BIOLOGY II - .NET Framework

BIOLOGY II

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CAMPUS: ________________________________________

TEACHER'S NAME: ________________________________________________________

STUDENT'S NAME: _________________________________________________________

No. ACCOUNT: __________________________________________

LEVEL:______________DATE: ___________________________________________

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C O N T E N I D O

C O N T E N I D O ...................................................................................................................................................... 2

PRESENTATION ........................................................................................................................................................ 2

ACKNOWLEDMENTS ................................................................................................................................................. 4

LABORATORY USE REGULATIONS ............................................................................................................................... 5

HYGIENE AND SAFETY STANDARDS FOR LABORATORIES ............................................................................................... 9

FIRST AID GUIDE .................................................................................................................................................... 11

EVALUATION MATRIX ............................................................................................................................................. 14

PRACTICE 1. "MITOSIS" ......................................................................................................................................... 15

PRACTICE 2. "ASEXUAL PLAYBACK" ........................................................................................................................ 23

PRACTICE 3. "SEXUAL REPRODUCTION" .................................................................................................................. 30

PRACTICE 4. "PROBABILITY IN GENETICS" ................................................................................................................ 36

PRACTICE 5. "GENETIC DISORDERS" ........................................................................................................................ 44

PRACTICE 6. "MAKING A FOSSIL" ........................................................................................................................... 59

PRÁCTICA 8. “SISTEMA RESPIRATORIO EN HUMANOS” ............................................................................................. 70

PRACTICE 9. "PULSE, BLOOD PRESSURE AND PHYSICALACTIVITY" .............................................................................. 79

PRACTICE 10. "NERVOUS SYSTEM" ........................................................................................................................ 85

PRACTICE 11. "VEGETABLEFABRICS" ....................................................................................................................... 91

PRACTICE 12. "VEGETABLE ORGANS"...................................................................................................................... 98

BIBLIOGRAPHY..................................................................................................................................................... 106

PRESENTATION

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The Universidad of Valle de México’s models puts the student at the center as the main actor for the

teaching-learning process occur, for the development of competences, this model presents

experimental science subjects, not only the theory known of natural phenomena, It also encourages

a series of practices that will help the student get closer to experimentation in controlled situations.

The purpose of laboratory practices is to familiarize the student with the science work methodology,

to provide an environment where they can encounter substances and instruments that motivate

them to experiment.

It is in the laboratory where teamwork is facilitated, a process of constant integration,

communication, research, construction of ideas, emergence of new questions, is where experimental

activities promote the reorganization of knowledge and facilitate reaching a significant learning.

To achieve such ends, this manual proposed which will reinforce the development of competencies

requiring the participation and guidance of the teacher, as well as the constant support of the

laboratory manager, in the event that this figure exists.

Each of the following practices has been chosen and proposed by a group of specialists who have the

necessary experience to determine that they are adequate procedures to perform in the laboratory;

In each one, special care was taken to guarantee that none of the activities carried out use live animal

or human experimental subjects, as well as possible samples thereof, according to a particular

provision of the Ministry of Health.

The format presented in this group of laboratory’s experiences coincides with the study programs;

that is, it is about the student being able to develop in each of the practical sessions a series of skills

and abilities that allow him to be competent and reach the resolution of the problems posed for each

of the laboratory sessions.

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ACKNOWLEDMENTS

High School Academic Institutional Vice-Rectory (HSAIV), we undertook the task of making an

analysis of the manuals or materials used in each campus, and based on that analysis, a diagnosis

was made that allowed us to identify the Campus proposal that included most of the elements that

we consider to be the essential minimums. HSAIV recognizes the efforts of all the Campuses and

makes a special recognition to the Academy of Experimental Sciences of the San Luis Potosí

Campus. The selected proposal represents a first approach to standardize what done at the

national level in all the Campus; however, it is a proposal that can undoubtedly improve.

The Q.F.B.T deserves special recognition Josué Ramírez Pérez of the Lomas Verdes Campus for his

valuable participation in the translation of this Manual.

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LABORATORY USE REGULATIONS CHAPTER I.

GENERAL DISPOSITION

Article 1.-This article is general and mandatory observances for all Chemistry laboratory users in UVM

preparatory, for the purposes of this regulation in order to abbreviate its name, the initials lb shall be

designated to the laboratories.

Article 2. - Materials und practice chemical should not be removed from the laboratory, except in the

case of claims, works under repair or cleaning.

Article 3. - Materials and equipment, whatever their nature, must be used with extreme caution.

Article 4.-The laboratory will have a catalog of programmed practices authorized by the

corresponding academy for the correct execution and supervision of the same.

Article 5. - In order to carry out the practices in laboratory, the subject teacher and his assistant

should be charged with the permission of subject, if necessary, as well as the use of a lab coat by

students and teachers.

Article 6.- The school year will not have concluded until the students have completed the last practice

proposed by the academy.

CHAPTER II.

USE OF LABORATORIES

Article 7.-The students who are duly enrolled in the respective group may use the laboratories at the

scheduled times for the subjects,

Article 8.- The maximum number of students who will be able to intervene in the laboratory practices

during the same session will be 30 minutes.

Article 9.-No enrollment will be given to any subject in the semester to those students who owe any

instrument, material, reagent or component equipment to the laboratory.

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Article 10.-In the event of any debts mentioned in the previous article, the student must cover them

as soon as possible with the characteristics and specifications of the damaged, will you have not

complied, you will be prevented from accessing your classes.

Article 11.-In case of practices und research projects that require additional support, you must

request it in advanced for authorization

Article 12.- The introduction of food and beverages to the laboratory is prohibited.

Article 13.-Inside the laboratory, smoking or lighting a fire nor authorized to carry out the

corresponding practices is prohibited.

Article 14.- Under no circumstances may lab coat be loaned to students

Article 15.- Student´s lab coat must be 100% cotton, embroidered with their name on the front.

CHAPTER III.

ACCREDITATION SYSTEM

Article 16.-The student will have the right to the final evaluation to accredit a theorical-practical

subject, based on the percentage guidelines established by the evaluation regulations.

Article 17.-A definitive grade of a theoretical-practical subject cannot be established until all the

practices have been completed.

Article 18.-The weight that practices will have on the grade that will be placed on the student´s report

card it will that stipulated according to the number of credits in the current study programs that is to

say, the evaluation will be done in an integral way considering the theoretical-practical hours in each

subject and in the portion that are fixed in the corresponding regulation.

Article 19.- in case the practical teacher is different from the one of theory teacher, the first will be

evaluate and send the grades to the second no later than three days after the end of the lab work is

completed in each school period.

CHAPTER IV.

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OBLIGATIONS

Article 20.-Students will have the following obligations:

I. Comply with the hygiene and safety standards established for the laboratory.

II. Show up for the practices in with lab coat.

III. Take care of the laboratory facilities and equipment giving them the proper use.

IV. Appear on time with the material required for the practice to be carried out.

V. Observe good behavior in the laboratory

VI. Meet 80% laboratory attendance

VII. Comply with 100% of the established practices

VIII. Inform the teacher of any damage detected in the use of equipment and facilities.

IX. Deliver the necessary reports in each practice as indicated in the corresponding manual

prepared by the academy.

X. You must bring or provide what is necessary to store your things in places designated

for it, since the staff will not be responsible for the loss of valuables in the laboratory area

XI. Avoid the use of cell phones and any electronic device for personal use within the

laboratories.

XII. Only the students of the group can be in the laboratories to take their classes

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CHAPTER V

PENALTIES

Article 21.-The sanctions to which the various members of the university community will become

creditors for breach of these regulations are those determined by the honor and justice committee

and the campus rector being minor offenses.

Article 22.- Sanctions could be of two types temporary and final.

Article 23.-The offenses committed to this regulation could be considered as:

A. Serious offenses are those that put the physical integrity of the users at risk and affect

the use of facilities.

B. Minor offenses, that is, those that do not jeopardize the physical integrity of the users

or effect the proper use of the facilities.

Article 24.-Students who violate this regulation are entitled to the following sanctions:

1. Refusal to enroll in the university if they owe any type of reactive material or

component of the equipment that forms an integral part of the laboratories according to the

information sent to the school services management and campus rectory.

2. Replacement the day after the occurrence of the equipment established or untouched with

the same characteristics and quality standards specifies by the manufacturer

3. Payment of damages caused by your negligence in the use of the facilities and equipment.

4. Leave the laboratory in the case of recidivism in the event mentioned in the previous

section.

5. Expulsion from the university in case of theft and intentional mutilation of any restricted

component or equipment and must replace the stolen or destroyed.

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6. In those situations nor foreseen by the present regulations, sanction will be set by the

campus honor committee.

HYGIENE AND SAFETY STANDARDS FOR LABORATORIES

For Development of laboratory, practice to achieve its objectives certain safety rules must followed

in order to avoid accidents, some perhaps with serious consequences.

That is why, when carrying out an experiment, you must carefully follow the facilities of your teacher

and carry out the experiments carefully reading in your practical manual the operation to follow for

their success.

A series of indications are listed below

1. Review the procedure of each practice before entering the laboratory, in this way you will

be able to properly organize your work and be able to make a more thorough analysis of what

happened in it.

2. Before starting the practice, make sure that all the keys of the worktables, especially those

that are connected to the gas, work perfectly and that they do not extinguish leaks.

3. Check that the fume hood and pressure shower headwork.

4. Locate fire extinguishers and kits.

5. Put on your lab coat, which should be long-sleeved, white and clean

6. When work with substances that give off toxic vapors, it is recommended to wear safety

glasses or googles and work in the fume hood.

7. Not playing or joking with colleagues in the laboratory.

8. Only the material and substances to be experimented with should be on the laboratory

table, as well as the practical manual for each one.

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9. Must not eat or drink in the laboratory, remember all the substances found in the laboratory

are specific.

10. Not smoking or lighting matches without authorization

11. Before lighting the lighter, first make sure it is far enough away from volatile or

combustible substances and in the second light the match, place the mouth of the lighter and

then the gas tap.

12. Do not try to carry out experiments that you have not been told because an accident may

occur.

13. The walls to avoid the expulsion of their contents must heat the test tubes. I avoid directing

them towards you or your colleagues.

14. Never heat precision material (volumetric flasks, test tubes, etc.) because they break easily

or become deformed.

15. When diluting an acid carefully pour it into water and stir it constantly, never do the

reverse operation as steam is released almost explosively. “You shouldn´t drink the acid”

16. If any corrosive material, except sulfuric acid, falls on you or your clothes, immediately

wash with plenty of water and call the teacher.

17. When perceiving the smell of liquid do not place your face over the mouth of the

container, you must place it 15 centimeters from your face and fan the aroma with your hand.

18. Before using any reagent, read the label twice to be sure of its content.

19. Do not hermetically seal containers in which gas is released.

20. Acids in general are not corrosive, so they should not be disposed of in the container; it is

advisable to store them temporarily in suitable containers.

21. Use watch glasses to weigh solid or semisolid substances, never weight directly on scale.

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22. When for some one reason you cannot finish your experiment in the stipulated time, put

labels that indicate the content of skills or jars that have been used.

23. Acids or corrosive substances are not pipetted by mouth, use pipette knobs specifically

designed for these cases.

24. Avoid contamination of reagents as much as possible, once removed from its container,

you should not return to it, use a spatula or pipette for each substance as appropriate.

Note: Additional precautionary measure the teacher bandaging the go ahead for star of each

experiment.

FIRST AID GUIDE

ACETONE

Inhaling acetone vapors causes chronic bronchitis; in case of ingestion, it is necessary to wash the

stomach, so you should immediately go to the doctor.

ACIDS and ALKALIS (BASES)

The management of acids (hydrochloric, nitric, sulfuric, phosphoric and acetic) and / or alkalis (caustic

soda NaOH, caustic potash KOH, lime and ammonia) causes stomach pain, nausea, vomiting and

diarrhea, in the first phase of action. Quickly supply milk or egg whites and see a doctor immediately,

remember that time is usually a key factor.

• If you accidentally drop acid on your clothes, dry and apply ammonium hydroxide to

neutralize its effect.

• Without an acid, it falls on your skin, quickly dries and washes with plenty of water to dilute.

If you have suffered a slight burn, apply a 25% sodium bicarbonate solution, or cover the

wound with petroleum jelly and gauze to see a doctor immediately.

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• If an acid falls into your eyes, rinse with plenty of water and see a doctor as quickly as

possible

• If a base fall on your clothes, apply dilute acetic acid or boric acid.

• If a base fall on your skin, dry and wash with plenty of water, if necessary, apply a dilute

acetic acid or boric acid solution.

• If a base fall into your eyes, wash with enough water and see a doctor immediately.

METHYL ALCOHOL (Known as industrial)

Ingestion of this type of alcohol that is not edible generates, a few hours after ingestion, digestive

disorders (nausea, vomiting, abdominal pain, etc.), nervous disorders (headache, dizziness, visual

disturbances), etc. Provide the patient with baking soda in solution and see a doctor.

AMMONIA

The ammonia vapors are soluble in the secretions of the respiratory tract where it acts as a caustic

and the aqueous solution of ammonia mainly causes poisoning.

BROMIDS

The bromides commonly used are those of calcium, sodium and potassium. Bromide poisoning is

manifested by conjunctivitis, rhinitis, anorexia, nausea, and sometimes acne. Nervous disorders

such as drowsiness and less frequently motor arousal with hallucinations. In cases like these, it is

necessary to go to the doctor as soon as possible.

COPPER

Inhaling metallic copper causes fever. Ingestion of copper (sulfate) salts causes, gastroenteritis

supplies the patient with water or milk to dilute the toxic and take it to the doctor for a stomach

lavage. Copper sulfate causes green diarrhea.

CARBON TETRACHLORIDE

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Swallowing carbon tetrachloride causes chronic gastroenteritis followed by toxic hepatitis.

Inhalation of massive doses causes lung edema (rare) or a state of narcosis.

In case of ingestion, it is necessary to practice a stomach wash, in case of inhalation, artificial

respiration, oxygen, undress the intoxicated person, and wash it.

These are some recommendations that we make to you and the way in which you should act if

someone suffers an accident ingesting or inhaling any of the afore mentioned substances.

The best thing is that you always conduct yourself with care and prudence in the laboratory.

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EVALUATION MATRIX

Next, a rubric is presented that will allow evaluating student performance in each of the practices.

EVALUATION MATRIX OF EXPERIMENTAL WORK

ASPECTS TO EVALUATE

CRITERIA

RATING SCALE

EXCELLENT 2 POINT ACCEPTABLE 1 POINT DEFICIENT 0 POINT Preparation Identifies all the variables

of the experiment.

Good preparation process shows depth in the investigation of the subject.

Includes bibliographic references.

Identify some variables of the experiment.

Accomplished in preparing my subject knowledge.

Does not identify the variables of the experiment, needs a lot of revision for the task entrusted.

Experimental work Manage to connect his research in different aspects of practice

Develops the experimental practice adequately by following the steps correctly.

Take into account most of the instructions.

Requires help to carry out experimental work.

Does not follow instructions correctly, disregard when developing experimental work.

Participation Your participation is relevant and active, it is essential for the execution of the experiment und the good development of the concepts.

Your participation is timely, bring good elements and pay attention to the different participations.

Your participation is timely, bring good elements and pay attention to the different participations.

Is present but pays little attention to the different instructions for carrying out the practices.

Results report Correctly interpret the results of the experiment.

Professionally presents data demonstrating high level of compression on content.

Interpret the results of the experiment with some errors, have errors in the calculations, requires some revision to reach the level of excellent.

Draw invalid conclusions based on poor interpretation of results.

Doesn’t mention-achieving goals, doesn´t reach any conclusion.

Drawing conclusions Draws up valid well-founded conclusions based on the correct analysis of the experimentation.

Explicitly justifies that the objectives have been achieved or not.

Draw partially valid conclusions, based on a partly correct interpretation of the results.

Vaguely mention achievement of goals.

Draw partially valid conclusions, based on a poor interpretation of data.

Doesn´t mention the achievement of the objectives, doesn´t reach any conclusion.

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PRACTICE 1. "MITOSIS"

Objective

The student will determine the different phases that correspond to mitosis and deduce the

importance of the cell cycle in living beings.

1. What is the cell cycle?

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2. How do you recognize differences in mitosis phases?

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3. What is the importance of mitosis in living beings?

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Writes thepractice's word:

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Write anipothesis that proposes the expected results:

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MATERIALS

QUANTITY

MATERIALS

MATERIAL PROVIDED BY

THE LABORATORY

MATERIAL PROVIDED BY THE STUDENT

1 1 1 1 1 1 1 1 1

Alcohol lamp Scalpel Dissection needle Slide Cubreobjetos Microscope Electric grill Thermometer Onions with new roots Toothpicks. Reagents Clear nail varnish Acetocarmin solution Hydrochloric acid solution 1 N Acetic acid 45%

* * * * * * * *

* * *

* *

*

Security measures:

Hydrochloric acid and acetic acid produce toxic gases and in contact with the skin cause irritation or even slight burns, avoid touching them directly with the skin.

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Procedure: 1. Place an onion in a bowl of water for a week, so that only the base touches the water. Keep it in the dark until it has new roots about 2 cm long. As shown in the following figure:

2. Cut the end of the onion root, about 1 cm long, and place on a slide. 3. To hydrolys, add a few drops of HCl 1 N, previously heated to 40'C and let it work for 8 minutes. 4. Remove excess HCl with an absorbent towel. 5. Add a few drops of acetocarmin and leave for 15 minutes. If the dye dries in that course, add a few drops periodically. 6. After that time has elapsed, change the cut to a clean slide with a drop of acetic acid and immediately place the cover objects. 7. Press with the rubber of a pencil and have a squash, that is, expand the tissue so that a single layer of cells is formed and can be observed under the microscope. 8. Seal both sides of the object cover with nail varnish. 9. Observe the microscope at 10x, 40x and 100x.

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PROCEDURE FLOWCHART

RESULTS RECORD Draw the cells in mitosis that you have managed to observe and identify the phase in which they are located.

Phase: Objective: Phase: Objective:

Phase: Objective: Phase: Objective:

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Fase: Objetivo: Fase: Objetivo:

Fase: Objetivo: Fase: Objetivo:

ANALYSISOF RESULTS

1. Why were acids added to the roots?

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2. What is the function of the dye?

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3. Which or which phases are easiest to observe?

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4. Mention the characteristics of each of the observed phases.

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5. Why were the cells at the tip of the roots of the plants used to perform thepractice?

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6. What other living being can you use to extract DNA? , eor what?

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7. What mistakes did you make in the development of the experiment?

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8. What improvements do you suggest to the experiment?

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Conclusions

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BIBLIOGRAPHIC REFERENTS

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PRACTICE ASSESSMENT

Number:

EXPERIMENTAL WORK VALUATION RUBRIC EQUIPMENT NUMBER:

RATING SCALE

EXCELLENT 2 Pts. OK 1 Pts. INSUFFICIENT 0 Pts.

1. Preparation

2. Experimental work

3. Participation

4. Results Report

5. Elaboration of conclusions and bibliographic references

Rating:

Feedback:

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PRACTICE 2. "ASEXUAL PLAYBACK"

Objective The student will establish the different phases of mitosis and its relationship to asexual reproduction.

1. What is the cell cycle?

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2. How do you recognize differences in mitosis phases?

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3. What is the importance of mitosis in living beings?

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INTRODUCTION: (redact an introduction, using the following concepts: asexual reproduction, binary

distribution, sporulation, gemation, vegetative reproduction: rhizomes, stolons).

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The approach to the problem is drafted:

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Writes a Hypothesis that proposes the expected results:

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MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 1 1 1 1

Pipette Pasteur Dissection needle Slide Cubreobjetos Microscope Bacteriological wing BIOLOGICAL MATERIAL Omelette with mushrooms or bread with mushrooms Shoe yeast ampoule Aloe plant with "little children" A row of garden grass

* * * * * *

*

* * *

Security measures:

Wash hands thoroughly after touching fungal samples.

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EXPERIMENTAL DEVELOPMENT: A) GEM YEASTS

1. Place the sample on a slide and add a drop of water, with the help of the mix bacteriological handle, to stimulate the hot reproduction gently the object holder with a match, avoiding overheat.

2. Look at the sample under the microscope with the 10x lens

3. Locate yeasts in gemation

4. Look at the sample under the microscope with the 40x lens for a few minutes. B) SPULATION

5. A sample of fungi from the tortilla is placed on the slide with the help of the bacteriological handle, observe under the microscope with the 10x and 40x targets.

6. Draw the spores. C) VEGETATIVE REPRODUCTION

7. Look at the "little children" at the base of the abyss. Make your drawings.

8. Look at the stem of the garden grass and identify the rhizomes. Make your drawings. PROCEDURE FLOWCHART

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RESULTS RECORD Draw organisms in asexual reproduction. Indicates the names of the observed structures.

Yeast Fungus

Aloe Garden grass

RESULTS ANALYSIS 1. Complete the following table indicating with an "x" the type of reproduction being performed by

each of the observed organisms.

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2. What would be the biological advantage of asexual reproduction?

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3. What other type of asexual reproduction do other organisms perform?

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4. How do farmers take advantage of vegetative reproduction?

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5. What mistakes did you make in the development of the experiment?

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6. What improvements do you suggest to the experiment?

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Conclusions

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PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

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PRACTICE 3. "SEXUAL REPRODUCTION"

Objective

The student will distinguish the types of gametes and appropriately correlate their role in the sexual

reproduction process.

1. What is sexual reproduction?

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2. What are gametes? What is the role of these in sexual reproduction?

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INTRODUCTION: (writes an introduction)

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The approach tothe problemisdrafted: :

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MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 1 1 1 1

Dissection needle Slide Coverslips Microscope Scalpel Full flower: tulip

* * * * *

*

Security measures:

Wash hands thoroughly after performing the practice.

EXPERIMENTAL DEVELOPMENT

1. Look carefully at the tulip.

2. At first glance, look at thechalice.

3. Carefully remove the sepals.

4. Remove the petals without damaging the internal structures and identify them.

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5. Place an object holder, add a drop of water.

6. Place an object cover. Look at the optical microscope at 10x and 40x. Make your drawings.

7. Cross-section the ovary.

8. Place the cut on a slide, adding a drop of water.

9. Place the cover objects avoiding bubble formation and observe the optical microscope. Make your drawings.

PROCEDURE FLOWCHART

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RESULTS RECORD Draw the pollen grains and. the ovarian cross-section.

Pollen Grains Objective:

Cross-section of the target ovary:

RESULTS ANALYSIS 1.- Where are the sperm located in the flower? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- Where are the ovules located in the flower? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.- What does the term haploid mean? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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4.- What are the gametes of the flower? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. - Why do gametes have to be haploids? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6.- What mistakes did you make in the development of the experiment? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7.- What improvements do you suggest to the experiment? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Conclusions

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

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PRACTICE 4. "PROBABILITY IN GENETICS"

Objective

The student will recognize the importance of Mendel's work in relation to modern genetics.

1. What do the terms, genotypes, phenotype, dominant, recessive, homozygous and heterozygous

mean?

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2. How does probability help in Genetics?

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MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


2

1 50 50

Plastic bags or dark colored paper. Marker Black bean seeds. Light-colored bean seeds (bayo or pinto).

*

* * *

Security measures:

Avoid throwing away beans as it can cause an accident.


1. In a paper bag, place 25 black bean seeds and 25 white beans, ensuring thatboth varieties are the same size and label the bag indicating that they are the gametes of the male.

2. In another paper bag, place another 25 black bean seeds and 25 white bean seeds, ensuring that both varieties are the same size and label the bag indicating that they are the female's gametes.

3. For black beans (N) the genotype is dominant and for white beans (n) the genotype is recessive.

38

4. From each of the two bags, randomly pull out a bean and fill the board provided to you.

5. Make as many combinations as possible.

6. You will find the following combinations (genotypes): Black-black (NN) Black-white (Nn) White-white (nn).

PROCEDURE FLOWCHART

39

RESULTS RECORD

Combination

Male Female Genotype Phenotype

Seed color Seed color NN Nn nn The dominant one is

manifested

The recessive is manifested

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Total

40

RESULTS ANALYSIS 1.- How many dominant homozygous pairs (black) resulted from offspring?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- How many heterozygous (black) pairs resulted from offspring?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.- How many recessive (white) homozygous pairs resulted in offspring?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

41

4.- Of the combinations you made, how many were pure dominant? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. - Of the combinations you made, how many were heterozygous? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6.- Of the combinations you made, how many were pure recessive? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7.- With the results of the table, get the genotypic and phenotypicproportions.

Genotype % Phenotype %

NN

Nn

nn

42

8.- What mistakes did you make in the development of the experiment? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9.- What improvements do you suggest to the experiment? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusions

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

43

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

44

PRACTICE 5. "GENETIC DISORDERS"

Objective

The student will distinguish some of the genetic diseases adapting it to the etiology in Mexico.

1. Is it possible to determine genetic diseases?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

2. How do genetic diseases affect individuals?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

45

The approach to the problem is drafted: :

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 4 1 1 1 1

Printed karyotypes Sheets of white paper Scissors Down Colors White Glue

* * * * * *

EXPERIMENTAL DEVELOPMENT Look closely at the human karyotype indicated by the teacher. You may notice that some chromosomes are different in size (Annex I).

1. Now you must form the pairs of chromosomes. Look carefully at the chromosomes. To form pairs of counterpart chromosomes, look at the chromosome length, the position of the centromer, and the pattern of dark and light bands (you can use the compass to compare the

46

chromosome size). Identifies chromosomes that are the same; these will be the counterparts.

2. Repeat the same procedure for the rest of the chromosomes, until all the counterparts are found. Note: Remember that some human genetic disorders are due to the lack of some chromosome or extra chromosome.

3. Once you've identified all the chromosomes, cut them with the scissors and paste them onto the sheet provided to you, accommodating each pair in the space indicated (you can guide yourself with the Normal Cariotype sheet). Answer questions 6 to 9

4. Look at the karyotype in Figure 5-2. Compare it to Figure 5-1 (normal karyotype). Answer questions 7 and 8.

5. Now look at Figure 5-3. Compare it to Figure 5-1 (normal karyotype). Answer questions 9 and 10.

47

PROCEDURE FLOWCHART

RESULTS RECORD Write down at the bottom of each figure the type of syndrome being treated.

48

CARIOTYPE A

Syndrome: ____________________

___________ ____________ _____________ A 1 2 3

___________ ____________ B 4 5

_______ _______ _______ _______ _______ _______ _______ C 6 7 8 9 10 11 12

49

___________ ____________ _____________ D 13 14 15

___________ ____________ _____________ E 16 17 18

___________ ____________ _____________ ____________ _____________ F 19 20 21 22 23

CARIOTYPE B

Syndrome: ____________________

___________ ____________ _____________

A 1 2 3

___________ ____________ B 4 5

_______ _______ _______ _______ _______ _______ _______ C 6 7 8 9 10 11 12

___________ ____________ _____________ D 13 14 15

___________ ____________ _____________ E 16 17 18

50

___________ ____________ _____________ ____________ _____________

F 19 20 21 22 23

CARIOTIPO C

Síndrome de: ____________________

___________ ____________ _____________ A 1 2 3

___________ ____________ B 4 5

_______ _______ _______ _______ _______ _______ _______ C 6 7 8 9 10 11 12

___________ ____________ _____________ D 13 14 15

___________ ____________ _____________ E 16 17 18

___________ ____________ _____________ ____________ _____________ F 19 20 21 22 23

51

RESULTS ANALYSIS 1.- Consult the meaning in a biology book the following expressions: No disjunction: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Trisomy: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- Write the causes of the following genetic disorders. Down Syndrome: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Turner Syndrome: _____________________________________________________________________________________________________________________________________________________________________________________________________________ Klinefelter Syndrome: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.- What is the relationship between the number given to a chromosome and its size? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

52

4.- Identify the female or male sex of the person represented by the karyotype in Figure 5-1, explain your answer: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________ 5.- Draw a chromosome and indicate where the centromer is located:

6.- Complete the following comparison table:

Karyotype

Number of autosomal´s

Normal pair of chromosomes

Sex (male or female)

A

B

C

53

7.- what is the karyotype of Figure 5-2 different from the others?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8.- What genetic disorder is shown in the karyotype in Figure 5-2? It gives some features. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9.- The karyotype in Figure 5-3 Is it normal? Yes_____ __________ No ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10.- If you answered that it is not normal what genetic disorder does it represent? Describes some features. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

54

11.- What mistakes did you make in the development of the experiment? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 12.- ¿Qué mejoras sugieres al experimento? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ CONCLUSIONES

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________

REFERENTES BIBLIOGRÁFICOS

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

55

ANEXO I

56

57

58

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

59

PRACTICE 6. "MAKING A FOSSIL"

Objective

The student will recognize the fossils as evidence of the evolutionary process.

1. What is the main evidence of evolution?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

2. What types of fossils exist?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

INTRODUCTIONN: (writes an introduction)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

60

Write the problem statement:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 1 1 1

1

Clay Vaseline or oil Brush Plaster Plastic container Running water A thin brush Watercolor paintings different colors Leaves with well-differentiated ribs Shells Chicken bones without carne and clean

* * * * * * * *

*

* *

Security measures:

Clean the area thoroughly before removing.

61


1. Cut a piece of clay depending on the size of the fossil to be built.

2. Molds

3. Press the shell, leaf, etc. that's going to be your fossil on the clay. Raise the edge with the clay

an inch by an inch, as if it were a casserole.

4. Remove the shell, sheet, etc. You'll get a mold.

5. Unseal oil or petroleum jelly into the mold with the help of the brush.

6. Prepare a mixture of plaster, placing a part of plaster with two water, in case it becomes very hard to add a little more water, but avoid adding too much (performs the activity as quickly as possible, since the plaster solidifies very quickly).

7. Add plaster to the pan.

8. Let dry for a few minutes.

9. Moldless and anger your brown fossil or some other color you like to make it look more real.

10. Clean up your workspace. PROCEDURE FLOWCHART

62

Results Paste a photo or draw your fossil. RESULTS ANALYSIS 1.-What is evolution? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- What are the direct evidence of evolution? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

63

3.- What kind of fossil did you make? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.- How else could you make a fossil? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. - Are there fossils of muscles and organs? Explicate your answer. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6.- What mistakes did you make in the development of the experiment? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

64


Conclusions

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________

BIBLIOGRAPHIC REFERENTS _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

65

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

66

PRACTICE 7. "ENZYMATIC ACTION IN DIGESTION"

OBJECTIVE

Analyze and determine the properties of the enzymes in order to carry out the digestion process.

INTRODUCTION: (write an introduction)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Write the statement of the problem:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Write a Hypothesis that proposes the expected results:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

67

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


5 1 1 1 1 1

12 1

Test tubes Dissection needle or wooden stick Maria bath Electric grill Dropper Rack Slides Thermometer Sticky labels Markers Reagents Starch solution 1% Lugol

* *

*

* * *

* *

*

*

* *

Procedure

1.Take and mark 6 slides: RL, 0, 2, 4, 6 and 8

2.Place slides in order on a sheet of white paper.

3.Al slide marked with RL (lugol reagent), put a drop on it and extend it along the slide. Notice the

color of the lugol scattered over the slide and record its observations.

4.Pour saliva into a test tube until one-quarter of the tube is reached. In another tube put the same

amount of pre-prepared starch solution. Mix the two substances by passing the content from one

tube to another and shake it.

5.With two-minute intervals place a drop of the saliva and starch mixture on each slide. Add a drop

of Lugol, mix the two drops with a dissection needle or wooden stick and extend it along the slide

(the starting point will be with the slide marked with 0, two minutes later with the number 2 and so

on). Record your observations regarding the coloration acquired by the saliva and starch mixture in

the presence of the Lugol on each slide.

6.Repeat step 4 and pour saliva and starch into three test tubes, heat them into the water bath: one

to 37o C, one to 60oC and the third until boiling.

68

7.Repeat step 5 and check the enzymatic action on each tube.

Write down your observations.

RESULTS ANALYSIS 1.What is the function of the liver and pancreas?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

2.Where does the process of absorption of nutritious substances occur in the small intestine?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

69

3.How many salivary glands does humans have and what is their function?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

4.What is the gizzard for in birds?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

Conclusions

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_______________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

70

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

PRÁCTICA 8. “SISTEMA RESPIRATORIO EN HUMANOS”

71

Objective

Thestudent will understand the physiology of the respiratory system in terrestrial mammals.

1. How does the respiratory system work in humans?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

2. How can we develop a model of the respiratory system?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

72


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1

2 1 2 1 1 1 1

A 2-litre plastic soft drink bottle returnable with a screw cap. Medium balloons No. 5 or No. 6. Big globe No. 9. Thick-walled (rigid) pops. Clay. Adhesive tape for electrician. Thin yarn or string. Knife or knife of a single edge

* * * * * * * * *

Security measures:

Be careful not to cut yourself with the knife.

73


1. Cut the bottom of the plastic bottle and keep the top with the screw cap. Try to remove the edge that presents the edge where the cut was made. You can use the adhesive tape to remove the sharp edge.

2. Make a hole in the top of the screw cap, so that the poops pass through it.

1. Une los dos popotes con cinta adhesiva para electricista, de manera que formen una “Y” Inverted.

2. Tie a water balloon to each stern with wire or duct tape for electrician.

3. Run the other ends of the pops through the lid of the bottle.

4. Line the hole in the bottle cap with clay.

5. Put the pots in the bottle and screw the lid.

6. Cut the big balloon near its narrowest part.

74

1. Place the widest part of the cut balloon in the bottom hole of the bottle, and secure its edges with electrical insulating tape, to prevent it from slipping when handling the model.

2. With one hand hold the bottle and with two fingers from the other, stretch down the piece of balloon you placed at the bottom. (Describes what happens).

1. Then push up the balloon piece with your hand fist. describes what happens when he pushes him.

PROCEDURE FLOWCHART

75

RESULTS RECORD 1.- WhatQuhappens when you stretch the balloon piece from the bottom down?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- What happens when you push it up? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ RESULTS ANALYSIS 1.- If you analyze the model built in this practice and compare it with some parts of your body. What will the part of the popping inside the bottle represent? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- What would the two straws that branch into the inside of the bottle represent? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

76

3.- What could you imagine are the two small balloons you joined at the end of each of the straws? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.- What does the large balloon piece placed on the bottom of the bottle represent? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5.- What moment does body ventilation represent when you pull the balloon down? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6.- How would you interpret in human breathing the moment when the balloon piece is pushed up? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

77

7.- What does the plastic bottle represent? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8.- What does the balloon represent at the bottom of the bottle? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9.- What mistakes did you make in developing the practice? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


78

Conclusions

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report

5. Elaboration of

Conclusions

Rating:

Feedback:

79

PRACTICE 9. "PULSE, BLOOD PRESSURE AND PHYSICALACTIVITY"

Objective

The student will evaluate blood pressure and pulse, both at rest and after physical activity.

INTRODUCTION (writes an introduction)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

You will have to establish the main concepts to be able to understand and carry out this practice.

Therefore, you will have to answer the following approaches, reviewing bibliography and writing in

the area for this arranged, all perfectly organized:

1. What is blood pressure?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

80

2. Define pulse, explaining the terms of sistole and diastole.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

3. It mentions the main functions of the circulatory system.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

4. Make a scheme of the heart, pointing out its parts.

81

5. Make a conceptual map where all the above concepts are interrelated.

82

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 1

Baumanometer Stethoscope Stopwatch (or clock with stopwatch)

* * *

Security measures:

The use of the equipment must be duly guided by the teacher.

EXPERIMENTAL DEVELOPMENT a. In a sleep state, take your pulse by placing your index and middle fingers of your right hand over the bottom of your left hand wrist, or using the stethoscope to measure your pulse over your heart. b. Write down the number of beats in 15 seconds and multiply it by 4 to know the number of beats per minute. c. With the baumanometer, measure blood pressure. d. Give 2 or 3 laps to the football pitch running, and when he finish repeats points 1, 2 and 3. e. Perform this with all your team members. f. Write down your results in the chart, compare them and get the average of your team members.

Before exercise

1 2 3 4 5 Average

Pulso

Blood pressure

After

exercise

Pulso

Blood pressure

83

RESULTS ANALYSIS

Write down your answers in the relevant area, as well as your conclusions, after you have discussed

them as a team.

1.What are the changes you notice in your body after you have run?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2.What do you think is the difference in exercise resistance between your peers?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3.How does low physical endurance relate to heart conditions?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4.What is hypertension?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5.Mention ways hypertension can be prevented.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

84

Conclusions

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________

BIBLIOGRAPHIC REFERENTS ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report

5. Elaboration of

Conclusions

Rating:

Feedback:

85

PRACTICE 10. "NERVOUS SYSTEM"

Objective

Know the activity of the nervous system as a regulator of functional activities in the body.

Introduction

The most important role of the nervous system is the reception and correct interpretation of stimuli from the environment and its internal environment, in addition to generating adequate responses. Sensory organs become the only pathways of communication with the outer environment,and are found at different points on the surface and inside the body. Stimuli are captured by receptors in the central nervous system where sensation occurs. This sensation is the result of a particular type of stimulus.

A neuron is a star-shaped cell with a celular body consisting of a nucleus, cellular organelles and a large number of extensions and ramifications that give it a characteristics hape, those shorter and numerous are called dendrites, while the longest is called axon. The main elements of the central nervous system are: brain, spine marrow to which a cross-section is the gray matter, white matter and central matter.

In many animal species sensory organs that are not developed in humans can be found, for example, to capture in-rare radiation the snakes use the organ of the pit and to perceive electric fields, the sharks have the ampoules of Lorenzini. Over the course of evolution, increasingly specialized sensory organs have developed due to the joint action of nerve cells that give it greater discernment capacity than isolated nerve cells.

86

1. What is the biochemical process that is performed between neurons without there being a real

contact between them ?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

2. What is the name of the nerve cell?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

3. What is the main function of the nervous system?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4. What are the organs of the central nervous system

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

87

5. What are the organs of the peripheral nervous system?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 3 3 3 1 1 1 1

1

Cardboard box (shoes) Black plastic bag Clips Needles Tacks Stuffed toy Carrot Celatin powder or curd Lemon Golosins (bittersweet, spicy and sweet) Match Sal and/or sugar

* * * * * * * * * *

* *

EXPERIMENTAL DEVELOPMENT The materials must be placed in the box and used so that each member of the interpret stimulus information from your 5 senses (hearing, touch, taste, smell and eyes closed touch, test, listening, observing and describing the shape, size y función de las cosas.

88

RESULTS RECORD

1.- Record your observations in the following table:

Object Sense

ANSWERS AND/OR SENSATIONS

Observations

RESULTS ANALYSIS 1.- How do youlink the activity with what isinvestigated at the beginning of the practice? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

89

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- Forwhat purpose was a more explosive reaction? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.- HowCon q did an object be identified? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusions

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

90

PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report

5. Elaboration of

Conclusions

Rating:

Feedback:

91

PRACTICE 11. "VEGETABLEFABRICS"

Objective

The student will understand what plant anatomy is.

1. What cells make up plants?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________

2. What tissues are possible to distinguish in the body of the plant?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

___________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

92

The approach to the problem sdrafted:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 1 1

Slide Cubreobjetos Biscuit or pen cutter Red vegetable dye REACTIVE AND BIOLOGICAL MATERIAL Lugol, New1001 Aloe leaf Elodea Leaves Ficus Sheets Celery Stem Key or pink put in water with vegetable dye 4 to 3 days before practice Zacate with roots

* * *

*

*

* * * * *

*

Security measures:

Be careful with the scalpel not to cut.

93


Performs a cross-section (as thin as possible) of the abyss. Place a drop of watersobre el portaobjetos. Con mucho cuidado y procurando que no se doble el corte, colócalo sobre la gota de agua en el portaobjetos. Coloca el cubreobjetos, procurando no formas burbujas de aire. Observa al microscopio en 10x y 40x.

Cut the celery stalk, place it on the slide, add a drop of Lugol, then carefully place the object cover, look at the microscope with the 10x and 40x lenses.

Place the Elodea leaf on a slide, add a drop of water. Place the cover objects, trying not to form bubbles.

Cross-section the flower stem, place it on the slide, with a drop of water, place the object cover and watch it under the microscope at 10x and 40x.

Scrape the top of the Ficus leaf, leaving only the lower epidermis. Place it on a slide, adding a drop of water. Put on cover objects avoiding bubble forming. Look at the microscope in 10x and 40x.

Cut the tip of the zacate root, place it on the slide on a drop of water. Place the object cover trying not to form bubbles, look at the microscope at 10x and 40x.

PROCEDURE FLOWCHART

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RESULTS RECORD Make your drawings indicating each of the observed tissues (parenchyma, cholénion, sclerenchyma, xylem, floema, epidermis, cuticle and stomata).

Target Recovery Sheet: Celery Stem Target:

Target Elodea Sheet: Flower Stem Target:

Zacate roots Objective: Ficus Epidermis Objective:

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RESULTS ANALYSIS 1.- What kind of tissues could you observe in all the samples? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- What is the function of the cuticle? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.- What is the function of stomata? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.- What is the difference between xylem and floema cells? Explains the function of each of them. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5.- Why is the Elodea aquatic plant not stomata? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6.- What are the cells of the parenchyma of the abyss? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7.- How cells of root coping? What is the role of coping? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8.- What mistakes did you make in developing the practice? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9.- What improvements do you suggest to the experiment? _________________________________________________________________________________

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Conclusions

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PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

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PRACTICE 12. "VEGETABLE ORGANS"

Objective

The student will understand the importance of plants based on their organs.

1. What organs make up plants?

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2. What is the biological, cultural, social and economic importance of plants?

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The approach to the problem Is drafted: :

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Redacta una Hipótesis que proponga los resultados esperados:

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MATERIALS

QUANTITY

MATERIALS


THE LABORATORY


1 1 1 1 1

1

Forget Scalpel Zacate plant with roots Wild plant with root and fruit. Lily's flower complete, with stamens. Apple

*

*

* * *

*

Security measures:

Be careful with the scalpel not to cut.


1. Look at each of the organs of the plant, identify each of its parts.

2. It crosses the apple and identifies itsparts.

3. Dissect the lily flower, identifying all parts of the flower. Place each part with its name on a white leaf, anecxed in practice.

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4. It observes the roots of theplants and determines the main and secondary root.

5. Identify the parts of the leaf: beam, undersides, ribs, limbo, petiole.

PROCEDURE FLOWCHART

RESULTS RECORD It makes a general drawing of the two plants and indicates whether it is a monocotyyledon and dicotyledonous.

Zacate Vegetable Type: Wild plant Type of vegetable:

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Make your drawings of each organ of the plant, indicate the observed parts.

Leaves

Grass Wildflower

Stem Fruit

Root

Grass Wildflower

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RESULTS ANALYSIS 1.- What are the differences between the leaves of a monocotyledon and dicotyledon? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.- What are the differences between the roots of a monocotyledon and dicotyledon? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.- Mention the functions of the following plant organs. a) Sheet: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b) Stem _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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c) Root _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ d) Flower _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.- What kind of fruit is the apple? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5.- What other types of fruits exist, give an example of each of them? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6.- What shape do the observed leaves (zacate and flower) have?

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7.- The flower you observed is: complete or incomplete?

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8.- What mistakes did you make in developing the practice?

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9.- What improvements do you suggest to the experiment?

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Conclusions

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PRACTICE ASSESSMENT

Number:


RATING SCALE


1. Preparation


3. Participation

4. Results Report


Rating:

Feedback:

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BIBLIOGRAPHY

Alonso Tejada, Ma. Eréndira. (2004). Practical and Laboratory Activities for Biology. Mexico. Mc

Graw Hill.

Aguirre Alvarez, Maria Elena. (2013) Written submission. Mexico.

COBATAB. Biology Practice Manual (1990). Mexico.

Miller, Kenneth R. and Levine, Joseph S. (2007) Manual of Biology Practices 2. The human body.

Uanl. Mexico. Pearson.

Miller, Kenneth R. and Levine, Joseph S. (2007) Manual of Biology Practices III. Uanl. Mexico.

Pearson.

Navarro Cortés, Elisa. (1999) Student Manual. Mexico. Autonomous University of Nuevo León,

Baccalaureate.

Ramírez Luna, Jorge E. and Reyes López, Andrea. (2003). Manual of Biology Practices. Mexico.

Pearson.

Velázquez Ocampo, Marta Patricia. (2010), Biology II, Mexico, ST

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"FOREVER RESPONSIBLE FOR WHAT HAS BEEN CULTIVATED"

©2020 por la Universidad del Valle de México.

Este Manual fue elaborada en la Vicerrectoría Institucional Académica de

Preparatoria de la UVM y apela al Código de Ética y Conducta de Laureate

Education, Inc.

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