S C I E N C E
sampler
humans from being born that have severe mutations that
would prove fatal when they entered the world.
Assessment
Assessing student performance on this activity requires us to
move throughout the room to constantly evaluate student
progress. Students are evaluated on how well they work
together, as well as how correct their completed karyotype
is. A final piece of assessment comes as we conduct the
post-lab discussion. Students are evaluated on their ability
to correctly identify the disorder or lack of disorder for their
patient, as well as their willingness to hypothesize about
possible repercussions of having an extra chromosome. As
with all other labs, a student or group assessment rubric
could be used.
Conclusion
For more advanced classes, I would suggest using more
accurate chromosome images. These images were great for
the average middle school student population. There are
just enough differences in the images for the activity to be
doable, but enough similarity that the students really had
to work together and think about the banding and location
of the centromeres. Similarly, for more mature classes, you
could include more examples of chromosomal disorders or
invite students to conduct further research on the disorders
diagnosed in the classroom.
My students enjoyed the opportunity to step into the
role of a genetic technician and analyze chromosomes.
They were curious about the disorders but extremely
respectful. It was a good opportunity to encourage
students to look into possible disorders that result from
chromosomal abnormalities, and also to foster acceptance
and tolerance.
Acknowledgments
This lesson is adapted from the University of Arizona’s Biology
Project lesson titled “Karyotyping Activity” available online
at www.biology.arizona.edu/human_bio/activities/karyotyping/
karyotyping.html. The chromosome images are from http://oak.
cats.ohiou.edu/~schutte/new_page_1.htm. We wish to extend our
gratitude to Kathie Dosh and Rachel Hughes for their helpful
comments on earlier drafts.
Resources
University of Arizona Biology Project—www.biology.arizona.edu/
human_bio/activities/karyotyping/karyotyping.html
Information about the various disorders—www.nlm.nih.gov/
medlineplus/encyclopedia.html
60 science scope March 2 0 0 6
Solutions and
dilutions: Mixing the
math into the science
This lab activity teaches students how to make solu-
tions and dilutions while reinforcing the mathematical
concepts involved. The materials used are cost-effective,
readily available, and safe for students to handle. The
activity presents the concept of dilutions visually. “I see
now!” is a common refrain during this activity as students
compare and contrast their dilutions.
To determine how much tap water and concentrate
(stock solution) will be combined to create the solutions
specified in the activity, students can divide the total vol-
ume needed for each solution by its dilution factor (df).
For example, to make a 200 mL solution with a 1:10 dilu-
tion, students would divide 200mL (total volume) by 10
(df) to arrive at 20 mL. They would then combine 20 mL
of concentrate (one part) with 180 mL of tap water (nine
parts) to create a 200 mL solution with a 1:10 dilution.
Students came away from the laboratory experience
with a better understanding of solutions and dilutions.
Teachers appreciate this activity because it is low-cost
and easy to assess; they are able to tell at a glance if the
dilutions are correct. As a practical extension, have
students bring in an empty can of concentrated juice or
soup. Have students fill their empty cans with water and
15 drops of food coloring to represent their stock solution
of the soup or juice concentrate. Then, have students
follow the directions on the can to complete the juice or
soup, and calculate the final dilutions of the solutions.
Materials
The materials listed below are for a class of 30 students work-
ing in groups of two or three
• four beakers or flasks (125 mL, 250 mL or larger)
• food coloring (one box will be plenty for the entire class)
• one micropipette
• one graduated cylinder (50 mL or 100 mL)
• masking tape
• one marker
• tap water
Nancy L. Elwess (nancy.elwess@plattsburgh.edu) is an associate
professor, and Christopher Cottrell received his B.S. in Elementary
Education in the Department of Biological Sciences at Plattsburgh
State University in Plattsburgh, New York.
 S C I E N C E

sampler
Procedure (for students) The different concentrations of red food
FIGURE 1
1. Add 12 to15 drops of red food coloring in solution
coloring to 100 mL of tap water in
a flask or beaker. Swirl to mix, and
label “Solution A” with tape and
marker. This will be your stock
solution for all red solutions.
2. Make 200 mL of a 1:10 dilution
from Solution A by adding one
part of Solution A with 9 parts
of tap water in a separate beaker.
Label this “Solution B.”
3. Make 100 mL of a 1:20 dilution
from solution B. Label this “Solu-
tion C.” List the steps you took to
FIGURE 2 The different concentrations of blue food
make this solution.
coloring in solution
4. Add 12 to 15 drops of blue food
coloring to 100 mL of tap water in
a flask or beaker. Swirl to mix, and
label “Solution 1” with tape and
marker. This will be your stock
solution for all blue solutions.
5. Make 100 mL of a 1:50 dilution
from solution 1. Label this “Solu-
tion 2.” List the steps you took to
make this solution.
6. Make 100 mL of a 1:2 dilution
from Solution 2, label this “Solu-
tion 3.” List the steps you took to
make this solution. FIGURE 3 Measuring out 20 mL from Solution A
7. Line up the lettered solutions next to each create Solution B
other (Figure 1) and the numbered solu-
tions next to each other (Figure 2).

Answer key for solution calculations

Solution B: 200 mL/10 (df) = 20 mL of So-
lution A added to 180 mL (9 parts x 20 mL)
tap water.

Solution C: 100 mL/20 (df) = 5 mL of Solution

B added to 95 mL (19 parts x 5 mL) tap water.
PHOTOS BY JOHN WAYNE JOHNSTON

Solution 2: 100 mL/50 (df) = 2 mL of Solution 1

added to 98 mL (49 parts x 2 mL) tap water.

Solution 3: 100 mL/2(df) = 50 mL of Solu-

tion 2 added to 50 mL (1 part x 50 mL) of
tap water.

March 2 0 0 6 science scope 61