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Studying Heart Rate Using Daphnia—Student Laboratory Kit

By: The Flinn Staff

Item #: FB2002

Price: $41.00

In Stock.

In the Studying Heart Rate Using Daphnia Animal Behavior Laboratory Kit for biology and life science, Daphnia are exposed to both a stimulant and depressant as well as varying environmental temperatures.

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This item can only be shipped to schools, museums and science centers

Product Details

Daphnia magna, also known as water fleas, are transparent crustaceans that serve as an ideal organism to study the physiological responses to various stimuli. In this lab, Daphnia are exposed to both a stimulant and depressant as well as varying environmental temperatures. Students view the organisms under a compound microscope to observe the effect of these conditions on heart rate.

Includes detailed Teacher Notes with helpful lab hints, answers to worksheet questions, and a reproducible student worksheet. Complete for 30 students working in pairs. Daphnia magna and a compound microscope are required and available separately.

Specifications

Materials Included in Kit: 
Caffeine, 2 g, 2
Ethyl alcohol, 10%, 70 mL, 3
Cotton balls, 15
Culture (petri) dish, 90 x 15 mm, 30
Depression slide, single cavity, 15
Pipet, Beral-type, graduated, 45
Wood splints, 15


Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Asking questions and defining problems
Developing and using models
Analyzing and interpreting data
Planning and carrying out investigations
Using mathematics and computational thinking
Constructing explanations and designing solutions

Disciplinary Core Ideas

MS-LS1.A: Structure and Function
MS-LS1.B: Growth and Development of Organisms
MS-LS2.C: Ecosystem Dynamics, Functioning, and Resilience
HS-LS1.A: Structure and Function
HS-LS1.B: Growth and Development of Organisms
HS-LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Cause and effect
Patterns
Scale, proportion, and quantity
Systems and system models
Structure and function
Stability and change

Performance Expectations

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.