Cover the cup with Parafilm and let it stand for three hours.
6) Use forceps to remove the potato cores from the beaker. Gently sponge the cores to
remove the excess solution from the cores.

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 7) Determine the mass of the potato cores. Record the mass in the Data table for.
8) Calculate the change in mass for the potato cores. Record your results in the Data
Table.
9) Calculate the percent change in mass for the potato cores in the beaker. Record your
results in the Data Table
10) Calculate the average percent change in mass and record your answer in the data table.
11) From the change in mass determine the concentration of the different solutions given to
you. (They are provided with different colors)

DATA COLLECTION AND PROCESSING

Table #1: Raw Quantitative and Qualitative Data Table:

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 Concentration of Initial mass of potato stick/g Final mass of potato stick/g Percentage change in mass
Average % Standard
NaCl solution/ mol
change in mass deviation
per dm3
TRIAL 1 TRIAL 2 TRIAL 1 TRIAL 2 TRIAL 1 TRIAL 2

0.2

0.4

0.6

0.8

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Lastly, I used Excel to calculate the standard deviation of our results given by this formula:

GRAPH

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CONCLUSION
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

EVALUATION:

Procedural errors of this

Effect on Investigation How to correct mistake
experiment

Soaking up some of the liquid By using a paper towel to Do not use a paper towel to
after taking the potato dry off the potato cylinders absorb the excess water
cylinders out of the solutions we may have accidently from the potato strip and let
absorbed some of the water it air drink by itself for a
inside the cylinder than minute or two.
moved in via osmosis and
affected the change in
mass.

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 Limitations/Weaknesses of Suggestions for
the investigation Effect on Investigation
improvement
Human Error As mentioned, each group was Ensure that each pair does the
in charge of a specific experiment for all
concentration, many human concentrations so that the mean
errors may have occurred average for each concentration
causing our results to be would eliminate anomalies
unreliable. For example, potato causedby human error.
cylinders were not all
submerged at the same time,
different balances were used
and different people diluted
each
concentration allowing roomfor
error.

REFERENCES:

• https://www.nzqa.govt.nz/assets/qualifications-and-standards/qualifications/ncea/NCEA-
subject-resources/Biology/91153/91153-EXP-student2-001.pdf
• https://www.studocu.com/it/document/liceo-scientifico-galileo-galilei/ib-biology/biology-ia-
osmolarity-of-potato-cells/16751801
• 0610_s20_qp_62

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PRACTICAL # 6

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 PRACTICAL # 7
ESTIMATING THE CONCENTRATION OF SUCROSE IN THE FRUIT EXTRACT

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 PRACTICAL # 8
STARCH HYDROLYSIS

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 PRACTICAL # 9
INVESTIGATE THE PROGRESS OF THIS ENZYME-CATALYSED REACTION

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 PRACTICAL # 10

NVESTIGATING THE EFFECT OF pH AND TEMPERATURE ON ENZYME

ACTIVITY

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 PRACTICAL #11
SEPERATION OF PIGMENTS USING CHROMATOGRAPHY

THEORY:

Photosynthetic organisms do not rely on a single pigment to absorb light, but instead benefit
from the combined action of many
▪ These pigments include chlorophylls, xanthophyll and carotenes

Chromatography is an experimental technique by which mixtures can be separated

▪ A mixture is dissolved in a fluid (called the mobile phase) and passed through a static
material (called the stationary phase)
▪ The different components of the mixture travel at different speeds, causing them to
separate
▪ A retardation factor can then be calculated (Rf value = distance component travels ÷
distance solvent travels)

Two of the most common techniques for separating photosynthetic pigments are:
▪ Paper chromatography – uses paper (cellulose) as the stationary bed
▪ Thin layer chromatography – uses a thin layer of adsorbent (e.g. silica gel) which
runs faster and has better separation

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PRACTICAL #12

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Dihybrid Cross
We will now consider a dihybrid cross, which is a combination of the two monohybrids. Your ear of
corn may be a result of a cross between plants that were both heterozygous (PpSs x PpSs).
1. Create a Punnett square or use a mathematical system to determine the phenotype ratio.
Record what you would expect to get from this cross in the chart below.

Purple & smooth ___ Purple & shrunken ____ Yellow & smooth ___ Yellow & shrunken ____

2. Now count the number of each in your two rows on the ear of corn.

Number Counted

Purple & smooth

Purple & shrunken

Yellow & smooth

Yellow & shrunken

TOTAL

3. Did you obtain a 9:3:3:1 ratio? To determine if the deviations from your observed data are
due to chance alone or if the data is significantly different, you need to use a chi square test.
The table below will help you make the calculations.

Expected Number Observed

Number

Purple & smooth Total x 9/16 =44.4

Purple & Total x 3/16 =

shrunken 14.8

Yellow & smooth Total x 3/16 =

14.8

Yellow & Total x 1/16 = 4.9

shrunken

CHI SQUARE VALUE ========> 1.08

(add the numbers from the rows above)

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4. Now determine if your chi square value is a good fit with your data. Your degrees of freedom (df)
is the number of possible phenotypes minus 1. In your case, 4 - 1 = 3. Find the number in that row
that is closest to your chi square value. Circle that number.

5. Explain what it means to have a "good fit" or a "poor fit". Does your chi square analysis of
real corn data support the hypothesis that the parental generation was PpSs x PpSs?

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 PRACTICAL #13
BUILDING UP MESOCOSM

Introduction

A mesocosm brings a part of the natural environment into a more controlled

condition, one that can be monitored in the same way as an observational field study.
Mesocosms can investigate how different organisms interact with their abiotic environment.
In this way, a mesocosm allows a controlled laboratory experiment to still provide ecological
validity.
Researchers may deliberately manipulate large-scale mesocosms in order to test how
certain variables affect ecosystems. There are different variables to take into account when
creating and modifying mesocosms, like temperature and pH levels. Changes in these
variables that affect ecosystems in a mesocosm will give researchers insight as to how
changes in these variables affect our world.
Smaller-scale mesocosms include sealed terrariums or aquatic environments that
merely attempt to replicate the natural environment (as opposed to creating one) and ensure
that the organisms inside survive. A sealed glass container that has organisms inside it living
on recycled nutrients would be an example of one of these smaller-scale mesocosms. The
recycling of inorganic nutrients inside the mesocosm allows the organisms inside to survive
and even flourish. This type of mesocosm is the one that I will be creating.

Aim

To design, create and monitor a mesocosm that sustains life over a period of at least one
month.

Materials

• Sealed glass jar with lid

• Garden soil
• Vermicompost (or other compost type)
• Small pebbles
• Grass

• Ferns

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Setting up the Mesocosm

• Labels should first be taken off the glass, after which the glass should be rinsed
thoroughly under warm water. This is to ensure that sunlight can enter the glass, so
plants have light to perform photosynthesis, and so that there is no unwanted foreign
material inside the glass.
• To allow for water drainage, a small number of pebbles will be placed at the bottom
of the glass jar. This will make ensure that the soil does not become too moist. The
garden soil will be placed on top of the pebbles. This soil will likely contain traces of
bacteria, which will coexist with the plants. I have also decided to
include vermicompost, a type of organic fertilizer made by worms. This compost
contains bacteria and water-soluble nutrients that facilitate the growth of plants. This
compost will be mixed with the soil, after which the grass and ferns will be placed in
the jar in the soil. A small hole will be dug so that roots of the plant may anchor in the
soil, after which the hole will be covered up once more.
• The mesocosm will be sprayed with an appropriate amount of water before it is
sealed, enough to cover the pebbles and dampen the soil. It will not need to be
watered after this, as the water inside will condense on the sides of the jar instead of
evaporating into the air as time passes, provided the jar is properly sealed.
• After sealing the jar and ensuring that it is airtight, it will be placed on a windowsill
where it will receive indirect sunlight. Direct sunlight may make the temperature of
the jar too high and cause the plants to be unable to survive. The simple plants I have
chosen are suitable for this environment because the mesocosm mimics their natural
environment. These are also commonly occurring plants that can adapt to grow in
most locations.
Images of Mesocosm

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RECORDINGS:

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Note: You can modify the set-up however you want.

Bibliography
http://mesocosm.eu/node/16
http://www4.ncsu.edu/~djgofort/ornamentals50.htm

PLEASE CHECK THE BELOW LINKS FOR THE MESOCOSM SET UP

• https://lhicks2015.weebly.com/design-process.html

• https://www.realestate.com.au/lifestyle/make-a-self-sustaining-terrarium/

• https://www.gardenista.com/posts/gardening-101-how-to-make-a-closed-
terrarium/

• https://scribbit.blogspot.com/2010/05/kids-summer-crafts-build-
ecosystem.html?fbclid=IwAR1cN0Ody2na_QsNhUSp2qOGFAr5c4bv2YMz0pKgqehI2
FDYbjx8NgISOk8

• https://www.instructables.com/Tiny-Terrariums-1/

EXTENSION ACTIVITY:

Try the mesocosm simulation using the link below and record your results.
https://www.jeuxclic.com/jeux.php?id=229535

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 PRACTICAL #14

INVESTIGATING PLANT POPULATION DENSITY BY QUADRAT

METHOD

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 PRACTICAL #15
THE GREENHOUSE EFFECT: PLOTTING CO2 AND CH4 LEVELS

Go to http://www.esrl.noaa.gov/gmd/ccgg/iadv/index.php

This is a busy page! On the left you'll see that the default current selection is set to the
Mauna Loa Observatory and that upon clicking the "Submit" button without changing
anything else, you'll be making a time series plot of carbon dioxide concentrations
recorded at 3397 meters above sea level at the Mauna Loa observatory. In fact, you'll
be generating exactly the same plot we discussed in class. Go ahead and try it! Then
after you check out the plot, you can click the "Back" button to get back to the original
page.

On the right side of the page, you see a world map with a bunch of different symbols
on it. These are the stations whose atmospheric data measurements are included here.
By rolling your mouse over the different symbols you can find out the name of the
station and what kind of samples it takes (carbon dioxide, methane, whatever) and
how long the station has been active. You can zoom into the map by clicking on one of
the little map thumbnails at the bottom of the big map. If you click on one of the
network station symbols, the left side of the page changes so that you can make a plot
of that station's atmospheric data. Go ahead and play around with this Web site.
There's a lot of neat stuff here. You can always click "IADV home" to get back to the
original page we started on.

STEPS:

• Pick one station other than Mauna Loa and that has at least 20 of years of data.
Maybe from your home country. No one from the class can have the same
observation station as yours.
• Generate a time series plots for both carbon dioxide (CO2) and methane (CH4)
at your station — that's 2 plots.

ANSWER THE QUESTIONS BELOW:

a) State the location of your station and list the type of data collection they employ (i.e. how far
above sea level? surface? airplane? tower?

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b) Compare your time series plot of CO2 to that of Mauna Loa. [2]

c) Compare the seasonal variability of CO2 at your station and at Mauna Loa? (You can see the
average seasonal pattern better by choosing the "seasonal patterns" option when you make
your plot) [2]

d) Outline the reason for the seasonal variability. [2]

e) Calculate the percent increase in CO2 for your location and Mauna Loa over the last 20 years.
[4]

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 f) Compare your time series plot of CH4 to Mauna Loa. [2]

g) Compare the seasonal variability of CH4 at your station to Mauna Loa? (You can see the
average seasonal pattern better by choosing the "seasonal patterns" option when you
generate your plot). [2]

h) Suggest a reason for the CH4 seasonal variability. [2]

i) Before the Industrial Revolution, the concentration of carbon dioxide in the atmosphere was
about 270 parts per million. Many climate scientists have hypothesized that the present
climate conditions for which our species is adapted will deteriorate significantly and
irrevocably if the atmospheric concentration of carbon dioxide doubles from its preindustrial
level. If the current average rate of increase of carbon dioxide concentration at your three
stations remains the same, when will atmospheric carbon dioxide double its concentration
from pre-industrial times? You will need to extrapolate

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 PRACTICAL #16

5.2 Natural Selection Simulation at PHET

Check the below link

http://phet.colorado.edu/simulations/sims.php?sim=Natural_Selection (biol.co/2wolf2)

EXPLORATION

Access the simulation and explore the settings. Answer the following
questions.

1. What are some VARIABLES that you have control over in the
simulation?

2. What happens to the bunny population if a friend is never added? What

happens when you add a friend?

3. What happens when you add food as a selection factor?

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4. What is the difference between the arctic and equator environment?

5. What is a genetic mutation? What are the three mutations you can
add to your bunny population?

Experiment A – Does brown fur provide an advantage?

A. Add a friend and a brown fur mutation to the bunny population, let the experiment
continue to its conclusion.
B. Start over and add brown fur mutation (with friend) but add a selection factor of
wolves when your bunnies start to get overpopulated. Let the experiment run until
you have a clear idea of what is happening with the rabbit and wolf populations.
C. Change the settings so that you still have brown fur mutations but this time remove
the wolves and make the selection factor be food. Let the experiment run until you
have a clear idea of what is happening within the population.
D. Reset and change the settings so that you have brown fur mutation in an arctic
environment, use wolves as your selection factor.

6. Based on the four simulations you ran, describe what happened to your population and answer the
experimental question "Does brown fur provide an advantage?". Provide evidence from the
simulation to support your conclusions.

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 Experiment B - Does long teeth provide an advantage?
7. Following the guidelines from the Experiment A, determine when long teeth provides an advantage
to the bunny population. Based on your tests showing long teeth in a variety of situations,
determine when long teeth provide a selective advantage. Provide evidence from the simulation to
support your conclusion.

Experiment Challenge
8. Using the simulation, determine the conditions when a long tail would be an adaptation. If you
cannot discover this from the simulation, propose any possible situation where a long tail would
provide a selective advantage for bunnies and explain WHY it would be an advantage.

POST-LAB ANALYSIS

9. Define variation. What genetic variations are presented during this simulation?

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10. Define adaptation. Give examples when an adaptation is beneficial to the bunnies.

11. What are 3 other (natural) section factors which effect animal populations in the real world?

12. How has this simulation added to your knowledge of evolution (the study of life’s history)?

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 PRACTICAL #17

5.1 THEORY OF EVOLUTION

Simulation Link is https://media.hhmi.org/biointeractive/vlabs/lizard2/

Introduction
The more than 700 islands of the Caribbean are home to about 150 species of anoles, a group
of lizards of the genus Anolis. These lizards live in diverse habitats and vary greatly in size
and other physical characteristics, such as leg and tail length and skin color and pattern.

Why are there so many species of anoles? And how did they evolve?

To answer these questions, you will perform several exercises modelled after actual research
studies. The lab is divided into four modules, each one involving data collection, calculations,
analysis, and answering questions. You can do just one or all four modules in their entirety,
or parts of each.

Module 1: Ectomorphs. Species of Caribbean anoles can be categorized into groups, called
ectomorphs, according to their body characteristics (morphology) and the ecological niches
they occupy. In this module, you will take measurements of lizards from species belonging to
four different ectomorph groups. (Approximate length: 1 hour and 30 minutes)

Module 2: Phylogeny. Analysis of the DNA sequences of certain genes reveals the
evolutionary relationships among different anole species. In this module, you will build a
phylogenetic tree of anole species to study how the different species evolved.
(Approximate length: 15 minutes)

Module 3: Experimental Data. What happens when lizards that belong to a particular
ectomorph group are placed in a different habitat? In this module you will collect and analyse
data from an experiment designed to answer that question.
(Approximate length: 30 minutes)

Module 4: Dewlap Colors. No two lizard species living in the same habitat share the same
type of dewlap, the flap of skin under their throats that male anoles display to attract females.
In this module, you will characterize two species of lizards based on their dewlap color.
(Approximate length: 15 minutes)

Module 1: Ectomorphs
Summary: Module 1 introduces students to the concept of grouping and categorizing
animals according to their traits—a necessary step on the road to understanding the
overarching questions for this lab. Students first group lizards based on their general
appearance using photographs. They then take measurements of the lizards' hindlimb, body,
and tail length using x-ray images, and count the number of toepad lamellae using
photographs. The techniques used to take these measurements are based on those used by
scientists working in the field. Students then use these measurements to more accurately
group the lizards and answer several questions based on these groupings.

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Learning Objective: Students learn to carefully measure specific traits to determine the
range of differences among different species of anoles and start to think about whether and
how the differences might represent adaptations resulting from natural selection.

Module 2: Phylogeny
Summary: In this module, students use DNA sequences from the eight anole species they
measured in Module 1 to determine their evolutionary relationships. The sequences are from
a segment of mitochondrial DNA including the NADH dehydrogenase subunit 2 (ND2) gene
and five tRNA genes. These genes do not play a role in determining the traits measured in
Module 1 but are useful for determining evolutionary relationships. The students generate a
phylogenetic tree and look for patterns in evolutionary relationships.

Learning Objective: DNA sequence analysis can provide information about the evolutionary
relationships among species irrespective of their phenotypic differences or similarities. At the
end of the module, students should discover that populations adapt in similar ways to similar
environmental conditions, a process known as convergent evolution. This means that on
different islands speciation can follow predictable and repeatable evolutionary patterns.

Module 3: Experimental Data

Summary: In Module 3, students perform an experiment to test whether changes in habitat
can result in the evolution of different traits in a group of lizards. Students measure hindlimb
length in two groups of 10 anoles from the same original population that are now living in
two different habitats. Students calculate the mean hindlimb length, standard deviation, and
standard error of the mean for each group of lizards and graph the results to determine
whether there is a difference between the two groups. They then answer a few questions
about the results.

Learning Objective: Students learn that differences in traits can evolve as adaptations to
different habitats and start to think about how such differences can lead to the evolution of
different species. This module reveals that whereas research in evolution typically involves
making observations of past events, researchers can conduct experiments that test predictions
about how organisms adapt to changes in the environment.

Module 4: Dewlap Colors

Summary: In this module, students measure the dewlap colors of two different species of
lizards that live on the island of Puerto Rico. Students collect quantitative data and then
calculate means, standard deviations, and standard error of the means as they did in Module
3. They then answer some questions about what the results indicate.

Learning Objective: Students learn that for speciation to occur, there has to be a mechanism
that keeps members of one species from mating with members of another species—in this
case, reproductive isolation.

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INSTRUCTIONS:
Learners should complete all the modules available and attach the screenshot of the data
collected, evidence and your scores in the quiz.

Once you have finished the simulation try the ones in the below link

https://sites.google.com/site/biologydarkow/evolution?authuser=0

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 PRACTICAL #18
INDUSTRIAL MELANISM: PEPPERED MOTH GAME

Objective:

Simulate changes in moth population due to pollution and predation, and observe how species
can change over time.

Introduction:

Charles Darwin accumulated a tremendous collection of facts to support the theory of evolution by
natural selection. One of his difficulties in demonstrating the theory, however, was the lack of an
example of evolution over a short period of time, which could be observed as it was asking place in
nature. Although Darwin was unaware of it, remarkable examples of evolution, which might have
helped to persuade people of his theory, were in the countryside of his native England. One such
example is the evolution of the peppered moth Biston betularia. The economic changes known as the
industrial revolution began in the middle of the eighteenth century. Since then, tons of soot have been
deposited on the country side around industrial areas. The soot discoloured and generally darkened the
surfaces of trees and rocks. In 1848, a dark coloured moth was first recorded. Today, in some areas,
90% or more of the peppered moths are dark in colour. More than 70 species of moth in England have
undergone a change from light to dark. Similar observations have been made in other industrial
nations, including the United States.

Go to: https://askabiologist.asu.edu/peppered-moths-game/play.html and read each section

before you play the game, answer the questions as you go.

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REFERENCE:

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PRACTICAL #19

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 PRACTICAL # 20
EFFECT OF INHIBITOR ON STARCH HYDROLYSIS

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 PRACTICAL # 21
INHIBITION OF CATECHOL OXIDASE BY LEAD

Introduction
When some fruit and vegetables are damaged you no doubt will have noticed they turn brown. This is
due to an enzyme called catechol oxidase. This enzyme acts on its substrate catechol to form a yellow
compound which then reacts with oxygen in the air to form brown melanin pigments. The more active
the enzyme, the stronger the brown coloration.

Catechol ====> yellow pigment ====> brown MELANIN

catechol oxygen in
oxidase air

You are going to extract the catechol oxidase from banana and mix it with varying concentrations of
lead which is thought to inhibit the enzyme. A control tube will also be present. The experiment is
carried out in the presence of a buffer solution. Such solutions are used to try and prevent changes in
pH. Measuring the intensity of the brown color formed at the end of the experiment will indicate how
active the enzyme is and thus how much the volume of lead added has inhibited the enzyme.
Part 1 - Extracting the enzyme
You are going to extract the catechol oxidase from banana and mix it with varying concentrations of
lead which is thought to inhibit the enzyme. A control tube will also be present. The experiment is
carried out in the presence of a buffer solution. Such solutions are used to try and prevent changes in
pH. Measuring the intensity of the brown colour formed at the end of the experiment will indicate
how active the enzyme is and thus how much the volume of lead added has inhibited the enzyme.
Collect

• 8 g banana (a slice of banana about 1cm thick)

• a little sand
• 25 cm3 distilled water
• mortar and pestle
• piece of muslin
• small beaker
• centrifuge tube

1. Mix the banana, sand and water together thoroughly using a mortar and pestle.
2. Strain the mixture through muslin into a beaker.
3. The enzyme, catechol oxidase, is present in the clear liquid in the beaker.
4. Very occasionally it may be necessary to pour the beaker contents into a centrifuge tube and
centrifuge for about 3 minutes until all small fragments of fruit have settled at the bottom of
the tube.

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Part 2 – The experiment

Collect

• marker pen
• buffer solution pH 7
• 0.09 M (1%) catechol solution
• 0.13 M (5%) lead ethanoate (lead (II) acetate) solution
• 2 x 10 cm3 syringes
• 5 boiling tubes
• 5 test tubes
• 2 x 1 cm3 pipettes
• colour chart
• test tube rack
• 5 filter funnels
• 5 filter papers (No. 6)
• goggles
• gloves

Label 5 boiling tubes A, B, C, D and E.

With reference to the table below, add varying volumes of buffer solution and lead ethanoate to each
tube using the 10 cm3 syringe

Test tubes A B C D E

Volume of 10 9 8 5 2
buffer (cm3)

Volume of 0 1 2 5 8
Lead
Ethanoate
(cm3)

Take great care while using the lead ethanoate solution. It is TOXIC!

5. Add 1 cm3 of catechol solution to each boiling tube. The catechol is a substrate for the
enzyme to act on.
6. Finally, add 1 cm3 of the enzyme, catechol oxidase, extracted from the banana, to each boiling
tube.
7. Filter the contents of each test tube with the No. 6 filter papers. These high-quality filter
papers are required to remove the very fine precipitate formed during the experiment.
8. The intensity of the yellow color formed can be measured using a colorimeter.
Alternatively, if the SAPS color chart below is used to estimate the results, put the test tubes
to the side till next day to allow the brown melanins to form. If results are required sooner,
mixing the test tube contents with air will speed up melanin formation.
9. Draw up a table of results using correct headings and appropriate units.
10. Compare your results with other groups and if necessary, calculate an average for each tube.
11. Present these final results as a graph with suitable scales and axes labelled with quantities and
units. The volume of lead ethanoate added will form the horizontal x-axis, % transmission
will be on the vertical y-axis

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Questions

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 PRACTICAL #22
INVESTIGATING TRANSPIRATION USING A SIMPLE POTOMETER

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PRACTICAL #23

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