303 Victoneta Avenue, Potrero, Malabon City, Philippines 1475

SENIOR HIGH SCHOOL DEPARTMENT

GENERAL BIOLOGY 1 LAB

(MIDTERM)

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 Learning Outcomes……………………………………………………………….4

Core Subject Grading System…………………………………………………………….4

Course Topics………………………………………………………………………………4
MIDTERM MODULES
Lab 1

Introduction to laboratory safety procedures………..………..…………….…………..5-7

Lab 2
Laboratory material, tools and
equipment………………………………………………………………………………….8-10
Lab 3

Prokaryotic and eukaryotic cells………………………………………………………...11-13

Lab 4

Cell Division………...………………………………………………………………..……14-15
Lab 5
Membrane transport……………………………………………………………………...16-18
Lab 6
DNA Extraction…………………………………………………………………………....19-20
Lab 7

Degradation of meat protein……………………..……………………………………..…21

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.

Thank you and keep safe.

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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;

Core Subject Grading System

30% - Written Works (Module Activities)
50% - Performance Tasks (Midterm and Final Performance tasks)
10% - behavior
10% - attendance

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

LAB 1 (Lecture and Worksheet)

Introduction to Laboratory Safety Procedure
Learning Outcomes
The learners…
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 1. Work safety in a science lab
2. Know what to do in case of an accident
3. Know the basic lab safety rules, such as washing hands, following directions, not
bringing food or drink into the lab and keeping the lab area clean
4. Wear appropriate lab attire

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?"

 Common hazards in the laboratory include: animal, biological, chemical, physical,

and radiological. If there is an accident or emergency situation involving these
hazards:
o Seek immediate assistance. If you are splashed by any of these materials, use
running water from an eyewash station or emergency shower for at least 15
minutes or until emergency assistance arrives and provides you with different
instructions.
o Report to your supervisor any accident, injury, or uncontrolled release of
potentially hazardous materials - no matter how trivial the accident, injury, or
release may appear.
o

Tip #2: Be prepared.

 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 #3: Prevent potential exposure.

 Conduct yourself in a responsible and professional manner at all times. No pranks.

No practical jokes.
 Dress for work in the laboratory. Wear clothing and shoes that cover exposed skin
and protect you from potential splashes. Tie back long hair, jewelry, or anything that
may catch in equipment.
 Never eat food, drink beverages, chew gum, apply cosmetics (including lip balm), or
handle contact lenses in the laboratory.
 Use a chemical fume hood or biosafety cabinet, as directed by your supervisor.
 Observe good housekeeping - keep aisles clear.
 Report damaged electrical equipment to the supervisor. Do not use damaged
electrical equipment.
 Do not leave active experiments unattended. Never leave anything that is being
heated or is visibly reacting unattended. 

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.

Assessment of the Learning Outcome

ACTIVITY: Make your own safety laboratory procedures can be use in conducting your
laboratory experiments. (at least 5) of safety laboratory procedures. (2 points each) Time on
task: 15 to 20 minutes

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

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 2 (Virtual Lab and Worksheet)
Laboratory Materials, Tools and Equipment

Learning Outcomes
At the completion of this lesson, students will be able to:

 Identify apparatus in the laboratory;

 explain the purpose and use of laboratory apparatus.

Assessment of the Learning Outcome

Activity: Name the following laboratory apparatus and give its uses.

Laboratory Apparatus Name Uses/ Functions

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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

1. Compare and contrast prokaryotic and eukaryotic cells;

2. examine the diversity in cell size and shape; and
3. properly prepare and view wet mount slides under the microscope.

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

around 0.1-5 μm in diameter.   

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

Access to virtual laboratory presentation.

Activity 1A: Identify the parts of prokaryotic and eukaryotic cells. Put the answer inside the

box.

Prokaryotic Cell Eukaryotic Cell

Key Parts of a Prokaryotic Cell Key Parts of a Eukaryotic Cell

DNA Nucleus
Cell Membrane DNA
Flagellum Cell Membrane
Ribosomes Ribosome
Mitochondria

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 Activity 1B: Compare and contrast prokaryotic and eukaryotic cells based on each
characteristics and structures.

Prokaryotic Cell Both Eukaryotic Cell

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.

Lab 4 (Virtual Lab and Worksheet)

Cell Division
Learning Outcome:

1. Describe why cells in the body undergo mitosis;

2. list the steps of mitosis: prophase, metaphase, anaphase and telophase;
3. briefly describe what takes place in each phase.

Learning Content

Cell Division is the process by which a parent cell divides into

two or more daughter cells.
 Cell division usually occurs as part of a larger cell cycle.
In eukaryotes, there are two distinct types
of cell division: a vegetative division, whereby each daughter cell
is genetically identical to the parent
cell (mitosis), and a reproductive cell division, whereby the
number of chromosomes in the daughter
cells is reduced by half to produce haploid gametes (meiosis).
Assessment of the Learning Outcome
Access to virtual lab
Activity 1A. Make your DIY cell division.

Activity 1B.
Direction: Match the term to the description

B.Interphas C.Telophas E.Anaphse

A. Prophase D.Metaphase F.Cytokinesis
e e

D___ 1. The sister chromatids are moving apart.

A___ 2. The nucleolus begins to fade from view.

C___ 3. A new nuclear membrane is forming around the chromosomes.

F___ 4. The cytoplasm of the cell is being divided.

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 B___ 5. The chromosomes become invisible.

D ___ 6. The chromosomes are located at the equator

of the cell.

A___ 7. The nuclear membrane begins to fade from view.

F___ 8. The division (cleavage) furrow appears.

E___ 9. The chromosomes are moving towards the poles of the cell.

A___ 10. The spindle fibers begin to form.

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;

2. determine the direction of water movement based on solution concentrations;

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

Membrane transport is essential

for cellular life. As cells proceed
through their life cycle, a vast
amount of exchange is necessary
to maintain function. Transport
may involve the incorporation of
biological molecules and the
discharge of waste products that
are necessary for normal

function.

Membrane transport refers to the movement of particles (solute) across or through a

membranous barrier. These membranous barriers, in the case of the cell for example, consist
of a phospholipid bilayer. The phospholipids orient themselves in such a way so that the
hydrophilic (polar) heads are nearest the extracellular and intracellular mediums, and the
hydrophobic (non-polar) tails align between the two
hydrophilic head groups. Osmosis is similar, but is

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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.

Assessment of the Learning Outcome

Laboratory Experiment/Simulation

Naked Egg Osmosis

Materials
Eggs beaker
Vinegar water
Weighing scale syrup

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, 

Lab 6 (Virtual Lab and Worksheet)

DNA Extraction
Learning Outcome
1. Extract DNA from plant cells
2. Understand the general structure of cells

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.

Activity 1A: Extracting DNA from a Banana and Other Fruits

Materials     

 Banana or any fruits

 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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