Biology Lab Manual

BIOLOGY LABORORY MANUAL
SCHOOLS MISSION AND VISION

MISSION TERTIARY SCHOOL
SAN BEDA COLLEGE ALABANG
Alabang Hills Village, Muntinlupa City
To provide excellent and responsive programs and services, adopt empowering management
systems, and build a learning, caring, and praying community, guided by the teachings of St. Benedicts,
and the example of St. Bede.
VISION
To be a leading Catholic Christian educational institution committed to the holistic formation of
persons who excel in their respective endeavors and are guided by the Benedictine principles of PRAYER,
Work and Peace.
PHILOSOPHY OF EDUCATION
San Beda College Alabang is committed to provide a learning environment which leads each person to
experience the dignity of being created in the image of God and to reach the highest goal: the person of
Jesus Christ. For a life guided by Ora et Labora, Prayer and Work, SBCA aims to provide an education
which are: CATHOLIC CHRISTIAN IN PRINCIPLE, BENEDICTINE IN ORIENTATION, AND FILIPINO IN
CHARACTER.
BEDAN CORE VALUES
Prayer Work Peace Community Service Excellence
MISSION OF THE SCIENCE LABORATORY AREA
The Science Laboratory dedicates its service by aligning to the school's mission by creating a dynamic
learning environment. Committed to excellence, support programs that inspire curiosity and critical
thinking. Guided by St. Benedict's principles and St. Bede's values, it aims to empower through
leadership and effective management.
The facility and community foster holistic learning, embracing care, empathy, and spiritual growth.
Recognizing the interconnectedness of science and spirituality, which instill appreciation to learners
about the natural world and the sense of responsibility. Through prayerful reflection and ethical conduct
that will shape individuals to contribute meaningfully to society, by embodying the Benedictine heritage.
As a beacon of intellectual curiosity and ethical responsibility, the Science Laboratory aligns seamlessly
with the broader school mission. Embarking on the journey of discovery, growth, and service.
DISCLAIMER
PAGE \* MERGEFORMAT 73 | Page
This laboratory manual, titled "Biology Laboratory Manual," has been created to provide students with a
comprehensive guide to various science experiments. The activities included in this manual have been
sourced from different books and reputable scientific publications to enrich the learning experience.
The experiments presented in this manual have been adapted from different sources. The compilation
aims to integrate diverse perspectives and methodologies to offer a well-rounded understanding of
scientific concepts. The original sources have been credited wherever applicable, and efforts have been
made to respect intellectual property rights.
INTENT AND USE

This compilation is intended solely for educational purposes within San Beda College Alabang. The
manual is designed to supplement classroom instruction and facilitate hands-on learning in laboratory
settings. It is not intended for commercial purposes, distribution beyond the college, or any
unauthorized use.
LIMITATION OF LIABILITY
While every effort has been made to ensure the accuracy and reliability of the information presented in
this manual, San Beda College Alabang and the compilers cannot be held responsible for any errors,
omissions, or consequences arising from the use of this material. Users are encouraged to cross-
reference with original sources and exercise caution during laboratory activities.
FAIR USE
The compilation adheres to the principles of fair use under copyright law. The inclusion of materials
from different sources is done for educational and non-commercial purposes, with due acknowledgment
to the original creators.
PREFACE
Welcome to the Biology Laboratory Manual, a comprehensive compilation of laboratory activities

carefully curated from diverse sources for the students of San Beda College Alabang. This manual serves
as a collective resource, bringing together experiments from reputable textbooks, scientific journals, and
educational platforms to provide you with a broad and enriching laboratory experience.
The creation of this manual stems from the recognition that a variety of valuable resources exist across
the field of biology. By compiling experiments from different sources, we aim to offer you a well-
rounded perspective on biological concepts and phenomena. The diverse origins of the experiments
allow for a nuanced exploration of topics and foster a deeper understanding of the intricacies within the
biological sciences.
Experiments in this manual are organized systematically, covering a spectrum of biological disciplines.
Each experiment is designed to align with the learning objectives of your biology curriculum. Clear
instructions, accompanied by diagrams and relevant background information, are provided to facilitate a
seamless and informative laboratory experience.
This compilation exists thanks to the collaborative efforts of several authors, researchers, and educators
whose work has been cited. We thank these writers for their invaluable ideas and expertise, which are
acknowledged at the end of this book for future reference.
While every effort has been made to appropriately credit the original sources, if you believe any content
requires additional acknowledgment, please bring it to our attention. This manual adheres to ethical
standards and strives to respect intellectual property rights in line with copyright laws and fair use
principles.
As you engage with the experiments in this manual, your feedback is crucial. We encourage you to share
your experiences, observations, and suggestions. Your input will contribute to the continuous
improvement of this compilation and future editions.
We hope this compiled Biology Laboratory Manual enhances your laboratory learning experience and
inspires a deeper appreciation for the biological sciences. Happy exploring!
TABLE OF CONTENTS
TOPICS PAGES
SCIENCE LABORATORY UTILIZATION AND SAFETY GUIDELINES 5
ACTIVITY NO. 1 TERMINOLOGICAL BIOLOGY 7
ACTIVITY NO. 2 MICROSCOPE 9
ACTIVITY NO. 3 EXPLORATION OF THE CHARACTERISTICS OF LIFE 13
ACTIVITY NO. 4 SCIENTIFIC METHODS 17
ACTIVITY NO. 5 CYTOLOGY 20
ACTIVITY NO. 6 HUMAN HISTOLOGY 23
ACTIVITY NO. 7 FOOD CHEMISTRY 26
ACTIVITY NO. 8 FROG ANATOMY 28
ACTIVITY NO. 9 COMPARATIVE STUDY OF PROKARYOTIC AND EUKARYOTIC CELLS 32
ACTIVITY NO. 10 MITOSIS 35
ACTIVITY NO. 11 MEIOSIS 38
ACTIVITY NO. 12 NUTRITIONAL RELATIONSHIPS 41
ACTIVITY NO. 13 IDENTIFICATION AND TERMINOLOGY OF ANATOMY 47
ACTIVITY NO. 14 LEVELS OF BIOLOGICAL ORGANIZATION 51
ACTIVITY NO. 15 THE SKIN AND THE INTEGUMENT 53
ACTIVITY NO. 16 SKELETAL SYSTEM 56
ACTIVITY NO. 17 MUSCULAR SYSTEM 61
ACTIVITY NO. 18 DIGESTIVE SYSTEM 66
ACTIVITY NO. 19 RESPIRATORY SYSTEM 72
ACTIVITY NO. 20 CIRCULATORY SYSTEM 74
ACTIVITY NO. 21 EXCRETORY SYSTEM 76
ACTIVITY NO. 22 REPRODUCTIVE SYSTEM 79
ACTIVITY NO. 23 NERVOUS SYSTEM 84
ACTIVITY NO. 24 DNA EXTRACTION 88
ACTIVITY NO. 25. POLYGENIC TRAIT - FINGER PRINTING 91
Science Laboratory
SAFETY Guidelines
I. GENERAL POLICIES AND PROCEDURE
A. Laboratory Room
 This is utilized in investigating scientific phenomena.
 A laboratory room is a working area. All other activities are not allowed.
 No student is allowed to stay in the laboratory room except during his/her laboratory period.
 Eating and drinking are prohibited.
B. Laboratory Gown is a MUST.
 Only those students wearing lab gowns are allowed to perform the experiment.
C. Borrower’s Form
 When borrowing apparatus, students should scan the QR code, fill out the google form properly
and submit on the activity day as advised by the subject teacher. (QR codes are posted in each
respective labs).
D. Breakages/Losses
 Students are responsible for the breakages and losses of laboratory apparatus. Broken/loss
apparatus should be reported immediately to the laboratory assistant and to the subject teacher
after which they will have to fill out the Breakage/Loss slip.
 Breakages/losses can be paid in the cashier or be replaced with the same description / unit of
the apparatus.
II. LABORATORY SAFETY RULES/SAFETY HABITS

 Accidents in the laboratory can be minimized, if not completely avoided. Students should
consciously observe the following safety rules:
1. Be punctual
 Arrive on time for any activity/experiment in order not to miss any important
information or instructions.
2. Come to the laboratory room prepared with needed materials.
3. Read and follow directions for laboratory work. Consult your teacher for clarifications of the
activity when in doubt.
4. Familiarize yourself with the following features and the physical settings of the laboratory:
 Gas valves, Electrical socket, and water valves
 Emergency shower
 Medicine cabinet/first aid kit
 Pail/box of sand
 Fire exit
 Fire Extinguisher
5. Wear laboratory gown during an experiment/activity. Wear additional gadgets like safety
goggles, gloves, face mask/ face shield where chemical work is done for your own protection.
6. Never taste, smell, and play with issued chemicals and do not rub eyes or bite nails while
doing the experiments.

7. Have a neat appearance.

 Ladies should tie back loose hair.
8. Practical joking of any kind is strictly forbidden.
 Talking is permitted if control and restraint are practiced.
9. Studying the PURPOSE of an experiment becomes one of the most important steps of beginning
science laboratory practice.
10. All containers of chemicals must be clearly labeled.
11. Students should instinctively check all glassware for cracks prior to use.
12. All materials requested will be issued at the dispensing window before the activity and after
the experiment be sure to return all equipment or materials clean and dry.
13. Ask the teacher where to dispose the solid or liquid waste materials.
14. Drains should be thoroughly flushed after spilling out reagents.
15. Be honest.
 Report all accidents, breakages, and loss of equipment to the lab assistant or subject
teacher.
16. ALL INJURIES, REGARDLESS OF HOW MINOR, SHOULD BE REPORTED TO THE TEACHER OR
LABORATORY ASSISTANT IMMEDIATELY TO GET THE FIRST AID TREATMENT OR MEDICAL
ASSISTANCE FROM THE SCHOOL CLINIC.
17. Leave the work area clean and orderly.
NOTE: Students will need to submit the safety agreement form after the science lab orientation.

IN CASE OF EMERGENCY USE THE MIDDLE STAIRS GOING DOWN TO THE PARKING AREA.
ACTIVITY 1: TERMINOLOGICAL BIOLOGY

NAME: _______________________________________________ DATE: _________________
COURSE/YEAR: _______________________FACULTY: __________________RATING: ________

INTRODUCTION:
Biology is a challenging subject for many students since it can be challenging to write, spell, and read
words. Words that have been combined to create new meanings are called technical terminology in
biology. The topic will be lot simpler for you to comprehend if you know what the prefixes and suffixes
represent.
Lab Duration: 1 meeting: 1 hour
OBJECTIVE:
To become familiar with the definitions of terms that are frequently used in biology studies.
Prefix Meaning Prefix Meaning
a or an not or non Haplo- single or simple
Meso- middle or intermediate Hemo- Blood
meta- Hemato- Blood component
Endo- Inside/internal Hyper- above
Aero- Air dependent Hypo- below
Anti- against Intra- within, inside
Amphi- both lateral side
Aqua- water Karyo- nucleus
Arthro- joint morph form
Auto- self micro Small, minute
Bi- or di- two or doubled macro big
Bio- life multi many
Cephalo- head Myo- muscle
Chloro- green sub lesser, below
Chromo- color, pigment troph eat, consume
caryo- nucleus helminth worm
cyto- cells therm heat
Derm- Layer or skin tri three
diplo doubled/paired zoo animal
ecto or exo external zoa animal
epi above Suffix Meaning
Eryhtro- Red or reddish -itis Inflammation, disease
Glyco or gluco sugar -ase enzyme
genesis beginning, origin -cide killer,kill,killing
herba plants -logy Study of
mono one, single -lysis Degradation, releasing
poly many, numerous -pod Foot/ base
hetero different, variety -cyte cells
homo alike, similar -phobia Fear
hydro water -philia love
I. Determine each of the following words' meanings through the use of the list.
Words Meaning Words Meaning

1. Hydrology _________________ 16. Endocytosis _________________

2. Cytology _________________ 17. Insecticide _________________

3. Protozoa _________________ 18. Anaerobic _________________
4. Epidermis _________________ 19. Bilateral _________________
5. Spermatogenesis _________________ 20. Endotherm _________________
6. Cytoskeleton _________________ 21. Subcutaneous _________________
7. Abiotic _________________ 22. Arthropod _________________
8. Dermatitis _________________ 23. Microbiology _________________
9. Hypodermic _________________ 24. Hypothermia _________________
10. Hemophilia _________________ 25. Photolysis _________________
11. Hydrolysis _________________ 26. Polysaccharide _________________
12. Protoplasm _________________ 27. Cytoplasm _________________
13. Autotroph _________________ 28. Mesoderm _________________
14. Cephalopod _________________ 29. Arthritis _________________
15. Hydrophobia _________________ 30. Helminthology _________________
II. Select the appropriate scientific term based on the definition.
_____ __1. Aerobic a. Outer layer of the skin

________2. Arthropod b. Breaking up of the cell
________3. Polycystic c. Inflammation of the appendix
________4. Arthritis d. Oxygen dependent
________5. Ectoderm e. Jointed appendages
________6. Plasmolysis f. Foreign particulate matter
________7. Anaerobic g. Without oxygen
________8. Antigen h. Loss of water in the cell
________9. Cytolysis i. Disintegration of cells
________10. Appendicitis j. Inflammation of the joints
k. Inner layer of the skin
ACTIVITY 2: MICROSCOPE
NAME: _______________________________________________ DATE: _________________
COURSE/YEAR: _______________________FACULTY: __________________RATING:________

INTRODUCTION:
The development of the microscope from a simple magnifying lens to a compound light
microscope and ultimately to an electron microscope is fascinating and crucial to biologists and medical
science because a significant portion of the living world is microscopic or can be taken and studied under
a microscope.
A compound microscope, sometimes referred to as a binocular microscope, is a type of optical
device used to magnify small objects that are invisible to the unaided eye. It is frequently employed in a
variety of laboratory settings, scientific research, and teaching. The word "binocular" refers to a
microscope that has two eyepieces, making stereoscopic and comfortable viewing possible.
The ideal tool for solving mysteries and finding answers in the scientific fields of disease,
microbiology, biology, and other fields requiring the study of minute details is a microscope.
Objective:
To be able to recognize the parts of a microscope and how to use it properly, particularly
understanding the function of each component.
Lab Duration: 1 meeting
Materials:
Binocular microscope
Prepared mounted small letter e slide
PART 1. Familiarization
Procedure:
1. Familiarize the common microscope utilized in the lab
2. Identify the mechanical parts, illuminating parts and optical parts of the microscope.
3. Label the parts of the microscope and note the function of each part.
Optical Parts
1. Objective Lenses: - The microscope contains multiple objective lenses with different magnification
levels. These lenses are mounted on a rotating nosepiece, allowing users to switch between
magnifications easily.
2. Eyepieces (Oculars): - Binocular microscopes have two eyepieces positioned at the top of the
microscope tube. Each eyepiece typically has a magnification factor, and the combination of the
eyepiece and objective lens determines the overall magnification.
3. Magnification and Total Magnification: - Binocular microscopes offer various magnification levels,
typically ranging from 4x to 100x or higher. The total magnification is calculated by multiplying the
magnification of the objective lens by that of the eyepiece.
Mechanical Parts
4. Binocular Head: - The binocular head is the upper part of the microscope that holds the eyepieces. It
can be adjusted to accommodate different users by changing the interpupillary distance (the distance
between the eyes).

5. Focus Adjustment: - Binocular microscopes have coarse and fine focus adjustment knobs. The
coarse adjustment is used for initial focusing, while the fine adjustment allows for precise focusing on
the specimen.
6. Stage: - The stage is a flat platform where the specimen is placed for observation. It often includes a
mechanical stage with knobs that allow for precise movement of the specimen in both the X and Y
directions.
7. Base: - The base of the microscope provides stability and support. It often contains the power supply
for the illumination system.
8. Power switch - The microscope is turned on and off by the switch.
Illuminating Parts
9. Condenser: - The condenser is located beneath the stage and is responsible for focusing and
directing light onto the specimen. It can be adjusted to control the intensity and angle of the light.
10. Illumination: - Binocular microscopes may have built-in illumination systems, including LED or
halogen lights. The light source is positioned beneath the stage and directed upward to illuminate the
specimen.
11. Diaphragm: - The diaphragm, located within the condenser, controls the amount of light passing
through the specimen. It helps in adjusting the contrast and brightness of the image.
PART II. Slide viewing

PROCEDURE:

Viewing a slide under a binocular microscope involves several steps to ensure proper focus, illumination,
and observation. Here are four essential steps:
1. Slide Placement:
- Place your prepared slide of small letter e to observe. Ensure that the slide is clean and free from
debris. Place the slide on the stage of the binocular microscope and secure it using the stage clips or
other appropriate mechanisms.
2. Objective Lens Selection:
- Start with the lowest magnification objective lens (e.g., 4x or 10x) to locate and center the specimen.
Rotate the nosepiece to choose the desired objective lens. Lower the objective lens close to the slide
without making contact.
3. Coarse and Fine Focus Adjustment:
- Use the coarse focus adjustment knob to bring the specimen into rough focus. Move the stage up or
down until you see a blurry image. Be cautious not to lower the objective too close to the slide to avoid
contact.
- Once the specimen is roughly focused, use the fine focus adjustment knob to sharpen the image.
Gradually turn the fine focus knob until the details of the specimen become clear. This step allows for
precise focusing.
4. Adjusting Illumination and Diaphragm:
- Adjust the illumination to ensure proper lighting of the specimen. If the binocular microscope has a
built-in light source, control its intensity using the corresponding knob. If available, adjust the diaphragm
to control the amount of light passing through the specimen. This can improve contrast and visibility.
- Experiment with the angle and intensity of the light to enhance the details of the specimen. Be
mindful of adjusting the light according to the transparency and characteristics of the sample.
5. Draw the letter e under the LPO and HPO.

Remember to always start with the lowest magnification objective when initially locating and focusing
on your specimen. As you become satisfied with the focus and observation at lower magnifications, you
can then progress to higher magnification objectives for more detailed examination. Additionally, handle
the microscope and slides carefully to avoid damage and maintain a clean viewing environment.
DATA:
1. Draw the prepared slide with the observed letter E.

Letter “e” in LPO Letter “e” in HPO

2. Analysis and Discussions:
a. "How does the binocular design of the microscope contribute to the effectiveness of
specimen observation and analysis? Consider factors such as stereoscopic vision, comfort
during prolonged use, and the impact on depth perception.
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b. Discuss how the combination of binocular vision and magnification options influences the
quality of observations and contributes to a more comprehensive understanding of
microscopic structures.
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c. Additionally, explore any challenges or limitations associated with binocular microscopy and
propose potential solutions or improvements."
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ACTIVITY 3: EXPLORATION OF THE CHARACTERISTICS OF LIFE

NAME: _______________________________________________ DATE: _________________


INTRODUCTION:
This activity will examine the seven aspects of life: order, sensitivity or response to
stimuli, reproduction, adaptation, growth and development, regulation, and energy processing. The
characteristics of life are the essential properties and processes that separate living beings from non-
living substances. These traits are frequently used to define and distinguish life, giving a foundation for
understanding the nature of living things.
Objective: To investigate and observe various characteristics of living organisms.
Lab Duration: 2 days (inclusion for microbial growth)

Materials:
1. Microscopes
2. Prepared slides with various specimens (e.g., plant cells, animal cells, microorganisms)
3. Living organisms (plants, insects, or small aquatic organisms)
4. Microscopes
5. Dissecting kits and pan
6. Petri dishes
7. Microscope slides and cover slips
8. Pipettes
9. Microbiology agar plates
10. Marking pens
11. Lab notebooks
Procedure:
1. Observation of Prepared Slides:
- Using microscopes, examine prepared slides containing different types of cells (plant cells, animal
cells, microorganisms). Draw the detailed observations and sketches of each cell structure.
2. Live Organism Observations:
- Observe living organisms (plants, insects, or small aquatic organisms) using microscopes and discuss
their observable characteristics. Record all observations related to order, sensitivity, reproduction,
adaptation, and growth.
3. Dissection Activity:
- Conduct a dissection activity using specimens such as small animals or insects. Identify and examine
organs and tissues. Draw the detailed observations and sketches of each specimen. Discuss how the
structures relate to the functions of the organism.
4. Microbial Growth Experiment:
- Use microbiology agar plates to study microbial growth. Set up plates with samples from different
sources (as instructed by the professor, place the plates in different area to collect microbial samples for
growth experiment e.g., air, surfaces). Observe and discuss the presence of microorganisms, their
growth patterns, and how they fulfill the characteristics of life.
- Have students analyze their observations and relate them to the characteristics of life. Discuss how
the observed characteristics vary among different organisms.

6. Lab Report:
- In their lab notebooks, students should compile their observations, sketches, and analysis. Each
student or group should provide conclusions based on the characteristics of life.
7. Class Presentation:
- Have students present their findings to the class. Encourage discussions and questions to promote a
deeper understanding of the characteristics of life.
Note: Ensure safety precautions are followed during dissections and provide clear instructions for the
handling of live organisms. Emphasize the importance of ethical considerations and respect for living
organisms throughout the activity. Adjust the complexity of the specimens and activities based on the
students' level of prior knowledge and the course curriculum.
DATA:
1. Observation and descriptions of Prepared Slides:
PLANT CELL ANIMAL CELL MICROORGANISM CELL
PLANT CELL CHARACTERISTICS ANIMAL CELL CHARACTERISTICS MICROORGANISMCELL CHARACTERISTICS
2. Live Organism Observations:

SAMPLE LIVING ORGANISMS
CHARACTERISTICS PLANT INSECT AQUATIC ORGANISM
___________ ___________ ________________
ORDER
SENSITIVITY
REPRODUCTION
ADAPTATION
GROWTH
3. Dissection Activity: ILLUSTRATED DISSECTION OF THE INSECT

BEFORE DISSECTION AFTER DISSECTION
COMPARATIVE OBSERVATION FROM THE HUMAN BODY:

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4. Microbial Growth Experiment:

PART 1. COLLECTION OF MICROBIAL SAMPLES
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PART 2. INSPECTION OF THE MICROBIAL GROWTH

Observations:
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AGAR PLATE WITH COLLECTED SAMPLE
After 1 day culture

"How do the observed characteristics of different organisms in this lab activity contribute to their
ability to thrive and adapt within their respective environments? Consider the variations in order,
sensitivity, reproduction, adaptation, growth and development, regulation, and energy processing
among the specimens studied. Discuss any patterns or correlations that emerged during the observation
and how these characteristics contribute to the overall success and survival."
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ACTIVITY 4: SCIENTIFIC METHODS

“Investigating Paper Airplane Flight”
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
In today's lab, we will be exploring “Investigating Paper Airplane Flight,” and your task will be to
follow the scientific method to investigate and understand it better. Through hands-on experimentation
and critical thinking, you will navigate each step of the scientific method and gain valuable insights into
the process that shapes scientific discovery.
Scientists use the scientific method to explore and understand the world around them. This
method allows for a systematic and organized approach to problem-solving, ensuring that investigations
are conducted with rigor and precision. You will learn how to formulate hypotheses, design
experiments, collect data, and draw conclusions based on your findings. Get ready for a journey of
exploration, inquiry, and discovery as we dive into the Scientific Method Lab Activity!
Objective:
1. To explore the factors influencing the flight distance of paper airplanes using the scientific method.
2. To introduce you to the scientific method by investigating a specific question or problem.
Lab duration: 1 meeting
Materials:
1. 2 Sheets of paper 3. Stopwatch or timer
2. Ruler 4. Maskin Tape
Procedure:
1. FORMULATE A QUESTION
- Begin by asking the students a question related to paper airplane flight. For example, "What factors
affect how far a paper airplane can fly?"
2. BACKGROUND RESEARCH
- Discuss the basic principles of aerodynamics and how they might apply to paper airplane flight.
Encourage students to think about variables that could impact the flight distance.
3. FORMULATE HYPOTHESES
- Formulate hypotheses based on their understanding of aerodynamics. For instance, "I hypothesize
that a paper airplane with a longer wingspan will fly farther."
4. EXPERIMENTAL SET UP:
- Create different paper airplane designs using the sheets of paper. Encourage variations in wingspan,
paper type, or folding techniques. Ensure each student or group creates at least two different designs.
DRAW THE PROTOTYPE OF THE THREE AIRPLANES MADE.
5. CONTROL VARIABLES:
- Emphasize the importance of controlling certain variables, such as the force applied when launching
the airplane. Instruct students to use a consistent throwing technique for each trial.
6. FLIGHT TRIALS:
- Conduct a series of flight trials for each paper airplane design. Measure the distance traveled by each
airplane using a ruler. Perform multiple trials for each design to account for variability.
7. DATA COLLECTION:

- Record the gathered data, including the flight distance for each design. Note any observations or
unexpected outcomes.
8. ANALYSIS:
- Analyze the data gathered to identify patterns or trends. Discuss whether the results support or
contradict their hypotheses.
9. CONCLUSION:
- Draw conclusions based on notable observations. Discuss the implications of the findings and
whether they can make any generalizations about paper airplane flight.
10. REFLECTION:
- Reflect on the scientific method steps they followed during the experiment. Discuss the importance
of repeatable experiments and the role of variables in scientific investigations.
Note:
This hands-on activity with paper airplanes allows students to directly engage with the scientific method
in a fun and practical way. It emphasizes the importance of formulating hypotheses, conducting
experiments, and analyzing data. The simplicity of the materials makes it accessible while still providing
valuable insights into the scientific process.
DATA:
FLIGHT TRIALS
FACTORS Trial1 Trial2 Trial3
distance
time
Size of the plane
OBSERVABLE
OUTCOMES
ANALYSIS:
1. HYPOTHESES: __________________________________________________________________
Discuss whether the results support or contradict their hypotheses.
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2. GENERALIZATION. Discuss the implications of the findings and whether they can make any
generalizations about paper airplane flight.
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3. Discuss the importance of repeatable experiments and the role of variables in scientific investigations.
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ILLUSTRATIONS OF THE DIFFERENT PROTOTYPE OF THE THREE AIRPLANES MADE.
ACTIVITY 5: CYTOLOGY
Comparative Study of Plant and Animal Cells

NAME: _______________________________________________ DATE: _________________
INTRODUCTION:
Welcome to the fascinating realm of cytology, where we explore the microscopic world of
cells! Cytology, also known as cell biology, is the study of cells—the basic structural and functional units
of life. In this lab activity, we will embark on a journey to investigate and observe various aspects of
cells, gaining insights into their structure, function, and diversity.
Cells are the building blocks of all living organisms, and cytology plays a crucial role in
unraveling the mysteries of life at the microscopic level. This lab activity will introduce you to the tools
and techniques used in cytology and empower you to make observations, draw conclusions, and
appreciate the complexity and diversity of cellular life
In today's lab, we will be engaging in various cytological investigations, including the
examination of plant and animal cells, the identification of cell organelles, and the observation of
cellular processes. You will have the opportunity to use microscopes, prepare slides, and make detailed
observations that will deepen your understanding of cell structure and function.
Objectives:
1. To provide you a practical introduction to observing cells under a microscope.
2. To differentiate between the plant and animal cell, organelles, and basic functions that take place
inside these minuscule structures.
3. To observe and compare the structures of plant and animal cells through microscopy,
4. To identify key organelles and to understand the structural differences between the two cell types.

Materials:
1. Microscopes
2. Prepared slides of onion cell and human blood cell
3. Microscope slides with labeled cell organelles (for reference)
Procedure:
1. Microscopic Observation:
- Use the microscopes to examine the cell slides of plants and animals at different magnifications. Pay
particular attention to identify key organelles such the cytoplasm, cell membrane, nucleus, and any
other structures which are evident.
2. Draw and Label:

- Illustrate the structures you see in plant and animal cells, label the organelles that are identified. Add
the magnification that was applied to each drawing.
3. Comparative Analysis:

- Compare and contrast the observed structures in plant and animal cells. Pay attention to differences
in cell shape, presence of a cell wall, and the central vacuole in plant cells.
- Discuss similarities and differences in organelle structure and distribution.
4. Discussion Questions:
- What are the major similarities between plant and animal cells?
- What structural differences distinguish plant cells from animal cells?
- How do the observed structures contribute to the functions of each cell type?
5. Conclusion:
- Summarize your findings and highlight the key features that differentiate plant and animal cells.
- Reflect on the importance of understanding cell structure in the broader context of biology.
Note:
This lab activity is designed to provide college students with a hands-on experience in comparing plant
and animal cells. It emphasizes observational skills, microscopy techniques, and the application of
knowledge about cell structure. The optional use of stains can enhance visualization, but students
should focus on identifying organelles and understanding the unique characteristics of each cell type.
DATA:
1. Illustrate the structures SEEN in plant and animal cells
ONION CELL HUMAN BLOOD CELL
2. Put a check if the organelles are present or found in the cell samples.
CELL STRUCTURES/ ORGANELLES PLANT CELL ANIMAL CELL
CELL MEMBRANE
CELL WALL
NUCLEUS
CYTOPLAM
3. Comparative analysis. Put a check if the organelles are present or found in the cell samples.

Cell Morphology PLANT CELL ANIMAL CELL

shape
Cell wall
vacuole
4. Analysis: Discuss the major similarities between plant and animal cells.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What structural differences distinguish plant cells from animal cells?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How do the observed structures contribute to the functions of each cell type?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
ACTIVITY 6: HUMAN HISTOLOGY

NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The study of the microscopic structure of human body tissues and organs is known as human
histology. To comprehend the structure, organization, and cellular function of tissues, thin sections of
the tissues are examined under a microscope. In the biological and medical sciences, histology is
essential because it sheds light on the healthy and diseased states of tissues, facilitating the
identification and management of illnesses. Histology provides researchers and medical practitioners
with an understanding of the complex interactions between various cell types and how they contribute
to the preservation of the body's general health and functionality by looking at the cellular intricacies.
The four primary tissue types that make up the human body each have distinct roles and
qualities. The outermost layer of the body is made up of epithelial tissue, which also lines the inside
organs, providing a barrier of defense and aiding in absorption. Bone, blood, and cartilage are just a few
of the body elements that are supported and connected by connective tissue. While neural tissue
organizes communication between various bodily parts through the transmission of electrical signals,
muscular tissue permits movement through contraction and relaxation. The human body's structure and
functions are preserved by the combined action of these four tissue types.
Objectives:
1. To examine prepared slides of human tissues.
2. To identify cellular structures specific to epithelial, connective, muscular, and nervous tissues.
3. To recognize and classify different human tissues based on their microscopic features.
4. To develop the ability to correlate the observed microscopic structures with the functions of the
four basic tissue types.
Materials:
1. Microscopes
2. Prepared slides of human tissues
* Epithelial Tissues (squamous, cuboidal, columnar)
* Connective Tissues (blood, bones, elastic cartilage, fibrocartilage, hyaline cartilage, adipose tissue)
* Muscle Tissue (cardiac, smooth, and skeletal muscle tissue)
* Nervous Tissue
Procedure:
1. Microscopic Observation:
- Use the microscopes to examine the tissue slides of human at different magnifications. Pay particular
attention to identify structures which are evident.
2. Draw and Label:
- Illustrate the structures seen in human tissues, label the organelles that are identified. Add the
magnification that was applied to each drawing.
3. Comparative Analysis:
- Compare and contrast the observed structures of the different tissues. Pay attention to differences in
cell shape, and arrangements of cells in each tissue.
4. Discussion Questions:

- What notable microscopic structures can you observe in each tissue type, and how do these structures
contribute to the overall function of the tissues?
-Compare the similarities and differences between any two of the observed tissue types. How do these
variances in structure reflect their distinct roles within the body?
-How might the knowledge gained from observing these tissues under a microscope be applied in a
clinical setting? Discuss the potential diagnostic or therapeutic implications of understanding the
histology of these tissues.
Note:
This lab activity is designed to provide college students with a hands-on experience in identifying and
distinguishing different tissues. It emphasizes observational skills, microscopy techniques, and the
application of knowledge about tissue structure. The optional use of stains can enhance visualization,
but students should focus on identifying human tissues and understanding the unique characteristics of
each tissue type.
DATA:
1. Illustrate the structures SEEN in each tissue type.
TISSUES DRAWING ORGANS INVOLVED FUNCTIONS
Epithelial Tissue
squamous
cuboidal
columnar
Connective Tissue
blood
bone
elastic cartilage
fibrocartilage
hyaline cartilage
adipose tissue
DRAWING ORGANS INVOLVED FUNCTIONS

Muscle Tissue
cardiac
smooth
skeletal muscle tissue
Nervous Tissue
4. Analysis: What notable microscopic structures can you observe in each tissue type, and how do these
structures contribute to the overall function of the tissues?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
-How might the knowledge gained from observing these tissues under a microscope be applied in a
clinical setting? Discuss the potential diagnostic or therapeutic implications of understanding the
histology of these tissues.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
-Compare the similarities and differences between any two of the observed tissue types. How do these
variances in structure reflect their distinct roles within the body?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ACTIVITY 7: FOOD CHEMISTRY

Testing for Sugars, Starch, and Proteins in Food Samples
NAME: _______________________________________________ DATE: _________________
INTRODUCTION:
Our goal in this lab exercise is to examine the contents of different food samples by
looking for the presence of three key macromolecules: carbs, proteins, and sugars. The experiment
offers a thorough study of the molecular components within the chosen food samples by using
particular reagents as Benedict's solution to detect reducing sugars, iodine solution to identify starch,
and Biuret solution to show the presence of proteins. Students will have a deeper grasp of the chemical
properties and nutritional value of various food items by learning about the diverse biochemical makeup
of popular foods through color changes and reactions witnessed during the tests.
Objective:
To detect the presence of sugars, starch, and proteins in various food samples.
Materials:
1. 10 ml Benedict's reagent
2. 10 ml Iodine solution
3. 10 ml Biuret solution
4. 15 of 20 ml Test tubes
5. Test tube rack
6. Pipettes / droppers
7. Food samples (e.g., butter, bread, milk, banana, tofu.)
8. Water bath or hot plate
9. Graduated cylinder
10. Safety goggles and lab coat
11. Lab Thermometer
Procedure:
1. Label test tubes for each food sample to be tested. Soaked food samples in water.
2. Testing for Sugars (Using Benedict's reagent):
- Add 1-2 mL of each food sample to the respective labeled test tubes.
- Add 1-2 mL of Benedict's reagent to each test tube.
- Mix the contents and heat the test tubes in a water bath or on a hot plate for 5-10 minutes.
- Observe any color changes in the test tubes. A positive test for reducing sugars will result in a color
change from blue to green, yellow, orange, or red.
3. Testing for Starch (Using Iodine Solution):
- Add a few drops of iodine solution to a small portion of each food sample on a clean surface.
- Observe any color changes. A positive test for starch will result in a change from brown to blue-
black.
4. Testing for Proteins (Using Biuret Solution):
- Add 1-2 mL of each food sample to new test tubes.

- Add a few drops of Biuret solution to each test tube.

- Mix the contents and observe any color changes. A positive test for proteins will result in a change
from blue to violet or purple.
Note: Always follow proper safety precautions, such as wearing safety goggles and a lab coat, and be
cautious when working with hot surfaces.
DATA:
Record and compare the results for each test: color changes in Benedict's test (sugars), iodine test
(starch), and Biuret test (proteins).
Food BENEDICT’S TEST FOR IODINE TEST FOR STARCH BIURET TEST FOR PROTEIN
Sample SUGAR
COLOR COLOR COLOR COLOR COLOR COLOR
BEFORE AFTER +/- BEFORE AFTER +/- BEFORE AFTER +/-
Butter
Bread
Milk
Banana
Tofu
1. Draw conclusions about the presence of sugars, starch, and proteins in the tested food samples
based on the color changes observed.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Explain the significance of the color changes observed in the Benedict's test for reducing sugars.
How do these changes indicate the presence or absence of sugars in the tested food samples?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Explain the significance of the color changes observed in the Benedict's test for reducing sugars.
How do these changes indicate the presence or absence of sugars in the tested food samples?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. Describe the iodine test for starch, including the expected color changes and their implications.
How can this test help distinguish foods that contain starch from those that do not?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Discuss the role of Biuret solution in identifying the presence of proteins. What color changes are
indicative of protein presence, and how can this information be applied to assess the protein
content in various food samples?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
5. Reflect on the practical applications of these tests in real-life scenarios. How might this knowledge be useful
in assessing the nutritional value of different foods and making informed dietary choices?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
ACTIVITY 8: FROG ANATOMY

Frog Dissection Activity
NAME: _______________________________________________ DATE: _________________
INTRODUCTION:
A common and interesting lab exercise that provides students a practical chance to explore
amphibian anatomy while gaining important understanding of vertebrate biology is frog dissection. With
the help of this interactive exercise, one can examine a frog's internal and exterior characteristics,
leading to a more thorough comprehension of its physiological adaptations. The dissection proceeds by
first observing visible structures like limbs, skin, and sensory organs before revealing internal systems
like the digestive system, liver, and heart. Frog dissection is more than just an anatomy lesson; it's a real-
world application of science that enables students to connect abstract ideas to biological structures.
The lab exercise highlights the ethical treatment of animals and cultivates an appreciation for
comparative anatomy, often employing preserved specimens in place of live species. Frog dissection is
still, in the end, an essential biology teaching tool that fosters practical learning and critical thinking in
the study of vertebrate morphology.
Objectives:
1. To identify the frog's internal and exterior characteristics

2. To analyze a frog's internal structure by dissection.
3. To draw comparisons between the human and frog systems' internal and external
components that comprise their various systems

Materials:
Live frog
Fruits flies/insects
Dissecting pins
Dissecting set
Dissecting pan
Cotton/tissue
Plastic bag
Jar
Surgical gloves
Lab coat
Face mask
Procedure:
1. Place the frog in the jar. Observe following,

a. body regions f. breathing movements

b. body openings g. swallowing process
c. body symmetry h. skin
d. sensory organs i. seating record
e. tympanic membrane
2. To watch the frog swallow, release a few insects or fruit flies into the jar. After a considerable
amount of time, if the frog still doesn't seem interested in the flies or insects, force feed it by
opening its buccal cavity with forceps. Make notes about observations. Draw and label the external
features of the frog. Show the major body parts and regions.
3. Used a dissecting needle to pierce the frog's head stem, immobilizing it. Proceed cautiously and
gently.
4. Spread out the frog's appendages and place it on the dissecting pan's dorsal side.
5. Dissecting pins should be used to hold the frog in place. Pinch each arm off the pan.
6. Using the forceps, raise the skin around the throat area and create a circular hole. To reveal the
underlying tissues, cut a slit from the circular aperture using the scalpel, blade, or scissors.
7. Continue cutting from the throat incision to the anus region. Thus, the midway of the abdomen is
where the skin opens. Take care to avoid puncturing the body wall. It is preferable to use forceps to
elevate the outer layer of skin before making any cuts.
8. At the bottom of the longitudinal wound, cut lateral slits. To reveal the body wall, spread the skin
open over the abdomen. You can now slice through the wall of the body.
9. Lift the muscle across the chest area with the forceps. Create a comparable incision through the
body wall as previously done on the skin. Take care not to strike any organs below the surface. If the
frog's body is bleeding, use a cotton ball or piece of tissue.
DATA:
1. Fill in the table by describing the observations made on the external features of the frog.
External Features A brief description of the features observed
Body Regions
Head
Trunk
Forelegs
Hind legs
Body Openings
Mouth
Nostrils
Anus
Body Symmetry
Sensory Organs
Eyes
Tympanic Membrane
Breathing Movements
Swallowing Process
Skin
Texture
Pigment
Moisture

Seating position
2. Describe the parts observed in the internal features of the frog.
Internal Features Description

1. Heart
2. Lungs
3. Liver
4. Gallbladder
Internal Features Description

5. Fat bodies
6. Digestive tract
7. Kidneys
8. Sex organ
3. As observed during the activity, sketch and label the frog's exterior feature.
4. As observed during the activity, sketch and label the frog's internal structure.

Analysis:
a. What physical features are similar in frogs and humans?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b. What is the general shape of a frog’s body?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c. What internal structures of the frog are different from humans?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
d. What organs in the frog are also found in humans?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
ACTIVITY 9: COMPARATIVE STUDY OF PROKARYOTIC AND

EUKARYOTIC CELLS
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
Cells are the basic building blocks of all living organisms. Prokaryotic and eukaryotic are the two
main divisions into which all cells are classified. Cells without a nucleus encased in a membrane are
known as prokaryotic cells. The cytoplasm contains a dispersed nuclear material. One type of

prokaryotic cell is a bacterium. On the other hand, cytoplasmic organelles and a membrane-bound
nucleus are features of eukaryotic cells. These cells' nuclei have a spherical, rounded appearance.
Objectives:
To contrast cells that are eukaryotic and prokaryotic
Materials:
Microscope
Prepared slides:
a. Human blood cells
b. Muscle cells
c. Epithelial cells
d. Onion root cells
e. Yeast Cells
f. Paramecium cells
g. Streptococci slide
Procedure:
1. Examine each prepared slide under the LPO and HPO using a microscope.
2. Enter the following details in the field under TABLE A:
a. Name of the cell type under examination in the first column.
b. Description of the analyzed cell's form in the second column.
c. The cell structure seen under the LPO/HPO is shown in the third column. Mark the space beneath the
right column.
d. Fourth Column: indicates whether the cell is eukaryotic or prokaryotic. Note this as P and E,
correspondingly.
3. Sketch every cell that has been observed, marking the unique components of each cell under HPO.
4. Utilizing all of the prepared slides, repeat steps 2 through 3.
DATA:
TABLE A
Cell Type Shape CELL STRUCTURE P OR E
Cell Cell Nucleus Cytoplasm Vacuoles
membrane wall
Cell Type Shape CELL STRUCTURE P OR E

Cell Cell Nucleus Cytoplasm Vacuoles
membrane wall

MICROSCOPIC OBSERVATIONS
Cell type:
Cell type:
__________________
__________________ __________________
__________________
Cell type: Cell type:

__________________ __________________
__________________ __________________
__________________ __________________

__________________ __________________
. Analysis:
A. What cell structures are common to all cells?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
B. What cell structures are found only in EUKARYOTIC CELLS?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
C. "Compare and contrast the structural and functional features of eukaryotic and prokaryotic cells.
Discuss key differences in their organization, genetic material, membrane-bound organelles, and overall
complexity. How do these distinctions contribute to the diverse functions and capabilities exhibited by
eukaryotic and prokaryotic organisms? Provide specific examples to illustrate the significance of these
cellular variations in the context of living organisms."
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

ACTIVITY 10: MITOSIS

NAME: _______________________________________________ DATE: _________________
INTRODUCTION:
Genes within chromosomes function as the genetic code that creates an ant or a
mango tree. Through the process of mitosis, genetic material is replicated and distributed evenly,
maintaining genetic continuity. It is the mechanism via which the nucleus splits into two. Each new cell
receives an equal amount of the cells' nuclear substance during this process. Prophase, Metaphase,
Anaphase, and Telophase are the four stages of mitosis. Interphase is the time between one mitosis and
the next. DNA and chromosomal replication occur at this phase.
Objective:
To demonstrate understanding of the cell cycle and the process of cell division by observing and
recording the stages of mitosis in plant cells using onion root tips.

Materials:
1. Onion bulbs
2. Microscopes
3. Microscope slides
4. Coverslips
5. Iodine solution
6. Droppers
7. Dissection needles or scalpel
8. White light source

Procedure:
1. Obtain onion bulbs and carefully peel off the thin, translucent layer from the root tips.
2. Place the onion root tips in a small dish and cover them with iodine solution for approximately 5
minutes.
3. Using a dissection needle or razor blade, cut a small section (about 1 cm) from the onion root tip and
place it on a microscope slide.
4. Add a drop of iodine solution to the onion root tip section.
5. Carefully place a coverslip over the onion root tip to create a slide for microscopy.
6. Examine the onion root tip under a microscope, focusing on the regions of active cell division.
7. Observe and record the different stages of mitosis, including interphase, prophase, metaphase,
anaphase, and telophase.
Observations and Recordings:

1. Document the number of cells in each stage of mitosis observed.
2. Draw representative cells from each stage, noting key features.
3. Record any abnormalities or variations observed during mitosis.
Conclusion:
Discuss the significance of observing mitosis in onion root tips and relate the findings to the cell cycle.
Consider the implications of mitosis for growth, development, and tissue repair in plants.
DATA:
Document the number of cells in each stage of mitosis observed.
Phases of Mitosis Description of each phase

Prophase
Metaphase
Anaphase
Telophase

Draw representative cells from each stage, noting key features.
PROPHASE ANAPHASE
METAPHASE TELOPHASE
Analysis: Discuss the significance of observing mitosis in onion root tips and relate the findings to the cell
cycle. Consider the implications of mitosis for growth, development, and tissue repair in plants.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
ACTIVITY 11: MEIOSIS

NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
Meiosis is a kind of cell division in which the gametes, or daughter cells, have
half as many chromosomes as the parent cells (going from diploid to haploid). Meiosis I and II are the
two stages that complete the division. The reductional division known as meiosis I occurs when
homologous pairs' chromosomes split apart. In meiosis II, four daughter cells are formed through
equational division. Meiosis stages can be seen in the pollen mother cells of flower buds' anthers or in a
cytological preparation of the testis tubule cells.
Objective:
To examine the stages of meiosis.
Materials:
Prepared slides of Meiosis (Grasshopper Testis)
Microscope
Procedure:
1. Using a lower magnification, place the slide on the microscope's stage.
2. Examine the slide and look for the starting phase of meiosis, look for the dividing cells.
3. Look at the cells under a higher magnification when you find the dividing cells.
4. Observe and record the different stages of meiosis including prophase I-II, metaphase I-II,
anaphase I-II, and telophase I-II. Compare the examined slides to the illustrations provided as
reference of the documentation and record.
5. Recording and drawing the stages found noting key features.
DATA:
Document the number of cells in each stage of meiosis observed.
MEIOSIS 1
PROPHASE 1 DESCRIPTION OF EACH PHASE
LEPTOTENE
ILLUSTRATION:
ZYGOTENE
ILLUSTRATION:

PACHYTENE
ILLUSTRATION:
DIPLOTENE
ILLUSTRATION:
DIAKINASE
ILLUSTRATION:
METAPHASE 1
ILLUSTRATION:
ANAPHASE 1
ILLUSTRATION:
TELOPHASE 1
ILLUSTRATION:
MEIOSIS II
PROPHASE II DESCRIPTION OF EACH PHASE

ILLUSTRATION:
METAPHASE II
ILLUSTRATION:
ANAPHASE II
ILLUSTRATION:
TELOPHASE II
ILLUSTRATION:
ANALYSIS:
1. What is the purpose of meiosis?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does meiosis differ from mitosis?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why is the reduction in chromosome number important in meiosis?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Explain the role of meiosis in the life cycle of sexually reproducing organisms
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 12: NUTRITIONAL RELATIONSHIPS
NAME: _______________________________________________ DATE: _________________
INTRODUCTION:
A food chain outlines the nutritional linkages between various organisms and illustrates
the simple flow of energy and nutrients in an ecosystem. Essentially, it shows who eats whom in a logical
order. Producers begin the chain by transforming light from the sun into energy, just the way plants do.
After that, herbivores eat plants to stay alive. Carnivores that eat herbivores come next, and the chain
may have more tiers. The ecosystem's life is maintained by the successive transfer of energy and
nutrients, highlighting the dependency of species for their nutritional requirements.
Energy must be obtained and stored by organisms in order for them to carry out biological
functions and activities and to keep their structure and functionality. The sun is one of the primary
sources of the energy that autotrophic organisms absorb. These autotrophs subsequently transfer their
energy to higher trophic levels, where it eventually finds its way into decomposers. Energy transmission
through feeding relationships is regarded as inefficient since, as one moves towards higher trophic
levels, the amount of energy decreases. Food webs and food chains are two possible illustrations of
these feeding connections. Food webs are thought of as connected food chains since one organism truly
feeds upon more than one potential food supply, whereas food chains are a linear representation of this
feeding connection.
Objectives:
a. To exhibit knowledge of the concepts of the food web and food chain in both land and aquatic
ecosystems;
b. To establish feeding connections found in natural environments between creatures;
c. To clarify the effects of human activity and natural processes on food webs and chains.
d. To display the population dynamics according to different trophic situations.
Materials:
Pen and Paper
Procedure:
1. Identify the organisms and connect each organism based on the diet requirement.

DATA:
Work Bank
Eats plants Rabbit Fungi
Secondary consumer Wolf Makes own food
Eats meat First Order consumer Second order consumer
Photosynthesis Breaks down dead matter Autotrophs
Primary consumer plants Bacteria
PART 1. Select the relevant words and phrases from the table below and arrange them in the
corresponding sections.
PRODUCERS HERVIBORES CARNIVORES DECOMPOSERS
PART II. Untangle the connection of the food web by identifying the organisms in the web as producers,
consumers, and decomposers. Fill the table appropriately.
PRODUCERS CONSUMERS DECOMPOSERS

ANALYSIS:
1. Ecological Interconnectedness:
How does the concept of a food web differ from a linear food chain, and what does it reveal about the
ecological interconnectedness within an ecosystem?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Consider the impact of biotic and abiotic factors on the structure of food chains and food webs. How
do factors such as predation, competition, and environmental changes influence the dynamics of these
ecological models?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Keystone Species and Stability:

Investigate the concept of keystone species within a food web. How can the presence or absence of a
keystone species impact the stability and biodiversity of an ecosystem?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Human Impact on Food Webs:

- Analyze the ways in which human activities can influence and disrupt food webs. What are some
examples of human-induced changes, and how might these alterations affect the overall health and
functioning of ecosystems?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ANATOMY AND PHYSIOLOGY

The study of biological structures is called anatomy. Biological structures can be
investigated and researched at two different magnifications: microscopic anatomy, which is too small for
the human eye to see, and gross anatomy, which is visible to the naked eye. Utilizing a microscope is
necessary for the study of microscopic anatomy, which encompasses the study of tissues (histology) and
cells (cytology).
Human structure can be categorized according to levels of organization:

human
organ systems
organs
tissues
cells
molecules
Atoms
The lesser levels underneath each level of structural organization make up the level above it. For
instance, tissues are made of cells, cells are the building blocks of cells, and organ systems make up
human beings. In actuality, there are eleven (11) organ systems in humans:
The circulatory and cardiovascular systems move materials throughout the body, including glucose,
hormones, carbon dioxide, and oxygen [O2].
The integumentary system covers the body in protective layers.
digestive system: breaks down food into nutrients (vitamins, energy, and biological building blocks).
muscular system: this system gives the body movement
The body's endocrine system generates hormones that communicate with its many tissues, cells, and
organs.
The lymphatic system produces adaptive immune responses in addition to cleaning tissue fluid and
reintroducing it to the circulatory and cardiovascular systems.
nervous system: this gives one the capacity to engage with and comprehend their surroundings, both
internal and external.
The skeletal system gives the body's organs protection and a foundation for movement.
Male and female reproductive systems: they give birth to children
respiration system converts carbon dioxide (CO2) into oxygen (O2).
Urinary/excretory system removes waste materials (such as foreign substances and metabolic waste)
and filters blood.
These bodily systems overlap, with certain organs being part of many systems. For
instance, although the ovaries are reproductive organs in women, they are also regarded as endocrine
organs since they generate hormones. These body systems interact with one another in a complex way
as well. The respiratory system, for instance, is responsible for bringing oxygen (O2) into the body and
expelling carbon dioxide (CO2). It collaborates closely with the cardiovascular/circulatory system to
transfer O2 from the respiratory system to body cells and returns CO2 from body cells to the respiratory
system for elimination.
The study of physiological processes and interactions is known as anatomy because,

in biology, structure determines function. Thus, an understanding of a living thing's anatomy is essential
to comprehending its physiology, or how it works. From the molecular level to the organism level,
biology can be studied.




ACTIVITY 13: Identification and Terminology of Anatomy
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The vocabulary used in the study of human anatomy and physiology is mostly derived from
classical terms, word fragments, and meanings. These phrases cover the closely related medical sector
disciplines as well. Because of this, it is anticipated that anatomy and physiology students would
encounter these terms and word fragments frequently in their classical languages (Latin and Greek).
Especially since they are often employed to assign names to structures and ideas in order to guarantee
that they may be universally understood when studying anatomy. As a result, we must take the time to
go over the definitions of the technical words used by experts in the medical, scientific, and health fields
as well as in the study of anatomy.
Objectives:
1. To describe the body's areas and regions using appropriate anatomical terminology.
2. To identify the body's anatomical sides and cuts using the anatomical mirroring theory

Materials:
Pen and Paper 12-inch male/ female Model Toy
Clay
Scalpel

Ruler
Masking tape / post its
Procedure:
A. : Planes and Body Organization
1. Create a cube or column out of your clay.
2. Point out the body's three main anatomical planes using the illustration.
3. Use a different color to each plane using your colored pencils.
4. Trace the anatomical plane incisions into the clay using a pencil.
Anatomical Planes:
1= Sagittal Plane
2= Transverse Plane
3= Frontal (Coronal) Plane
B: Terminology in Orientation and Localization

1. Match the numbered arrows in Column A with the description in column B.

COLUMN A COLUMN B
1._________ VENTRAL: Toward the Stomach side of the body (front of the body)
2._________ DORSAL: Toward the Vertebral side of the body (back of the body)
3._________ CRANIAL: Toward the head
4._________ CAUDAL: Toward the tail/feet
5._________ IPSILATERAL: On the same side of the body
6._________ CONTRALATERAL: On the opposite side of the body
7._________ ANTERIOR: Toward the front side of the region, organ, or limb
8._________ POSTERIOR: Toward the back side of the region, organ, or limb
9._________ PROXIMAL: Closer to the torso
10._________ DISTAL: Further from the torso
LATERAL: Away from the midline of the long axis of the body or region of the body
MEDIAL: Closer to the midline of the long axis of the body or region of the body
SUPERIOR: Region is above along the long axis of the body or region of the body
INFERIOR: Region is below along the long axis of the body or region of the body
SUPERFICIAL: Closest to the outer surface
DEEP: Furthest from the outer surface
C. Body cavities and the regions of the abdomen-pelvic cavity:

1. Identify the numbered parts of the body cavity and abdomen using different colored pens.
2.Fill in the table with the correct names of each body cavity and its abdominal cavity.
CAVITY COLOR ABDOMINAL CAVITY COLOR ABDOMINAL CAVITY COLOR

1. Yellow 6. Blue 11. Red
2. Orange 7. White 12. pink
3. Pink 8. Purple 13. Brown
4. Red 9. Yellow 14. Gray
5. Green 10. Orange

D. Identifications and Translations of Anatomical Terminologies
1. Make use of the felt pen, stickers, and toy doll models.
2. Put the medical terminology on post its or tape.
3. As a group, appropriately name the anatomical model using the toy
dolls.
4. Get your work reviewed by your instructor.
5. Once you've reviewed your work, take off the stickers (but keep them).
a. Choose a group member to serve as the "leader" and a member to
"model" for the others.
b. One member at a time, the leader will utilize the term sheet and ask
the others to correct label the model. The next person will label if the
identification is accurate. But if the leader has to change the label, that
individual will keep going until the model is correctly labeled.

ANALYSIS: Why is it crucial to understand the meaning of anatomical mirroring and the terminologies
used in anatomy?
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ACTIVITY 14: LEVELS OF BIOLOGICAL ORGANIZATION
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
All biological processes are carried out by a single cell in unicellular (single-celled)
organisms. It operates on its own. Multicellular (many-celled) organisms, on the other hand, exhibit
different degrees of internal order. Specific tasks can be carried out by individual cells, and they can
cooperate for the benefit of the overall organism. Cells start to rely on one another.
Objectives:
1. To recognize and classify the organelle, tissue, organ, and system according to the many biological
organization levels.
2. To complete the chart by selecting appropriate examples that align with the specified requirements,
ensuring accurate and relevant information is provided for each category or field within the chart.
Materials:
Pen and paper
Procedure:
1: Complete the chart by choosing suitable examples that meet the given specifications, making sure
that each category and field in the chart has correct and pertinent information.
Cell membrane Bladder Lysosome Mitochondria Microtubules Skin
Cardiac Digestive Nervous Epithelial Urinary
Skeletal Bones Nucleus Brain Heart
Stomach Endoplasmic reticulum Neuron Connective
Circulatory Integumentary Smooth muscle

2. Determine whichever level of organization (organelle, tissue, organ, system, etc.) is being explained
by using the descriptions below. Write the degree of organization.

ANALYSIS:
Question: How does the unity and diversity of cellular functions across various organ systems contribute
to the overall harmony and homeostasis of the human body?
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ACTIVITY 15: THE SKIN AND THE INTEGUMENT
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The body's largest organ, the skin, which is part of the integumentary system, acts as
a complex barrier of protection between the interior and exterior environments. This intricate organ,
which controls body temperature, wards off dehydration, and serves as a barrier against infections, is
essential to preserving homeostasis. The skin is made up of three main layers: the epidermis, dermis,
and subcutaneous tissue. Each layer has a different purpose and together they support the body
structurally, sense touch, and play a crucial role in vitamin D synthesis. In addition, the skin's numerous
functions are facilitated by the abundance of blood vessels, nerve endings, and appendages like sweat
glands and hair follicles. All things considered, the skin system represents a well-balanced integration of
the parts and purposes that are essential to the body's general health and welfare.
Objectives:
1. To determine the integument's cell type layer by layer.
2. To identify the epidermis according to its strata.
3. To describe the function of the skin in relation to the body's homeostasis regulation.
4. To give detailed explanation on the kinds of fingerprint pattern and how to read them.

Materials:
Pen and paper
Skin Model
Inkpad
Microscope
Prepared slides of the human skin
Alcohol swabs
Fingerprint flash card
*squamous, stratified squamous, columnar, cuboidal tissue
Procedure:
A. Skin Anatomy

1. Obtain a skin slide and a microscope.

2. Draw and label the epidermal image to indicate the relevant strata.
3. Examine the skin slide under your microscope.
a. Focus on the skin's outermost edge and enlarge as much as possible. Once the slide is magnified 400
times at its highest power, label and draw on it in the designated area.
B. FINGERPRINTING
At the distal ends of the digits, on the palmar and plantar surfaces of the hand and foot, are fingerprints
and footprints. The reticular connective tissues in the dermal papilla are highly dense in certain specific
regions, causing ridging in the epidermis. In order to facilitate more touch between the skin and the
surface they are in contact with, these ridges serve to expand the surface area. The ridging takes on
archetypal forms that are almost individualistic.
1. Prepare the inkpad, wipes/ alcohol swabs, and the print card.
2. Choose a partner in class to do the fingerprint.
3. Alcohol swabs should be used to clean the tips of each finger by the person getting printed.
4. As the initial print is being made, the partner doing the fingerprinting must prepare the flash card
by
marking the locations of each finger and opening the ink pad.
5. To take your partner's fingerprints, you must stand to the side of them, take their hand, and make
a
fist out of all but the thumb.

DATA:
SKIN CELL UNDER LPO DERMAL LAYER OF THE SKIN

Simple Squamous Stratified Squamous Columnar Epithelial Tissue
ANALYSIS:
1. Why is the skin considered a vital organ in the human body?

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2. What role does the skin play in protecting the body from external threats?
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3. Why are fingerprints unique to each individual, and how does this uniqueness benefit forensic
science?
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4. Why is the preservation of skin health essential for overall well-being?
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ACTIVITY 16: SKELETAL SYSTEM
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The human skeleton is an amazing and complex structure made up of bones that
gives the body the support, defense, and movement it needs. With 206 bones in an adult, the skeleton
provides the body's structural framework. In addition to its mechanical roles, the skeleton is essential
for hematopoiesis because it contains the bone marrow that produces new blood cells. Furthermore,
the skeleton stores minerals that are vital to metabolic activities, such as phosphorus and calcium. The
axial and appendicular skeletons, which are divided into two primary categories, comprise the ribcage,

skull, vertebral column, and limbs. The skeleton's dynamic nature permits growth and adaptation
throughout life, highlighting its importance in preserving the body's shape and supporting a range of
physiological processes.
Objectives:
1. Accurately identify the macro and microstructure of the bones.
2. Explain how adult male and female bones differ from one another.
3. Identify the various kinds of bones in the human body.

Materials:
Human bone cell prepared slide
Microscopes
Life size Human skeletal model
Procedure:
1. MICROSCOPIC STRUCTURE OF THE HUMAN BONE CELL: HISTOLOGY
Draw the bone cell slides and indicate the magnification viewed in the drawing. Identify and
label the parts of a bone cell.
Compact Bone
Osteon Lamellae, Lacunae, Volkmann’s canals, Spongy Bone
Haversian canal
2. MACRO STRUCTURE OF THE HUMAN SKELETAL SYSTEM
A. Gross Anatomy. Place the answers in the designated box and label the sections of the answer.


Label the diagram

ANALYSIS:
1. Which five regions make up the spinal column? In each location, how many bones are there? Why
does our posture depend on the position and curvature of these bones?
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3. Which are the first two vertebrates in our spine by name? What aspect of their shape
matters?
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4. What three characteristics distinguish the pelvises of men and women?
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4. Which three roles do the skeletal system play the most crucial? And why?
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ACTIVITY 17: MUSCULAR SYSTEM
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The body can move thanks to its muscular systems. Without the muscle, breathing
could become difficult, the eyes could fall, and the mouth would droop. Our muscles sustain life!
There are 700 skeletal muscles in all. You will learn about the different types of muscle tissue that cover
the body, understand how motion or movement arises, and take a close look at each of the main
skeletal muscles.
Objectives:
1. Describe the different characteristics of skeletal, cardiac, and smooth muscle tissue.
2. Describe and label the parts of skeletal muscle fibers.
3. Identify the sarcomere structure
4. Identify and locate the major muscles in the human body.

Materials:
Compound microscope
Prepared slides of striated, smooth, and cardiac muscles
Miniature MODEL of HUMAN MUSCULAR SYSTEM
Procedure:
a. Muscle tissue
1. View the muscle tissue slides using the microscope.
2. Draw and label each muscle tissue.
3. Fill in the information of each muscle tissue.


b. Sarcomere Cells
1. Label the parts of the skeletal muscle fiber.

c. Major Muscles in the Human Body.

1. Identify and locate the major muscles of the human body.
Write the numbered muscles below.

1. 10.
2. 11.

3. 12
4. 13.
5. 14.
6. 15.
7. 16.
8. 17.
9. 18.
Write the numbered head and face muscles in the space provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12
13.
14.
15.

Clinically Oriented Anatomy 7th Edition

by Keith L. Moore (Author), Anne M. R. Agur (Author), Arthur F. Dalley (Author)
ANALYSIS:
1. Examine and contrast the location, size, and functions of the main muscles found during the lab
activity. How do these muscles cooperate to create a movement that is coordinated?
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2. Explain about how understanding the main muscles in the body is important for careers in physical
therapy, sports medicine, and fitness training. How may injury prevention and rehabilitation be aided by
a thorough understanding of muscle anatomy?
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3. Analyze the connection between daily activities and muscle function. Examine the ways in which
being aware of the main muscles can help with posture, lower the chance of strain injuries, and improve
general physical health.
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ACTIVITY 18: DIGESTIVE SYSTEM
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The digestive system's job is to disassemble big food molecules—like proteins, fats,
and carbohydrates—into their smaller component parts. This procedure makes sure that the molecules
that are left behind after digestion are small enough to be absorbed in the intestines and subsequently
moved via the body's vasculature to the tissues and cells where they may be put to use. The process via
which food is digested chemically after it has been masticated.
It's important to keep in mind that enzymes are proteins, and as such, their
effectiveness is dependent on their surroundings. Digestion-related enzymes in humans are most
effective at 37 °C, and variations in temperature will have a significant effect. When a protein is heated
above 60 degrees Celsius, it becomes denatured and loses its ability to function. On the other hand,

when chilled to a temperature of 0oC, some enzymes' activity will gradually decline until it is negligible.
Additionally, depending on the molecule's pH sensitivity, enzymes will operate within an ideal range.
This pH sensitivity indicates the primary location of the enzyme's action within the digestive route. An
illustration of this would be pepsinogen, which is required to be active and break down proteins into
short polypeptide chains by exposure to the gastric secretions' acidic pH (2.0). Finally, the emulsification
that results from exposure to and interaction with bile salts will determine the capacity of the enzymes
in the polar environment of the alimentary canal to interact with non-polar molecules.
Objective:
1. To determine how different digestive enzymes and environmental factors affect the process of
chemically breaking down food macromolecules (proteins, lipids, and carbohydrates) into the smaller
molecules that make up the macromolecules we eat.
Lab Duration: 2 meetings

Materials:
22 Test-tubes
Reagents: Digestive Enzymes & Indicators:
Wax Pencils Regulators:
Distilled H2O IKI-solution
2-Test-tube Saliva (or 5% Amylase)
Rack 5% Starch Solution Benedict’s
5% Pepsin Solution
pH paper 5% Maltose /Dextrose
Solution 0.2 M HCl
masking tape
Egg White (Boiled) 0.2 M NaHCO3
thermometer
Procedure:
Activity 1: Assessing Starch Digestion by Salivary Amylase.
1. As shown in Table 1A, label the 11 test tubes with the reagents and pipette distilled water,
maltose, amylase, and starch solutions into the corresponding test tube.
2. After assembling all the tubes, fill test tubes 6A–11A with the corresponding HCl or NaHCO3
solutions, following Table 1A's instructions.

3. Get the pH indicator paper strip and put one drop of each solution onto it for each test tube.
Note the solutions' pH in Table 3.
4. Transfer five milliliters (mL) of the collected saliva into test tubes 4A, 5A, 6A, 7A, 8A, and 9A
using a clean transfer pipette. Be careful not to contact the solutions with the pipette while
transferring the saliva.
5. Close the test tubes and give them a 30-second shake to combine.
6. Set a 30-minute timer.
7. Place the test tube in the rack according to Table 1B's instructions for the incubation
temperature. Make sure the test tube is submerged in the incubation bath; if the ice is used,
you may need to poke a tiny hole in it with your finger. Set your timer once all of the test tubes
are submerged.
Table 1A. Set-up for each test-tube for digestion of starch by amylase.
TEST TUBE Reagent and Amount Reagent and Amount

1A 5 mL- Starch Solution -/-
2A 5mL-Distilled Water -/-
3A 5 mL- Maltose/Dextrose Solution -/-
6A 5 mL- Starch Solution 5 mL- HCl
7A 5 mL- Starch Solution 5 mL- HCl
8A 5 mL- Starch Solution 5 mL- NaHCO3
9A 5 mL- Starch Solution 5 mL- NaHCO3
10A 5 mL- Maltose/Dextrose Solution 5 mL- HCl
11A 5 mL- Maltose/Dextrose Solution 5 mL- NaHCO3
8. While the solutions are incubating, proceed to the next step by preparing Benedict’s solution,
IKI, a test tube rack, and another set of eleven test tubes.
9. Please label the next 11 test tubes as 1A, 2A, 3A, 4A, 5A, 6A, 7A, 8A, 9A, 10A, and 11A as
indicated.
10. Take the tubes out of the ice or water bath after 30 minutes.
11. Using the second test tube you just labeled, divide the contents of each tube in half.
12. For every set of two test tubes:
a. Add two to three drops of IKI to the original test tube.
I. Mix the solution with the IKI by agitating the test tube, then note the color in Table 3.
b. Benedict's solution should be added in five drops to the second test tube.
Activity 2: Assessing Protein Digestion by Pepsin.
13. Obtain eight clean test tubes and pipettes from the general supplies section.

14. Label the 8 test tubes 1P, 2P, 3P, 4P, 5P, 6P, 7P, and 8P.
15. Slice the cooked egg white into tiny pieces, about 1 mm thick.
16. Carefully move five slices into test tube 1P using a toothpick, then tamp the test tube down so
the egg is suspended in the solution.
17. Make sure to use a different toothpick for every test tube. Repeat for each test tube until all
eight have an egg in them.
Fill test tubes as indicated in Table 2A.

TEST TUBE Reagent and amount Reagent and amount
1P 10 mL- DiH2O
2P 5 mL- Pepsin
3P 5 mL- Pepsin 5 mL- HCl
4P 5 mL- Pepsin 5 mL- NaHCO3
5P 10 mL- DiH2O
6P 5 mL- Pepsin
7P 5 mL- Pepsin 5 mL- HCl
8P 5 mL- Pepsin 5 mL- NaHCO3
18. Using a different transfer pipette for each solution or reagent transfer the correct amount into
each tub based on the following table for amounts of solutions and reagents to place in each
test tube. Make sure to shake to ensure that the solution is homogenous. When drawing
solution, begin from the bottom and continuously draw into the pipette as you pull the pipette
out of the bottle.
19. When dispensing Pepsin into test tubes 2P, 3P, 4P, 6P, 7P, 8P.
20. a. Make sure to shake the bottle with Pepsin to ensure solution is homogenous
b. When drawing, begin to draw from the bottom and continue to draw in Pepsin as you slowly
pull pipette from bottle.
c. When dispensing into the test-tube, be careful to not allow the pipette to touch the solution
in the test tube.
Table 1B- Incubation temperature for chemical digestion of carbohydrates by

salivary amylase.
TEST TUBE INCUBATION CONDITION TEMPERATURE

1A 37oC
2A
3A
4A WARM WATER BATH
6A
8A

10A
11A
5A
7A ICE WATER BATH 0oC
94
21. Take the tubes out of the ice or water bath after 15 minutes and check the eggs for signs of
digestion. Make note of your findings in Table 4.
22. Return to the correct incubator.
23. For a total of one hour, set the timer again for fifteen minutes, checking the egg every fifteen
minutes for indications of digestion.
24. Remove the test tube for the ice or warm water at the conclusion of the incubation period.
Check the eggs one last time for evidence of digestion. Enter your findings in Table 4.
DATA
Table 3 Results of the digestion of starch by amylase based on testing condition.
Indication of
Kind of carbohydrate-
Test IKI Test Digestion of
pH of Solution solution do you have after
Tube (Color) Starch
30-minutes of digestion
(yes/no)
1A
2A
3A
4A

5A
6A
7A
8A
9A
10A
11A
*Take note that glucose is a component of the digestive enzyme solution. TEST COLOR
INDICATOR: Benedict's Solution: Orange/Yellow = disaccharide present (low, moderate, or high),
Green = trace levels of disaccharide, Blue = no disaccharide (negative); IKI: Purple=Starch,
Red=Dextrin, Tan/Yellow= Maltose
Table 4. Results of protein digestion based on different conditions.
Test Results 1P 2P 3P 4P 5P 6P 7P 8P
pH of solution
Initial
Observation

(Time:
0-min)
Observation
(Time:
15-min)
Observation
(Time:
30-min)
Observation
(Time:
45-min)
Observation
(Time:
60-min)
Determination of
digestion of egg
protein at the
end of 60-
minutes
(Yes/No)
The egg white in the test tube will start to tear and dissolve if digestion has taken place. Along
with fraying at the edges and "bubbles" within the solid egg white, you could also detect "wisps"
of white material—which resemble clouds—within the test tube solution. You might need to
gently shake the test tube side to side for a few seconds in order to stir it in order to assess
digestion.

ANALYSIS: In a well-organized paragraph, discuss your findings (Remember to consider the following:
What conclusions can you draw about the effects of environmental factors on the enzymes in relation to
their functionality? How will the results of the different enzymes' digestion help you identify the area of
activity within the gastrointestinal system for each enzyme? Discuss how the temperature of the
reaction and the addition of the enzyme's cofactors affected the reaction's direction and what this
means about the location of the enzymes' potential highest/lowest activity within the alimentary canal
as a whole?).
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ACTIVITY 19: RESPIRATORY SYSTEM

Respiratory Reactions in Man
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The human body is always adapting to new circumstances. This experiment aims to
demonstrate basic respiratory responses in humans.
In both males and females, the respiratory system is an essential mechanism for gas
exchange that facilitates the intake of oxygen and the removal of carbon dioxide. Although the basic
principles of respiration are the same for both sexes, there are anatomical and physiological differences
that might affect how well a person breathes. Compared to girls, males often have larger, wider thoracic
cavities that can accommodate larger lungs with higher overall lung capacity. There could be benefits to
this structural variation in terms of oxygen uptake and respiratory efficiency. Hormonal changes can also
affect respiratory drive and carbon dioxide sensitivity, such as the effect of estrogen in females. In order
to improve respiratory health in both males and females, healthcare practitioners must have a thorough
understanding of these gender-specific characteristics and provide customized respiratory care.
Objectives:
1. To measure the breathing rate both before and after a short workout.
2. To estimate the approximate amount of carbon dioxide the body produces prior to and right
after exercise.

Materials:
500 mL beaker (4 pcs) Masking tape
Plastic straw (4 pcs) Marker / pen
100 ml Graduated cylinder
200 ml 1 N NaOH solution
Phenolphthalein solution
Stopwatch
Procedure:

a. Relaxed Phase
1. Pour the same amount of 100 ml of NaOH solution into each beaker.
2. Add roughly three drops of phenolphthalein solution to each. When added to the solution, this
will give it a pink tint.
3. One male and one female volunteer from the group should be given the task of blowing the
solution through a plastic straw.
4. Note the moment the solution lost its color and record the moment the students began to blow
into the solution.
5. Put the results in tabular form on the given chart.
STUDENTS Time Begun Time Finished Remarks

Trial 1
Male 1
Female 1
Trial 2
Male 1
Female 1
b. Stress Phase
1. Pour the same amount of 100 ml of NaOH solution into each beaker.
2. Add roughly three drops of phenolphthalein solution to each. When added to the solution, this
will give it a pink tint.
5. Ask the same volunteer from the group to blow the solution through a plastic straw after
hopping 30 times in place.
6. Note the moment the solution lost its color and record the moment the students began to blow
into the solution.
5. Put the results in tabular form on the given chart.
STUDENTS Time Begun Time Finished Remarks

Trial 1
Male 1
Female 1
Trial 2
Male 1
Female 1

Analysis:
1. What is the difference in the amount of carbon dioxide produced by the body just prior to
and following exercise?
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2. What could be the reason for the person's breathlessness following a demanding workout?
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ACTIVITY 20: CIRCULATORY SYSTEM

Measurement of Heart Rate/ Pulse Rate
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The circulatory system in humans is centered on the heart, a unique organ that
pumps blood enriched with oxygen to every cell in the body. The heart, which has two atria and two
ventricles and four chambers, beats through a complicated pattern of synchronized contractions called
the cardiac cycle. The heart relaxes during diastole, enabling blood to enter the atria and fill the
ventricles. Systole, in which the ventricles contract and force blood into the arteries so that it may be
dispersed throughout the body, comes next.
The heart's natural pacemaker, the sinoatrial (SA) node, produces electrical impulses
that control the cardiac cycle. These electrical signals coordinate the cardiac muscle's rhythmic
contractions by passing through specific pathways such as the bundle of His and atrioventricular (AV)
node. Numerous things, such as emotions, hormone imbalances, and physical exertion, can affect the
heartbeat. Maintaining excellent cardiovascular health and general well-being requires efficient cardiac
function. Healthcare practitioners must comprehend the complexities of cardiac action in order to
properly diagnose and treat cardiovascular diseases. Researchers are advancing medical solutions

targeted at maintaining and increasing heart health, which will ultimately improve people's quality of
life all across the world, by investigating the mechanics underlying heart function.
Objectives:
1. To illustrate how heart rate is impacted by activity,

2. To measure and contrast the results of moderate-intensity exercise before and after.
3. To examine the effects of environmental factors on heart rate variability by analyzing
how variations in temperature, humidity, or altitude affect heart rate variability.
Materials:
Stopwatch
Jumping rope
Sweatshirt
Sphygmomanometer
Pulse meter
Thermometer
Procedure:
1. Assign group members to take turns performing the exercises, timing the exercise, and
recording their pulse.
2. Take the patient's temperature, blood pressure, and pulse while they are at rest. When the
doer is at rest, allow it to sit comfortably and unwind before taking its pulse.
3. Take the doer's pulse using the pulse meter. Take note of the time and the pulse recording.
4. Take three readings of the pulse. to obtain the resting phase average pulse.
5.After that, instruct the doer to jump rope for three minutes in the designated space.
6. As soon as you stop, take a minute to record the temperature, blood pressure, and pulse
rate. Also, note the vital signs.
7. Measure the subject's pulse three times to get the subject's average pulse rate.
(Note: Students with cardiac conditions shouldn't be permitted to play the part of doers.)
8.After a minute of rest, have the performer repeat the workout technique to finish the three
trials.
DATA:
A. PULSE RATE ATRESTING PHASE
TRIALS PULSE RATE PER BLOOD PRESSURE TEMPERATURE
MINUTE
1
2

AVERAGE
B. PULSE RATE AFTER EXERCISE
TRIALS PULSE RATE PER BLOOD PRESSURE TEMPERATURE

MINUTE
1
2
3
AVERAGE
ANALYSIS:
1. How does exercise affect a person's heart rate?

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2. What makes the heart pulse more quickly when you exercise?
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3. Describe the connection between blood pressure and pulse rate as well as how a person's
body temperature influences their pulse rate.
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ACTIVITY 21: EXCRETORY SYSTEM

Investigating Kidney Function through Active Transport

NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The kidneys play a crucial role in maintaining homeostasis within the body by
regulating the balance of fluids and electrolytes, removing waste products, and controlling blood
pressure. One of the key mechanisms by which the kidneys achieve these functions is through active
transport, a process that requires energy to move substances against their concentration gradient.
In this lab activity, we aim to investigate the role of active transport in kidney function
by simulating the movement of substances across a model membrane. By observing the exchange of
solutes between different solutions separated by a semi-permeable membrane, we can gain insights
into how the kidneys selectively filter and reabsorb essential substances while eliminating waste
products. Understanding the principles of active transport in kidney function is essential for
comprehending the mechanisms underlying various kidney disorders and developing effective
treatments to maintain renal health. Through this experiment, we can appreciate the intricate processes
that enable the kidneys to perform their vital functions in the body.
Objective:
To understand the role of active transport in kidney function by observing the movement of
substances across a model membrane.

Materials:
1. Dialysis tubing or semi-permeable membrane

2. 3 Beakers
3. Different solutions (e.g., glucose solution, salt solution, water)
4. Small clips or rubber bands
5. Stopwatch
6. Marker pen
7. Distilled water
8. Analytical Balance
9. Graduated cylinders
Procedure:
1. Prepare the dialysis tubing by cutting it into equal-sized pieces and tying one end securely.
2. Fill each beaker with 50 ml of different solutions: one with glucose solution, one with salt
solution, and one with water (as a control).

3. Measure and record the initial volume and concentration of each solution.
4. Place the open end of the dialysis tubing into each beaker, ensuring that it is fully
submerged.
5. Secure the open end of the dialysis tubing with a clip or rubber band. Get the initial weight of
the tubing before submerging it into the solution.
6. Allow the setup to stand for a predetermined time (e.g., 30 minutes).

7. Periodically record the changes in volume and concentration of the solutions inside the
dialysis tubing.
8. After the designated time, remove the dialysis tubing from the beakers and measure the final
volume and concentration of each solution. Get the final weight of the tubing after removing it
from the submerged solution.
9. Calculate the rate of diffusion or active transport for each solution by comparing the initial
and final concentrations.
10.Note any changes in the volume and concentration of the solutions inside the dialysis tubing.
11.Record any observations regarding the movement of substances across the membrane.
Note: Ensure safety precautions are followed, and proper disposal of materials is carried out
according to laboratory guidelines.
DATA:
Initial Final volume Initial Final Weight

volume Volume Difference Weight of Weight of difference
BEAKER before the after of the the dialysis the dialysis of the
set up removal of liquid in tubing tubing liquid in
(ml) the tubing the beaker (g) (g) the beaker
(ml) (ml) (g)
1 Water
2 Glucose
Solution
3 Salt
Solution
ILLUSTRATION: Draw the three set up ( before and after) and label each set up.

Analysis and Conclusion:

1. Compare the rates of diffusion or active transport for different substances.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Discuss the role of active transport in maintaining proper kidney function.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Draw conclusions about the significance of active transport in biological systems, particularly
in the kidneys.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ACTIVITY 22: REPRODUCTIVE SYSTEM

OOGENESIS AND SPERMATOGENESIS
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
The progeny receives chromosomes from both the egg and the sperm. Gametes and
the hormones that preserve the organs and traits we identify as male, and female are produced by the
testes in men and the ovaries in females. In humans, fertilization results in the formation of a zygote,
which marks the beginning of embryonic development. A ball of cells formed by cell division arranges
itself into three levels, or "germ layers." It is feasible to link a certain germ layer to the development of a
given organ. After the formation of all the basic organs, embryonic development ends. During fetal
development, refinements and an increase in size take place.

Objectives:
1. To trace the sperm and egg paths in the male and female, respectively.
2. To locate each major organ in the male and female reproductive systems on the model and describe
its function.
3. To view prepared slides that shows the major anatomical features of the ovary and testes.
4. To explain how an egg and sperm are specialized for their specific roles.
5. To determine the developmental stages by referring to the early sea star development slides.

Materials:
1. Prepared slides of frog’s ovary and testes

2. Prepared slides of sea star development
3. Male and Female reproductive model
4. Microscope
Procedure:
A. Male and Female Reproductive system.
1. Observe the male and female reproductive system model.
2. Locate the major organs of each model.
3. Draw and label the organs of the male and female
4. Observe and record the differences and similarities of the model.
B. Microscopic Examination of the Testes and Sperm.

1. Obtain a slide of the frog’s testes.
2. View the slide from low power to high power magnification
3. Draw the viewed slide.
C. Microscopic Examination of the Ovary and egg.

4. Obtain a slide of the frog’s ovary.
6. Locate the primary follicle, secondary follicle if visible in the slide obtain.
7. Draw the viewed slide.
D. Embryonic Development
1. Obtain a slide of the cellular development of the sea star
3. Draw the viewed slide and identify the stages represented.
DATA:
A. Male and Female Reproductive system.


B. Microscopic Examination of the Testes and Sperm.
C. Microscopic Examination of the Ovary and Egg.

D. Microscopic Examination of the cellular stages of development of a sea star.
ANALYSIS:
1. What is the most significant biological contribution of a male and a female to an
offspring?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Explain why vasectomy, a cutting of the vas deferens, causes a male to be sterile but
has no effect on his masculinity?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Why is it important for females to produce an egg that has plentiful cytoplasm?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What cellular processes are involved in the development of a sea star from a fertilized
egg to a fully formed juvenile organism, and how do these processes contribute to the
overall growth and differentiation of the sea star's tissues and organs?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
ACTIVITY 23: NERVOUS SYSTEM

CNS and PNS
NAME: _______________________________________________ DATE: _________________

INTRODUCTION:

The nervous system is divided into two main sections: the peripheral nervous
system, which includes spinal and cranial nerves, and the central nervous system (CNS), which
is made up of the brain and spinal cord. Changes in the external stimuli are detected by sensory
receptors, and nerve impulses go to the brain and spinal cord via sensory nerve fibers. Before
impulses are sent to effectors (muscles and glands) via motor nerve fibers, the brain and spinal
cord combine information to enable a response to stimuli. Neural tissue is made up of neurons;
nerves only have axons, but the brain and spinal cord include all of a neuron's components.
Objectives:
1. To identify the parts of the brain and state the functions of each part.
2. To distinguish between cranial and spinal nerves on the basis of location and function.
3. To view prepared slides that shows the nerve tissue and its features.

Materials:
Microscope
Prepared slide of nervous tissue, spinal cord
Brain model
Reflex hammer
meterstick
Procedure:
A. Brain Model
1. Examine the exterior and the midsagittal section of a brain model.
2. Identify the following parts: ventricle, cerebrum, diencephalon, cerebellum, and brainstem.
3. Draw the model brain and label the parts.
B. The Spinal Cord
1. Examine the prepared slide of a cross section of the spinal cord under the low power
magnification.
2. Identify the gray and white matter; draw and label the slide viewed.
C. Spinal Reflex
The patellar tendon is a tendon reflex that is simple to examine. The linked muscle
contracts and the leg raises when this tendon is tapped with a reflex hammer and
meterstick. Nerve impulses produced by the stretch receptor are sent to the spinal cord
via sensory neurons. The muscle contracts as a result of the nerve impulses from the
cord stimulating motor neurons. Similar responses are seen in other tendons' receptors,
such as the Achilles tendon.
1. Request that someone volunteer from the group sit on a table with their legs
hanging loose.

2. Use a reflex hammer to lightly tap one of the patellar tendons directly beneath
the patella.
3. Does the leg stretch (moving away from the buttocks) or flex (moving toward
the buttocks) when it is relaxed?
DATA:
BRAIN MODEL
SPINAL CORD NERVE TISSUE
Fill in the information based on the function of the parts of the Brain.

Major Parts of the Brain Major Functions
Cerebrum
Cerebellum
Diencephalon
Thalamus
Hypothalamus
Brain stem
Midbrain
Pons
Medulla Oblongata
Label the Lobes of the Brain

ANALYSIS:
1. Distinguish the relevance between the cerebrum cortex and cerebellum.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How does the brain become aware that you have removed your hand from an open
heat source like the hotplate?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. How does the nervous system enable complex behaviors and responses in
organisms, and what are the evolutionary advantages of having a sophisticated
nervous system in terms of survival, adaptation, and interaction with the
environment?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ACTIVITY 24: GENETICS

EXTRACTION OF DNA
NAME: _______________________________________________ DATE: _________________
INTRODUCTION:
A key method in molecular biology, DNA extraction enables researchers to separate
and examine genetic material from a variety of organisms. In order to extract the DNA, the organism's
cells must be broken open. The DNA is then separated from other biological components. Although DNA
extraction is frequently linked to intricate processes and costly equipment, it can also be carried out
with common household products and easily accessible materials.
The fact that DNA extraction is universal among animals is an interesting feature.
While the appearance and functions of organisms might differ significantly, DNA's fundamental structure
and composition are mostly constant. Scientists can harvest DNA from a variety of creatures, including
fruits like bananas, because to this universality.
In this project, we'll show how to extract DNA from a banana easily and
affordably using common household supplies like salt, detergent, and rubbing alcohol. You will
learn more about the fundamentals of molecular biology procedures and be able to watch the
extraction of DNA from plant cells by following these steps.
Our goal is to provide you practical experience in molecular biology and to introduce you to the
exciting realm of DNA through this experiment. We want to encourage curiosity and
enthusiasm in the fields of genetics and biotechnology by removing DNA from a banana. So,
let's go out on this adventure to solve the puzzles around the genetic code concealed in a
common fruit like the banana.
Objectives:

Materials:
Microscope vodka/alcohol(kept in a freezer)

2 beakers (250 ml) 20 grams salt
Ziploc 10 ml dish washing liquid
Ripe banana 20 ml warm water
Dissecting set toothpick
Dissecting Pan glass slide
Graduated cylinder cover slip
Strainer coffee filter
Paper towel
Black paper
Procedure:
1. Remove the banana's peel and finely cut the flesh.
After placing the banana into the Ziploc bag, mash it until it's smooth.
2. Pour 150 milliliters of warm water into the beaker, then add the salt and stir to dissolve it.
3. Add the dishwashing liquid to the same beaker and mix the contents.
4. Transfer the mixture into the Ziploc bag and mix the contents gently for a duration of 10
minutes.
5. Pour the contents from the Ziploc bag into another beaker and lay the coffee filter on top of
the sieve. Drain the liquid slowly since it will require some time. AVOID OVERFILLING THE SIEVE
WITH MIXTURE.
6. After that, gradually add alcohol to the beaker's side in the one containing the filtrate. Notice
the white strand that appears to be white cotton; do not pour it into the center of the beaker as
this would disrupt the filtration. It is found in the banana's DNA.
7. Pick the DNA, put it on a glass slide, place a cover glass over it, and examine the DNA with a
low-power magnification.
8. Draw and describe the banana's obtained DNA.
DATA:

MIXTURE WITHOUT ALCOHOL MIXTURE WITH ALCOHOL
MICROSCOPIC VIEW OF THE DNA OF THE BANANA
Analysis:
1. How does the effectiveness of various DNA extraction methods (such as using household items like
detergent, salt, and alcohol versus commercial kits) impact the yield and purity of DNA extracted from a
banana sample? Discuss the factors that may influence the efficiency of each method and how these
factors could affect the reliability and reproducibility of experimental results.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. In the context of DNA extraction from a banana, analyze the ethical implications of genetic
manipulation and biotechnological advancements. Consider how the ability to extract DNA from
everyday items like bananas could influence public perceptions of genetic engineering and its potential
applications. Discuss the responsibilities of scientists and society in ensuring the ethical use of genetic
information and the implications for biodiversity and ecological balance.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
ACTIVITY 25: GENETICS

Investigating Polygenic Traits: Fingerprint Analysis

NAME: _______________________________________________ DATE: _________________

INTRODUCTION:
A single gene does not drive polygenic features like fingerprints; rather, several genes
interact to control such traits. Different genes have different roles in the creation of complex fingerprint
patterns, such as loops, whorls, and arches. Not only are these patterns exclusive to each person, but
they also show significant variation, even within immediate family members. Knowing that fingerprints
are polygenic emphasizes the complexity of genetic inheritance and the role that environmental and
genetic variables play in phenotypic trait formation. In addition to offering insights into human genetics,
the study of polygenic features like fingerprints has useful applications in forensic research, identity
theft, and medical diagnostics.
Objective:
1.To correlate patterns with genetic features using fingerprint analysis in order to comprehend the idea
of polygenic inheritance.
2.To elucidate the idea that fingerprints are a polygenic characteristic that is impacted by a variety of
genes and environmental variables.
3. To recognize the distinctiveness of fingerprints and their importance in genetics and forensic research.

Materials:
- Fingerprint collection kits (no. 2 lead pencil or ink pads or fingerprinting powder)
- Fingerprint record sheets
- Magnifying glasses
- Data analysis software or spreadsheet program
- Pen and paper
Procedure:
A. Fingerprint Collection
- Using a no.2 lead pencil or ink pads, on a paper, shade in a square having sides three centimeters in
length. Or if your using the ink pad, print the fingers .
- Carefully roll the fingers onto the ink pad or apply fingerprinting powder to create clear fingerprints
on the record sheets.
- Ensure that each member collects several prints from each finger to account for variability.
B. Fingerprint Analysis
- Using the magnifying glasses examine each fingerprint collected.
- Observe the patterns (arches, loops, and whorls) and count the number of each type present on each
finger.
- Record notable observations on the record sheets.

3.Data Compilation and Analysis

- After collecting fingerprint data from all members, compile the data into a spreadsheet or data
analysis software.
- Calculate the frequency of each fingerprint pattern (arches, loops, and whorls) for each finger across
the entire class.
- Create histograms or pie charts to visualize the distribution of fingerprint patterns.
4. Discussion and Conclusion
- each group will discuss the results obtained, emphasize the variability and complexity of fingerprint
patterns within the group.
- Discuss how the presence of multiple genes influences the diversity of fingerprint patterns.
- Reflect and discuss the implications of polygenic traits in genetics and their applications in forensic
science.
- Conclude by summarizing the key concepts learned and their relevance to understanding genetic
inheritance.
Note: Ensure proper safety precautions are followed when using fingerprinting ink or powder and
provide appropriate cleanup materials. Additionally, consider any sensitivities or concerns regarding the
collection and analysis of fingerprint data.
DATA:
MEMBER GENDER
CODE M/F FINGERPRINTS (RIGHT HAND) DESCRIPTION
M1 Thumb Point finger Middle finger Ring finger Pinky finger
M2
M3
M4
M5

ANALYSIS:
1. What is the average TRC (Total Ridge Count) for the group?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What is the average TRC for the males in the class? For the females?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. How does your TRC compare to the average for the class?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Is there a difference between male and female average TRC’S? What might account for the
difference?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. How does the variability observed in fingerprint patterns among individuals in the lab activity
reflect the polygenic nature of this trait? Discuss how the presence of multiple genes
contributes to the diversity of fingerprint patterns and how environmental factors might further
influence these patterns. Additionally, consider the implications of this variability in fingerprint
analysis for forensic science and personal identification, and propose strategies for addressing
the challenges posed by the complexity of polygenic traits in such applications.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How to Properly Dispose Animals After Dissection

Step 1: Obtain Materials from Supply Step 2: Separate the Frog and Its Parts
Station from Tools and Other Trash
Step 3: Wrap the Animal and Its Parts in Newspaper

Step 4: Place the Newspaper Containing the Animal and Its Parts in the Biohazard Bag

Step 5: Tie a Knot in the Top of the Biohazard Bag

Step 6: Place the Bag in the Designated Biohazard Bin

Step 7: Place All Blades Used in Step 8: Wet Two Paper Towels and Put
Dissection Process in the Designated Dawn Dishwashing Detergent on Them
Biohazard Sharps Container

Step 9: Clean Workstation, Tools, and All Step 10: Rinse Tools, Utensils, and
Other Equipment with Dawn Solution Dissection Mat
Step 11: Throw All Trash into the Trash Receptacle

***PLEASE NOTE: After carefully completing steps 1-11, your role in

the proper disposal of an Animal after dissection is complete.
However, as a final step in the overall disposal process, your
educational institution will contact the third party that it contracts to
pick up the biohazardous material. That third party will then further
dispose of the materials off-site by means of incineration.
https://www.instructables.com/How-to-Dispose-of-and-Clean-Up-After-Dissecting-a-/?
fbclid=IwAR2ZpzZQc6qt1fzr2dyluyEJCHIig-85TvvGC0SsmpRyV0y6_ZOtZ--dtfg

REFERENCES
BOOKS
1. Acadime, Scott and Foresman, (1986). Laboratory Manual in Biology. Academic Publishing
House.
2. Rabago and Joaquin (1982). Laboratory Manual and Workbook in Biology. Vibal Publishing
House.
3. Vega, M. (1978). Biology in a Changing Philippines Laboratory Manual, Rizal Ave. Manila,
Goodwill Trading Co. Inc.
4. Valenton, C. R. & Cajigal, P. B. Jr. (2012). Biological Explorations: A Workbook in College General
Biology.
5. Moore, J. (2008). Biochemistry For Dummies.
6. Capco, C M. & Yang, G. C. (1996). Biology Laboratory Manual. (2nd Edition). Phoenix Publishing
House.
7. Mader, S. S. (2016). Laboratory Manual: Human Biology. (14th Edition). McGraw Hill Education.
8. Mansueto, M. C. (2004). Laboratory Activities in Biology. Allen John Publishing.
9. Mejia, N. S., Nazareno, I. N. & Marasigan, A. C. (1994). Biology: Laboratory Manual for Second
Year. Rex Bookstore.
10. Kwan, L. P. & Lam, E. Y. K. (2015). Discover Biology for Normal (A) 5N. Marshall Cavendish
Education.
11. Wile, J. L. & Durnell, M. F. (1998). Exploring Creation with Biology, Apologia Educational
Ministries Inc.
ELECTRONIC RESOURCES
1. Human Anatomy Laboratory Manual (Hartline). (n.d.) Retrieved January 8, 2024 from
https://bio.libretexts.org/Courses/West_Hills_College_-_Lemoore/Human_Anatomy_Laboratory
_Manual_(Hartline)
2. Biology I Laboratory Manual. (n.d.). Retrieved January 11, 2024 from
https://courses.lumenlearning.com/biolabs1/chapter/microscope/
3. Comparative Vertebrate Physiology Lab Manual. (n.d.). Retrieved January 15, 2024 from
https://uen.pressbooks.pub/cvplabmanual/chapter/__unknown__-9/
4. Lynette, H. & Riggs, W. (2022). Fungi Lab. Lab Manual for Biology 2E Part II, 2nd Edition, 73,
Retrieved January 17, 2024 from
https://louis.pressbooks.pub/generalbiology2lab/chapter/fungi-lab/
5. Lab 7 – Food Webs, (n.d.) Retrieved January 19, 2024 from `
6.
7. Miller, D. D. & Yeung, C. K. (2002). Food Chemistry: A Laboratory Manual 2nd Edition. Retrieved
January 22, 2024 from https://www.wiley.com/en-us/Food+Chemistry
%3A+A+Laboratory+Manual%2C+2nd+Edition-p-9780470639313

8. Integumentary System. (n.d.). Retrieved January 29, 2024 from https://libguides.ccac.edu/a-and-

p/ap1-lab3
9. Hartline, R. Ph.D. (2021). Laboratory Activities and Assignment. Human Anatomy Laboratory
Manual. Retrieved January 30, 2024 from
https://bio.libretexts.org/Courses/West_Hills_College_-_Lemoore/Human_Anatomy_Laboratory
_Manual_(Hartline)/07%3A_Introduction_to_the_Skeletal_System/
7.08%3A_Laboratory_Activities_and_Assignment
10. Blaszczak, M. W. (2018). Lab2: Bones and Bone Markings. Human Anatomy Lab Manual.
Retrieved January 31, 2024 from https://uta.pressbooks.pub/anatomylab/chapter/lab-2-bones-
and-bone-markings/
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https://byjus.com/chemistry/laboratory-test-of-proteins/
12. Blaszczak, M. W. (2018). Human Anatomy Lab Manual. Retrieved January 31, 2024
https://open.umn.edu/opentextbooks/textbooks/788

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BIOLOGY LABORORY MANUAL

SCHOOLS MISSION AND VISION

BEDAN CORE VALUES

Prayer Work Peace Community Service Excellence

MISSION OF THE SCIENCE LABORATORY AREA

INTENT AND USE

Welcome to the Biology Laboratory Manual, a comprehensive compilation of laboratory activities

SCIENCE LABORATORY UTILIZATION AND SAFETY GUIDELINES 5

ACTIVITY NO. 1 TERMINOLOGICAL BIOLOGY 7

ACTIVITY NO. 2 MICROSCOPE 9

ACTIVITY NO. 3 EXPLORATION OF THE CHARACTERISTICS OF LIFE 13

ACTIVITY NO. 4 SCIENTIFIC METHODS 17

ACTIVITY NO. 5 CYTOLOGY 20

ACTIVITY NO. 6 HUMAN HISTOLOGY 23

ACTIVITY NO. 7 FOOD CHEMISTRY 26

ACTIVITY NO. 8 FROG ANATOMY 28

ACTIVITY NO. 9 COMPARATIVE STUDY OF PROKARYOTIC AND EUKARYOTIC CELLS 32

ACTIVITY NO. 10 MITOSIS 35

ACTIVITY NO. 11 MEIOSIS 38

ACTIVITY NO. 12 NUTRITIONAL RELATIONSHIPS 41

ACTIVITY NO. 13 IDENTIFICATION AND TERMINOLOGY OF ANATOMY 47

ACTIVITY NO. 14 LEVELS OF BIOLOGICAL ORGANIZATION 51

ACTIVITY NO. 15 THE SKIN AND THE INTEGUMENT 53

ACTIVITY NO. 16 SKELETAL SYSTEM 56

ACTIVITY NO. 17 MUSCULAR SYSTEM 61

ACTIVITY NO. 18 DIGESTIVE SYSTEM 66

ACTIVITY NO. 19 RESPIRATORY SYSTEM 72

ACTIVITY NO. 20 CIRCULATORY SYSTEM 74

ACTIVITY NO. 21 EXCRETORY SYSTEM 76

ACTIVITY NO. 22 REPRODUCTIVE SYSTEM 79

ACTIVITY NO. 23 NERVOUS SYSTEM 84

ACTIVITY NO. 24 DNA EXTRACTION 88

ACTIVITY NO. 25. POLYGENIC TRAIT - FINGER PRINTING 91

II. LABORATORY SAFETY RULES/SAFETY HABITS

PAGE \* MERGEFORMAT 73 | Page

7. Have a neat appearance.

PAGE \* MERGEFORMAT 73 | Page

ACTIVITY 1: TERMINOLOGICAL BIOLOGY

PAGE \* MERGEFORMAT 73 | Page

Words Meaning Words Meaning

PAGE \* MERGEFORMAT 73 | Page

2. Cytology _________________ 17. Insecticide _________________

II. Select the appropriate scientific term based on the definition.

_____ __1. Aerobic a. Outer layer of the skin

PAGE \* MERGEFORMAT 73 | Page

PAGE \* MERGEFORMAT 73 | Page

PART II. Slide viewing

PAGE \* MERGEFORMAT 73 | Page

5. Draw the letter e under the LPO and HPO.

PAGE \* MERGEFORMAT 73 | Page

Letter “e” in LPO Letter “e” in HPO

ACTIVITY 3: EXPLORATION OF THE CHARACTERISTICS OF LIFE

PAGE \* MERGEFORMAT 73 | Page

COURSE/YEAR: _______________________FACULTY: __________________RATING:________

Lab Duration: 2 days (inclusion for microbial growth)

PAGE \* MERGEFORMAT 73 | Page

PLANT CELL ANIMAL CELL MICROORGANISM CELL

PLANT CELL CHARACTERISTICS ANIMAL CELL CHARACTERISTICS MICROORGANISMCELL CHARACTERISTICS

2. Live Organism Observations:

PAGE \* MERGEFORMAT 73 | Page

BEFORE DISSECTION AFTER DISSECTION

COMPARATIVE OBSERVATION FROM THE HUMAN BODY:

4. Microbial Growth Experiment:

2. Cytology _ 17. Insecticide _

___ 1. Aerobic a. Outer layer of the skin

COURSE/YEAR: _____________FACULTY: RATING:

NAME: _______________________________ DATE: _

NAME: _______________________________ DATE: _

COURSE/YEAR: _____________FACULTY: RATING: