1. Bio-Process Lab 2015 Glen Cochrane ELI Regional Coordinator Half Hollow Hills (Retired) A lab-oriented competition involving the fundamental science processes of a middle school life science/biology lab program. Event Parameters 1.Teams of 2 2.#4 eye protection 3. Each team may bring one 8.5” x 11” two-sided page of notes that contain information in any form from any source.

2. Eye Protection Contestants are responsible for providing their own protective eyewear. Teams MUST NOT be allowed to compete without adequate eye protection. This in NON-NEGOTIABLE. # 4 Goggles provide chemical/splash protection (ANSI Z87) These must seal tightly to the face completely around the eyes and have indirect vents. (Liquids do not have a direct path into the eye.)

3. Team Preparation Work as a team, divide the work and collaborate as needed. Set up sample stations Practice lab skills Do practice exams and questions Work with time limits Have Fun!!

4. Resources: National Science Olympiad Web site (http://soinc.org)http://soinc.org Regents LE materials Resources from publishers for HS biology

5. A series of lab stations using biology content and process skills. Short answer questions and MC questions possible at all stations. Formulating and/or evaluating hypotheses and procedures Perform tasks Using scientific instruments to collect data Making observations Presenting and/or interpreting data Making inferences and conclusions

6. Microscope Skills Types of microscopes, parts, and functions.

7. Microscope Skills Measure the size of the field of view and determine size of field of high magnification. Work in both mm and um. Determine size of cell in the view.

8. Make a wet mount slide, skills application Reduce air bubbles Identify stain used

9. View under scope Parts of microscope Calculate magnification Conversions 1mm=1000um

10. Interpreting and Analysis of Data Skills: Independent variable (x) Dependent variable (y) Construct graph Make Inference Make Conclusion Graphing data: label axis, Scale axis, plot points, lines Needs Title!

11. Use of Indicators (goggles a must) A. Biuret Solution: Protein B. Benedict’s Solution: Sugar C. Iodine Solution: Starch D. Brown Paper Bag Test: Fats (oil) E. pH Paper: Acidity F. Bromthymol Blue: pH indicator used for CO2. Test samples of food, powders, unknowns

12. Use pH paper to determine pH of unknown sample. Match to common substances

13. Measure of mass, volume, length using both standard and electronic equipment

14. Determine the density of an object D = M / V Determine mass to the precision of the instrument. Determine volume by displacement or length measurements

15. Ecological relationships of organisms in a food web: Identify: autotroph, carnnivore, herbivore, decomposer Construct a food chain Understand chain energy levels (pyramids)

16. Work with food labels for calorie content, compare foods, % of daily intake, role of nutrient…

17. Determining genetic ratios and probabilities If generation III 3 and 4 have offspring, determine the probability of having a sickle-cell child. What is the chance of generation II 7 and 8 having a normal child?

18. Dichotomous Keys Using key to identify samples Trees, Wildflowers, Fish, insects Make a key if students are given samples. Plant samples, random materials

19. Key to Representative Finch Genera One less step than the total number of organisms

20. Make key from diagram or natural materials

21. Experimental Design

22. Good Luck and Have Fun