Online Biology Lab Notes: Key Concepts, Procedures, and Tools (Comprehensive Study Notes)

Class Session Overview

• Instructor introduces himself as a long-time teacher with 42 years in public schools; teaches labs and sometimes coaches/AD. Prefers in-person but uses Zoom as an alternative.

• Students are in a two-section online class (V 06 and V 07), about 65 students total. Students are asked to sign in early and turn on cameras to show faces.

• Role call is done using attendance sheets; with about 65 students, the instructor might miss someone and often relies on photos rather than names. If a student isn’t called, they should vocalize their presence.

• The class runs on Zoom with live video; recordings will be uploaded to the cloud and later shared via email links. You will receive the full recording (video, audio, slides).

• There are occasional technical issues (e.g., bookstore lab manual availability, Connect codes for virtual labs) that will be addressed after class; students are reassured that missing assignments due to tech issues won’t count against them for the moment.

• Students are reminded that the class is two hours and fifty minutes long; some time will be lost to role call and tech hiccups, so keep updates on lab work.

• Labor Day and schedule notes: the next class is delayed; no class next week; the next meeting will be September 8. This is communicated to manage expectations about breaks.

Lab Manual, Materials, and Access

• Lab manual status: Some students do not yet have the lab manual; the instructor confirms copies are reportedly in at bookstores but inconsistencies occur.

• The instructor provided printed handouts for today’s activities and will send more printouts for Chapter 2 next week.

• You should have access to a lab manual (Second Edition Biology 101 by Steen is the requested text). If you don’t have it, use the handouts and printed materials provided by the instructor.

• For printing: students with printers can print the handouts (lab 1a and 1b) prior to class; otherwise, review the materials during class.

• Page references: Lab safety rules are referenced in the lab manual (Page ~7 in some editions); these safety rules are essential for quiz questions.

Lab Safety and Dress Code

• Core rules in the lab:

  • No eating or drinking in the lab area; no gum, cosmetics, or unrelated items.

  • Hair must be tied back when in the lab; loose hair can catch fire or contaminate experiments.

  • Wear closed-toe shoes; avoid flip-flops or sandals.

  • Wear appropriate protective gear when handling caustic chemicals or reactive substances (gloves, goggles, etc.).

  • Clothing should be appropriate for potential spills; avoid prom dresses or open clothing that could be damaged by chemicals.

• Safety reminders:

  • If a situation is unusual or unsafe, don’t share it on camera; the instructor will remind you to follow safety protocols.

  • If you’re going to be in a physical lab at some point, you’ll be expected to follow these same rules; in Zoom you can comply safely from home.

• Additional regulatory context:

  • OSHA rules are cited; the emphasis is on preventing ingestion or exposure to hazardous materials in the lab environment.

  • The instructor notes a potential safety-related hazard if someone tries to imitate lab procedures in unsafe ways (e.g., not wearing protective equipment).

Graphing Concepts: Graph Types and Variables

• Lab one emphasizes data presentation using three graph types:

  • Pie graphs: show proportional slices; each slice represents a percentage or proportion.

  • Bar graphs: two axes (x and y); bars represent a quantitative value on one axis; x-axis usually indicates categories, y-axis shows measurements.

  • Line graphs: connect data points with lines; typically used to show trends over a continuous variable.

• Data types:

  • Qualitative data: non-numeric, e.g., types of roses (knockout, perpetual, etc.). On the x-axis in qualitative graphs you might have categories.

  • Quantitative data: numeric values, e.g., number of nests, seed counts, etc. These are usually plotted on the y-axis.

• Independent vs dependent variables:

  • Independent variable (x-axis): what you manipulate (e.g., temperature, type of tree, etc.).

  • Dependent variable (y-axis): what you measure (e.g., number of seeds, number of nests).

• Example walkthroughs from the handouts:

  • Squirrel nests by tree type: x-axis = tree type (pine, fir, oak, maple, etc.); y-axis = number of nests (quantitative). Oak shows the most nests.

  • Temperature vs germinating seeds (line graph): both axes are quantitative; suggests a trend where temperature affects seed germination.

  • Graph on page five of the handout: x-axis = temperature, y-axis = number of seeds; independent = temperature, dependent = seeds.

• Practical tips:

  • When plotting, ensure the x-axis is the independent variable and the y-axis is the dependent variable.

  • Readability: scale your axes appropriately; line graphs are often preferred for showing trends in numerical data.

  • In class, the instructor uses a shared example to demonstrate how to set up a graph on page five and explains that the temperature controls the number of seeds.

Metric System, Prefixes, and Conversions

• The metric system is described as standardized, global, and based on powers of 10, making conversions straightforward.

• Prefixes and their powers of ten:

  • Mega: $10^{6}$ (a million)

  • Kilo: $10^{3}$ (a thousand)

  • Hecto: $10^{2}$ (a hundred)

  • Deca: $10^{1}$ (ten)

  • Base unit: $10^{0}$ (the unit itself, e.g., meter, liter, gram)

  • Deci: $10^{-1}$ (one tenth)

  • Centi: $10^{-2}$ (one hundredth)

  • Milli: $10^{-3}$ (one thousandth)

  • Micro: $10^{-6}$ (one millionth)

  • Nano: $10^{-9}$ (one billionth)

• Conversion practice (examples given):

  • 87 g to kg:

  • Difference in exponents: $3 - 0 = 3$

  • Move decimal left 3 places: $87 ext{ g} = 0.087 ext{ kg}$

  • 47 L to mL:

  • Base: $ext{L} = 10^{0}$, mL = $10^{-3}$, difference = $0 - (-3) = 3$

  • Move decimal right 3 places: $47 ext{ L} = 47{,}000 ext{ mL}$

  • 546 kg to g:

  • From $10^{3}$ to $10^{0}$, difference = 3; move decimal right 3 places: $546 ext{ kg} = 546{,}000 ext{ g}$

  • 7 thousandths of a meter to centimeters:

  • 0.007 m to cm (1 m = 100 cm): $0.007 ext{ m} = 0.7 ext{ cm}$

  • 4.5 microliters to milliliters:

  • μL to mL: $1 ext{ μL} = 10^{-3} ext{ mL}$

  • $4.5 ext{ μL} = 0.0045 ext{ mL} = 4.5 imes 10^{-3} ext{ mL}$

  • 73.5 millimeters to centimeters:

  • mm to cm: $1 ext{ cm} = 10 ext{ mm}$

  • $73.5 ext{ mm} = 7.35 ext{ cm}$

• Unit readings and meter sticks:

  • A meter is $1 ext{ m} = 100 ext{ cm} = 1000 ext{ mm}$; there are 100 cm in a meter and 1000 mm in a meter.

  • Centimeters are subdivided into millimeters; the metric ruler is used to read precise lengths.

• Practical lab notes:

  • The base unit for length is the meter, mass is the gram, and volume is the liter.

  • Students may discuss the historical context of the metric system and the rationale for standardization.

  • Readings and conversions should always consider the direction of the conversion (small to large vs large to small) and adjust the decimal accordingly.

Reading Measurements and Instrumentation

• Meter sticks and rulers:

  • Meter length > 39.37 inches; divided into centimeters and millimeters.

  • There are 100 centimeters and 1000 millimeters in a meter.

• Electronic balances:

  • Replaced triple-beam balances for accuracy and convenience.

  • Key features:

  • A flat pan; place a container (weigh boat) on the balance.

  • Tear (tare) function to subtract the container weight so subsequent readings measure only the contents.

  • Calibration is typically pre-set in classroom balances.

• Weigh boats and containers:

  • Containers (weigh boats) hold the material; you tear the scale to account for container weight.

• Penny weights:

  • Pre-1982 pennies weigh about 3.1 g; post-1982 pennies weigh about 2.5 g due to zinc core.

  • Historical note: copper content and zinc use changed to reduce cost; this has economic and educational implications.

• Other common lab tools:

  • Beakers (e.g., 100 mL), Erlenmeyer flasks, and graduated cylinders for precise measurement.

  • Graduated cylinders are more precise than beakers/flasks with graduation marks.

  • Pipettes (disposable and glass) for transferring liquids; bulbs or pumps to draw liquid; avoid mouth suction for safety.

• Meniscus:

  • Water’s cohesive properties form a curved surface (meniscus) in a graduated cylinder.

  • Read the measurement at the bottom of the meniscus, at eye level, for accuracy.

Temperature, Thermometers, and Temperature Scales

• Thermometers:

  • Traditional thermometers contained mercury; modern lab thermometers use alcohol-based liquids (red fluid).

  • Mercury is a carcinogen and can damage gold jewelry; mercury-based thermometers are being phased out for lab safety.

  • Some historical notes mention mercury’s role in hat-making (Mad Hatter) and why mercury exposure is hazardous.

• Temperature ranges and common values (Celsius scale):

  • Room temperature ≈ $23.3^ ext{°C}$ (the instructor cites 74°F).

  • Ice water: $0^ ext{°C}$.

  • Inside a refrigerator: about $4.4^ ext{°C}$.

  • Warm water: about $43^ ext{°C}$ (some participants may have higher values, which the instructor calls out as potentially uncomfortable).

  • Boiling water: $100^ ext{°C}$.

• Fahrenheit vs Celsius:

  • Boiling and freezing points differ by scale; Celsius is the metric temperature scale used officially in the metric system.

  • Conversion formulas (often not tested, but provided):

  • $F = frac{9}{5}C + 32$

  • $C = frac{5}{9}(F - 32)$

• Exponential notation and scientific notation (briefly touched):

  • Scientific notation basics: write numbers as $a imes 10^{n}$ with 1 ≤ a < 10.

  • Examples discussed: converting numbers to/from scientific notation by moving the decimal point the appropriate number of places and adjusting the power of 10 accordingly.

• Other note: ranges on thermometers cover large spans (e.g., − to +; exact values not critical for today’s focus).

Scientific Notation and Exponential Math

• How to convert to scientific notation:

  • Move the decimal point so the mantissa is between 1 and 10, then multiply by a power of 10.

  • Example conversions discussed:

  • Original: $0.004694$ → mantissa $4.694$ with power $10^{-3}$, so $0.004694 = 4.694 imes 10^{-3}$.

  • Original: $300.16$ → mantissa $3.0016$ with power $10^{2}$, so $300.16 ext{ (approx)} = 3.00 imes 10^{2}$ (rounded).

Post-Lab Questions and Key Concepts

• Standard (base) units of measurement:

  • Length: $ext{meter}$

  • Mass: $ext{gram}$

  • Volume: $ext{liter}$

• Metric system concepts:

  • Scientific notation basics and conversions between prefixes.

  • Common abbreviations: nm (nanometer), kg (kilogram), mL (milliliter), μg (microgram).

• Conversions:

  • Understand that 1 m = 100 cm and 1 mL ≈ 1 g of water at room temperature; these are practical approximations used in labs.

• Why the metric system matters:

  • It is easy to compare measurements and communicate internationally; it’s based on tens, making scaling simple.

• Graphical data interpretation:

  • Qualitative vs quantitative data; independent vs dependent variables.

• Graphing practices:

  • Preparation of data tables for lab graphs (page 20 exercise): involves plotting volume (independent) vs mass (dependent) to create a bar graph.

• Additional practical notes:

  • The instructor notes the need to practice proper graphing scale selection, especially for the x-axis (volume) and y-axis (mass).

Virtual Labs, Connect Codes, and Troubleshooting

• Connect (McGraw Hill) virtual labs:

  • There are seven virtual labs for VO6 and VO7; access may require a code provided at bookstore or via McGraw Hill Connect.

  • Some students reported incorrect codes or mismatched lab access (wrong book/lab set).

  • The instructor advises not to worry about virtual labs if access cannot be resolved immediately; no penalties for today’s class.

• Workarounds and plan of action:

  • The instructor will contact the McGraw Hill representative to fix linking and access for VO6/VO7 and will email updates to students.

  • If Connect codes do not work, students should report to customer service and document the issue.

• Classroom logistics for Connect:

  • Students should sign in to D2L and locate the virtual labs under VO6 and VO7 sections; if problems persist, the instructor will provide alternative arrangements.

• Coursework timing:

  • The virtual labs have a closing time; students are encouraged to complete them promptly once the access is fixed.

Classroom Etiquette, Sign-in, and Engagement

• Camera usage:

  • Students are asked to turn on cameras so the instructor can see their faces; helps with attendance and engagement.

  • If a student is having tech issues, the instructor suggests staying engaged and using voice to indicate presence.

• Role fulfillment and presence:

  • The instructor emphasizes the need for early sign-in to simplify roll and avoid wasting class time.

• Respondus and quizzes:

  • Students will need Respondus (a proctoring tool) for certain quizzes; ensure you have this app installed if required.

• Homework and assignments:

  • The instructor generally does not assign traditional homework; however, there will be a written lab assignment after the second lab.

  • Lab activities may count toward the grade; if you can access assignments earlier, you can get a head start, but the instructor notes that access issues may prevent timely completion.

• Class breakdown and scheduling:

  • The class period runs about two hours and fifty minutes; some time is used for roll, tech troubleshooting, and demonstrations.

• Interactions with bookstore and accessories:

  • Bookstore reliability varies; students are encouraged to call ahead and persist in obtaining the lab manual (Second Edition Steen, Biology 101).

• Final guidance:

  • Be prepared: bring lab materials, have printed handouts when possible, and anticipate the need to adapt to virtual labs if physical labs aren’t possible.

• Safety and ethics in practice:

  • Emphasis on following safety rules and ethical conduct in the lab; avoid unsafe practices or cutting corners; respect rules around hazardous materials, personal protective equipment, and the environment.

Real-World Relevance and Foundational Principles

• Why standardization matters:

  • The metric system is globally recognized to facilitate communication, commerce, and science across borders.

• Safety as a shared responsibility:

  • OSHA rules protect students and educators; compliance reduces risk of injury and ensures a conducive learning environment.

• Measurement accuracy and reliability:

  • Understanding when to use a graduated cylinder (more precise) versus a beaker/Erlenmeyer (less precise) is crucial for experimental integrity.

• Data literacy:

  • Interpreting graphs (pie, bar, line) and understanding independent vs dependent variables is foundational for scientific reasoning.

• Critical thinking about resources:

  • The process of resolving access to digital lab materials (Connect) mirrors real-world experiences with vendor support, licensing, and digital resource management.