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General Biology 1 Lab: Modules 1 To 3
General Biology 1 Lab: Modules 1 To 3
MODULES 1 TO 3
A.Y. 2020-2021
2ND Term
Prepared by:
Mr. Ariel E. Janoras
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Table of Contents
Page
General Instructions………………………………………………………………….…….3
Course Description…………………………………………………………………………4
Course Topics………………………………………………………………………………4
MIDTERM MODULES
Lab 1
Cell Division………...………………………………………………………………..……14-15
Lab 5
Membrane transport……………………………………………………………………...16-18
Lab 6
DNA Extraction…………………………………………………………………………....19-20
Lab 7
Lab 8
Simulation of photosynthesis……………………………………………………………..22
Lab 9
Fermentation…………………………………………………………………………..…...23
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GENERAL INSTRUCTIONS
1. This laboratory module contains the first of the two sets of course topics expected
to be completed by the students for seven (7) weeks. Each week covers two hours of
laboratory depending on the difficulty of the weekly topic and activities.
2. Each laboratory experiment follows a learning flow which is divided into six (6) parts:
a. Learning competencies – based on the “Most Essential Learning
Competencies Matrix” set by the Department of Education for the K-12
Education. It presents the capabilities the student must acquire at the end of
each laboratory experiment.
b. Briefing – before the laboratory. It includes preparation, announcement,
instructions to better understand the laboratory experiment.
c. Laboratory activity – provides activities to develop problem-solving, scientific
theories, analysis and investigations. The module will also serve as their work
sheet. Hence, students are expected to use pens and write legibly in answering
the activities.
d. Rubrics – The rubric shows the instructor’s measures in checking the students’
works.
e. Integration – Supporting the metacognitive part of learning, this gives students
the freedom to express their realizations, suggestions, questions, or struggles
throughout their learning.
f. References – This part presents the sources the instructor used for the topic
discussed.
3. PETA: Students are also required to do a Performance Task (PETA) for each half of
the term.
4. SUBMISSION: Once the first set modules and PETA were completed, the student
may submit them to their subject teacher and/or Senior High School Department
through email. Further notice will be made on this matter.
5. ACADEMIC HONESTY: Students are expected to exhibit moral integrity while
complying with their modules. Support from their parents or guardians is encouraged
as long as it does not hinder the students to personally discover the lessons and
demonstrate their learnings through the activities provided. Likewise, any forms of
cheating, e.g., copy-pasting, are prohibited.
6. For further questions and clarifications, feel free to contact your teacher.
a. CP no.: 09100340414
b. Messenger: Janoras Ayeh
c. Email: ariel.janoras@dlsau.edu.ph |
arieljnrs@gmail.com
7. Consultation hours: Arrangement will be made between the teachers and the
students to agree on what time will be the consultation hour/s every week.
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Course Description:
This course makes senior high school students Provides the laboratory experience to
accompany an introduction to the study of general biology, starting from basic scientific
concepts and progressing to the natural laws that govern life and all living things. The
course will provide a combination of hands-on laboratory work and video documentaries.
Course Learning Outcomes:
Upon completion of this course the student will be able to:
1. Conduct hands-on laboratory experiment;
2. demonstrate the proper method of writing up experimental procedure and the results
obtained;
3. use models to illustrate points made in lecture;
4. explain biological processes common to life; and
5. accurately draw living specimens;
COURSE TOPICS
Below are the topics the students will be studying:
LAB# TOPIC (MIDTERM)
1 Introduction to Laboratory safety rules
2 Laboratory materials, tools and equipment
3 Prokaryotic and Eukaryotic cells
4 Cell division
5 Membrane transport
6 DNA extraction
7 Degradation of meat protein
8 Simulation of photosynthesis
9 Fermentation
Learning Content
Laboratory hazards can have a serious consequence and as such, extreme care and
attention is required at all times. There are three main hazards to be aware of: equipment,
gases and chemicals.
Safe Laboratory
Practices &
Procedures
Tip #1: Ask yourself, "What am I working with? What are the hazards?"
Attend all required laboratory safety training prior to the start of your research
assignment.
Read all procedures and associated safety information prior to the start of an
experiment.
Perform only those experiments authorized by your supervisor.
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Follow all written and verbal instructions. Ask for assistance if you need guidance or
help.
Work under direct supervision at all times. Never work alone in the laboratory.
Know the locations and operating procedures for all safety equipment. This includes
the eyewash station and safety shower.
Know the locations of the nearest fire alarms and at least two ways out of the
building. Never use an elevator in emergencies.
Be alert and proceed with caution at all times in the laboratory. Immediately notify the
supervisor of any unsafe conditions.
Know the proper emergency response procedures for accidents or injuries in the
laboratory.
Tip #4: Protect yourself, others, your research, and the environment.
Practice good personal hygiene. Wash your hands after removing gloves, before
leaving the laboratory, and after handling a potentially hazardous material.
While working in the laboratory, wear personal protective equipment - eye protection,
gloves, laboratory coat - as directed by your supervisor.
Properly segregate and dispose of all laboratory waste.
Integration
Write the importance of safety laboratory procedure in your daily life.
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Doing safety procedures in the laboratory means being safe for our own
lives, because not following safety procedures in the laboratory can harm
our own lives, that’s why I think the importance of following the safety
procedures in the lab means being safe with our own lives.
References
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Lab 2 (Virtual Lab and Worksheet)
Laboratory Materials, Tools and Equipment
Learning Outcomes
At the completion of this lesson, students will be able to:
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Integration
Freely write your realizations as you study our topic for this week. You may write your
reactions, suggestions, questions, etc.
References
DepEd Course Guide for general biology 1 lab
Campbell Biology by Robert B. Jackson; Lisa A. Urry; Michael L. Cain; Steven A.
Wasserman;
Peter V. Minorsky; Jane B. Reece
Biology by Venetia Saunders; Philip Margham; W. G. Hale
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Lab 3 (Virtual Lab and Worksheet)
Prokaryotic and Eukaryotic Cells
Learning Outcome
Learning Content:
Every living organism falls into one of two groups: eukaryotes or prokaryotes. Cellular structure
determines which group an organism belongs to. In this article, we will explain in detail what
prokaryotes and eukaryotes are and outline the differences between the two.
Prokaryotes are unicellular organisms that lack membrane-bound structures, the most
noteworthy of which is the nucleus. Prokaryotic cells tend to be small, simple cells, measuring
Eukaryotes are organisms whose cells have a nucleus and other organelles enclosed by a
plasma
membrane. Organelles are internal structures responsible for a variety of functions, such as
energy production and protein synthesis.
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Assessment of the Learning Outcome
Activity 1A: Identify the parts of prokaryotic and eukaryotic cells. Put the answer inside the
box.
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Activity 1B: Compare and contrast prokaryotic and eukaryotic cells based on each
characteristics and structures.
Integration
What have you realized as you study our topic for this week. Comment down your
reactions below.
References
DepEd Course Guide for general biology 1 lab
Campbell Biology by Robert B. Jackson; Lisa A. Urry; Michael L. Cain; Steven A.
Wasserman;
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Peter V. Minorsky; Jane B. Reece
Biology by Venetia Saunders; Philip Margham; W. G. Hale.
Learning Content
Activity 1B.
Direction: Match the term to the description
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B___ 5. The chromosomes become invisible.
E___ 9. The chromosomes are moving towards the poles of the cell.
Integration
What have you realized as you study our topic for this week. Comment down your
reactions below.
I realized that there are two kinds of cell divisions which are the mitosis
and meiosis and also they have different phases.
References
DepEd Course Guide for general biology 1 lab
Campbell Biology by Robert B. Jackson; Lisa A. Urry; Michael L. Cain; Steven A. Wasserman;
Peter V. Minorsky; Jane B. Reece
Biology by Venetia Saunders; Philip Margham; W. G. Hale.
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Lab 5 (Virtual Lab and Worksheet)
Membrane Transport
Learning Outcomes
1. Demonstrate how matter moves from one area to another;
3. understand the effects of varying solutions (hypotonic, isotonic & hypertonic) on plant
and animal cells;
4. relate the movement of molecules (materials) to living systems.
Learning Content
function.
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particular to solutions (dissolved mixtures) separated by a membrane. Osmosis is the
process in which water moves through a membrane. The natural movement of water is from
the side of the membrane with a high concentration of water to the side with a low
concentration of water.
Guide Questions
1. Why is your naked egg that was soaked in vinegar bigger than a shelled egg?
2. Why does the egg in corn syrup change shape and weight?
3. Does the egg soaked in water change shape and weight?
4. What could you do to return the egg to its original form?
What To Do
Prior Experiment – make a Naked Egg
Preparation
1. Designate a “corn syrup pouring station” at your desk so that you can monitor the amount
of corn syrup students are using (to avoid wasting).
2. Place a naked egg in a jar of plain water to use as a “control”. Treat it the same way as the
corn syrup-covered egg.
Activity
1. Weigh your egg and note the measurement.
2. Put your naked egg in a jar and add enough corn syrup to cover the egg.
3. Store the egg in a refrigerator (or somewhere cool) for 24 hours.
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4. After 24 hours, scoop out the egg and observe the changes.
5. Weigh the egg again and note the measurement.
Extensions
6. Draw a diagram of your egg in the corn syrup. In what direction is osmosis occurring (the
movement of water molecules across the membrane)?
7. Return the corn syrup-covered shriveled egg to its non-flabby former shape! Carefully lift the
flabby egg from the corn syrup and place it in a container of water. Leave the egg in the water
for 24 hours. Observe what will happen to the egg.
8. Experiment with naked eggs by soaking them in other solutions. What happens if you put the
egg in water with food colouring? Or salty water?
Integration
What have you realized as you study our topic for this week. Comment down your
reactions below.
I realized that not all experiments succeed because when I did the
experiment, it didn’t work out for me.
References
Pardee, A. Membrane transport proteins: proteins that appear to be parts of membrane transport
systems are being isolated and characterized. Science, 1968,
Stein, W. D. The Movement of Molecules Across Cell Membranes; Stein, W. D., Eds, Academic Press:
New York, 1967.
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Walter, A.; Gutknecht, J. Permeability of small nonelectrolytes through lipid bilayer membranes. Journal
of Membrane Biology, 1986,
All living things, bananas and people included, pass on information from one generation to the
next using the same basic material, DNA. Within every living organism, most cells contain a
complete set of DNA instructions. The information in DNA tells our bodies how to develop,
grow, and work. It also controls many of the features that make an organism unique.
Materials
1/2 peeled ripe banana (you can also use strawberries or other fruit)
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1/2 cup hot water
1 tsp salt
1/2 tsp liquid dishwashing soap
resealable zip-top bag (quart size)
very cold rubbing alcohol (isopropyl alcohol) placed in freezer ahead of time
strainer
narrow glass
wooden stirrer
Procedure:
1. Mush the banana in the resealable bag for about a minute until all the lumps are gone and it
almost looks like pudding.
2. Fill a cup with the hot water and salt.
3. Pour the saltwater mix into the bag. Close the bag and very gently squeeze and move the
saltwater and banana mush together. Do this for 30 to 45 seconds.
4. Add the dishwashing soap into the bag and gently mix the contents. Try to avoid making too
much foam.
5. Place the coffee filter in a clear glass cup, securing the top of the filter around the lip of the
cup.
6. Pour the mix into the filter and let it sit until all of the liquid drips down into the cup.
7. Remove and discard the used coffee filter.
8. Tilt the glass and slowly add cold alcohol down the side of the cup. You want the alcohol to
form a layer on top of the banana mix, staying separated, so be careful not to pour it too fast.
9. After the alcohol layer is set up, wait for eight minutes. You may see some bubbles and cloudy
material moving around in the alcohol. This is the DNA pieces clumping together.
10. Use the wooden stirrer to start poking the cloudy stuff in the alcohol layer. Spin the stirrer it in
place to start gathering the cloudy stuff. When you are done, take a closer look at the stuff on
the stirrer. You are looking at DNA!
11. Guide questions
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What did the DNA look like? Do you think you used one ingredient that was more important
than the others? Why? Name five things that would not have DNA. If you could take all the
DNA out of your body, would it fit on a plate? If not a plate, what would it fit in?
Integration
What have you realized as you study our topic for this week. Comment down your
reactions below.
References
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Melissa Wilson Sayres. (2016, April 19). Seeing DNA. ASU - Ask A Biologist. Retrieved October
22, 2020 from https://askabiologist.asu.edu/activities/banana-dna
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