Exercise 1: Data Interpretation Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below. Post-Lab Questions 1. What patterns do you observe based on the information in Table 4? 2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. 3. What would your experimental approach be to test this hypothesis? 4. What would be the independent and dependent variables?

1. UMUC Biology 102/103 Lab 1: Introduction to Science
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Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living
organism requires oxygen to survive, it is a necessary component of water systems such
as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is
measured in units of ppm (parts per million). Examine the data in Table 4 showing the
amount of dissolved oxygen present and the number of fish observed in the body of water
the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the
water sample and the number of fish observed in the body of water.
3. What would your experimental approach be to test this hypothesis?
4. What would be the independent and dependent variables?
5. What would be your control?
6. What type of graph would be appropriate for this data set? Why?
7. Graph the data from Table 4: Water Quality vs. Fish Population (found at the
beginning of this exercise).
8. Interpret the data from the graph made in Question 7.
Exercise 2: Experimental Variables
Determine the variables tested in the each of the following experiments. If applicable,
determine and identify any positive or negative controls
Exercise 3: Testable Observations
Determine which of the following observations are testable. For those that are testable:
Determine if the observation is qualitative or quantitative

2. Write a hypothesis and null hypothesis
What would be your experimental approach?
What are the dependent and independent variables?
What are your controls - both positive and negative?
How will you collect your data?
How will you present your data (charts, graphs, types)?
How will you analyze your data?
Exercise 4: Conversion
For each of the following, convert each value into the designated units.
1. 46,756,790 mg = _______ kg
2. 6 hours = ________ seconds
3. 5 cm = ________ inches
4. 47 °C = _______ °F
Exercise 5: Accuracy vs. Precision
For the following, determine whether the information is accurate, precise, both or neither.
Exercise 6: Significant Digits and Scientific Notation
Part 1: Determine the number of significant digits in each number and write out the
specific significant digits.
Part 2: Write the numbers below in scientific notation, incorporating what you know
about significant digits.
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UMUC Biology 102/103 Lab 4: Enzymes
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3. UMUC Biology 102/103
Lab 4: Enzymes
INSTRUCTIONS:
• On your own and without assistance, complete this Lab4AnswerForm electronically and
submit it via Assignments by the date listed on your Course Schedule (under Content -
Syllabus). NOTE: The Assignment tab closes promptly @ 11:59 PM ET and will not be
available even a minute past the deadline. Save your Lab4AnswerForm in the following
format: LastName_Lab4 (e.g., Smith_Lab4).
• I will be posting feedback under a private Lab 4 Feedback group in the Discussions
after I have graded all the labs. You will gain access to the private Lab 4 area if you
submit a complete lab on time.
• You must submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) to
receive credit. I cannot open Works or WordPerfect files.
Experiment 1: Enzymes in Food (15 pts)
Table 1: Substance vs. Starch Presence
Substance Resulting Color Presence of Starch?
Positive Control: Starch
Negative Control: Student Must Select
Food Product:
Food Product:
Saliva:
Post-Lab Questions
1. What were your controls for this experiment? What did they demonstrate? Why was
saliva included in this experiment?
2. What is the function of amylase? What does amylase do to starch?
3. Which of the foods that you tested contained amylase? Which did not? What
experimental evidence supports your claim?

4. 4. Saliva does not contain amylase until babies are two months old. How could this affect
an infant’s digestive requirements?
5. Digestive enzymes in the gut include proteases, which digest proteins. Why don’t these
enzymes digest the stomach and small intestine, which are partially composed of protein?
Experiment 2: Effect of temperature on enzyme activity (15 pts)
Table 2: Record the effect of temperature on the production of gas
Tube Temperature
(°C) Balloon Circumference
(Uninflated in cm)
Balloon Circumference
(Inflated in cm)
1 (cold)
2 (room temp)
3 (hot)
Post-Lab Questions
1. What is the enzyme in this experiment? What is the substrate?
2. What is the independent (IV) and dependent (DV) variables in this study?
3. How does temperature affect enzyme function?
4. How can enzyme activity be increased?
5. In general, how would an increase in substrate alter enzyme activity? Draw or insert a
graph to illustrate this relationship.
6. Draw a graph using balloon diameter vs. temperature. You may use Excel, then
“Insert” the graph, or use another drawing program. You may also draw it neatly by hand
and scan your drawing. You would need to insert the scanned jpg image here, in that
case. What is the correlation shown on your graph?

5. 7. Design an experiment to determine the optimal temperature for enzyme function,
complete with controls. Be sure to state your hypothesis, describe your design, dissect
your variables (IV/DV), and predict your results. When you describe your design, be
sure to explain where you will find the enzymes for this experiment and what substrate
you will use.
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UMUC Biology 102/103 Lab 6: Taxonomy
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Pre-Lab Questions
1. Use the following classifications to determine which organism is least related out of
the three. Explain your rationale
2. How has DNA sequencing affected the science of classifying organisms?
Experiment 1: Dichotomous Key Practice
Data Tables and Post-Lab Assessment
Post-Lab Questions
1. What do you notice about the options of each step as they go from number one up?
2. How does your answer from Question 1 relate to the Linnaean classification system?
Post-Lab Questions
1. Did this series of questions correctly organize each organism? Why or why not?
2. What additional questions would you ask to further categorize the items within the
kingdoms (Hint: think about other organisms in the kingdom and what makes them
different than the examples used here)?
3. What questions would you have asked instead of the ones that you answered about
when classifying the organisms?
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UMUC Biology 102/103 Lab 7: Ecological Interactions

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Pre-Lab Questions
1) Would you expect endangered species to be more frequently generalists or specialists?
Explain your answer
2) How does temperature affect water availability in an ecosystem?
3) Choose a species and describe some adaptations that species developed that allow
them to survive in their native habitat.
Experiment 1: Effects of pH on Radish Seed Germination
Data Tables and Post-Lab Assessment
Post-Lab Questions
1. Compare and construct a line graph based on the data from Table 1 in the space below.
Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to
include a title, label the x and y axes, and provide a legend describing which line
corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…).
2. Was there any noticeable effect on the germination rate of the radish seeds as a result
of the pH? Compare and contrast the growth rate for the control with the alkaline and
acidic solutions.
3. According to your results would you say that the radish has a broad pH tolerance?
Why or why not? Use your data to support your answer.
4) Knowing that acid rain has a pH of 2 - 3 would you conclude that crop species with a
narrow soil pH range are in trouble? Explain why, or why not, using scientific reasoning.
Is acid rain a problem for plant species and crops?
5) Research and briefly describe a real world example about how acid rain affect plants.
Be sure to demonstrate how pH contributes to the outcome, and proposed solutions (if
any). Descriptions should be approximately 2 - 3 paragraphs. Include at least three
citations (use APA formatting).
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