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East Meadow School DistrictCurriculum Area Project

Title: Living Environment Lab Manual Part 4

Completed: October, 10th 2013

Authors:Christy SullivanBarbara Lucia

Pam Freitag

Grade Level: 9-10

Subject: Science/Biology/Living Environment

1

Abstract/Rationale

This CAP is titled the “Living Environment Lab Manual” which is designed to be incorporated into the Living Environment classrooms, for mostly grades 9 and 10. The goal of this cap is to provide Living Environment teachers with activities and resources that help them reinforce the concepts taught in this course. The labs also enable students to meet the NYS lab time requirement of 1200 minutes. The Labs developed are fun for the students, connect to the curriculum and are modified to meet the needs of our diverse student population. We incorporated a variety of lessons that coincide with the different units covered throughout the year. As successive CAPS are completed new labs that we find helpful will be added to the appropriate units in the lab manual. Internet links and activities have been added that coincide with the curriculum. Teachers within our department have been encouraged to share their ideas and any activities they feel will add to the success of this lab manual. The labs focus on concepts tested in the NYS Living Environment regents. The CAP was developed using the Living Environment standards (Standards 1 and Standards 4.1.1, 4.2.1, 4.3.1, 4.4.1, 4.5.1, 4.6.1 and 4.6.2) set forth by New York State. These labs will help the students take an active role in the learning process and reinforce challenging concepts using a hands-on approach. This CAP is for part four of the lab manual so the basic structure might change as successive parts of the CAP are completed.

Hour AllotmentEach participant was allotted 30 hours to complete this CAP. Below you will find the breakdown of how the hours were spent.

Task Hour(s) Spent per

ParticipantPreparing Materials – CAP Procedures 5 hours

2

Researching and preparing appropriate lessons to be utilized by teachers and students

5 hours

Researching and organizing labs to meet NYS standards

5 hours

Typing and formatting labs for the manual 10 hours

Organizing manual into appropriate sections 5 hours

Total Hours 30 Hours (per participant)

Works Cited

Author Website/Source Right to use work Date Retrieved

Mrs. Tracy Trimpe developed in March 1999

The Science Spot

http://sciencespot.net/index.html

http://sciencespot.net/Pages/faq.html

7/21/10

Mrs. Stephanie Fazio

Last revised in June 2010

Ms. Fazio's Living Environment Webpage

http://www.nylearns.org/webpage/default.aspx?SID=P0&UID=27674

http://www.nylearns.org/webpage/default.aspx?SID=P0&UID=27674

08/3/2010

Pam Freitag Directly from person Verbal 11/2/10

Kerin Myer Directly from person Verbal 11/2/10

Miller & Levine Textbook (Biology Pearson Ed)Textbook Permission

for educators9/10/10

Christy Sullivan Directly from person Verbal 9/10/10

Ken Nyer Directly from person Verbal 9/10/10

Ms. Blanarovich Website Minisink Valley High School On website and lab 10/1/10

James M. Buckley Living Environment Topic Sequence and Links

http://creativecommons.org/licenses/by-nc-sa/3.0/

9/20/11

3

mailto:[email protected]

Colleen Fitzpatrick Directly from person Verbal 9/20/11

Unknown 1. bhhsbiologylambert.wikispaces.com/.../Cell+Theory+Lab.../Cell+Theory+Lab-honors-bio-11.doc

1. bhhsbiologylambert.wikispaces.com/.../Cell+Theory+Lab.../Cell+Theory+Lab-honors-bio-11.doc

9/10/11

Ken Nyer (Modified from http://www.huntington.org/Education/FIBR/download/2004/04PlantCell.pdf)

(Modified from http://www.huntington.org/Education/FIBR/download/2004/04PlantCell.pdf)

9/10/11

Mary Coyne Directly from person Verbal 7/30/12

Barbara Lucia Directly from person Verbal 7/30/12

UnKnown http://www.lenntech.com/periodic-chart-elements/human-body.htm#ixzz21wgxuz00

http://www.lenntech.com/periodic-chart-elements/human-body.htm#ixzz21wgxuz00

7/30/12

Tish Taylor Retrieved from Biology corner webpage 1994 Woodrow Wilson Biology Institute

7/30/12

Unknown modified from www.biologyjunction.com/DNA.doc

modified from www.biologyjunction.com/DNA.doc

7/30/12

Unknown Modified from http://www.huntington.org/Education/FI

BR/download/2004/04PlantCell.pdf)

Modified from http://www.huntington.org/Education/FIBR/download/2004/04

PlantCell.pdf)

7/30/12

Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania

University Website

http://www.bio.upenn.edu/

8/10/12

Jennifer Doherty Department of Biology, University of Pennsylvania

University Website


8/15/13

Deane Gordon Philadelphia Military Academy @ Leeds

University Website


8/15/13

Dr. Lori Spindler Department of Biology, University of University Website 8/15/13

4










Pennsylvania

http://www.bio.upenn.edu

Dr. Richard Steane The Biotopics Website http://www.biotopics.co.uk/nutrition/footes.html

retrieved 8/17/13

Science Company Science Company

95 Lincoln St.Denver, CO 80203

Local Ph: 303-777-3777Toll Free: 800-372-6726

http://www.sciencecompany.com/Food-Chemistry-Experiments-W151.aspx

retrieved 8/17/13

Table of ContentsTopics Page #Safety Lab Safety………………………………………………………………….59 - 62

Tools Microscope (Development of Cell Theory)…………………………….. 147 – 153

Testing pH …………………………………………………………….....108-110

Microscope Diagram w/fill-ins……………………………………….....144

Planaria Lab………………………………………………………………..198-199

Is it Alive?..................................................................................................196-197

5




http://www.biotopics.co.uk/nutrition/footes.html

http://www.biotopics.co.uk/nutrition/footes.html


Cell Size Lab………………………………………………………………..188-189

The Cell Theory (Microscope)……………………………………………145-151

Scientific Method Steps of the Scientific Method……………………………………………63-68

Graphing Variables………………………………………………………..12-16

Plop Plop Fizz Fizz……………………………………………………….220-221

Corn Lab…………………………………………………………………..

Acid Rain & Germination………………………………………………..186-187

Biochemistry Organic Compounds………………………………………………………44-47

Protein Indicator ……………………………………………………….....55-58

Building Molecules/Compounds………………………………………. .111-113

Monomers and Macromolecules………………………………………....114-119

Enzymes (Toothpick-ase) ………………………………………… …….120-127

You are What you Eat……………………………………………………..163-169

Testing Sugars and Starches………………………………………………259-262

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Enzyme Investigation X 1 …………………………………………………192-195

Enzyme Lab X 2……………………………………………………………206-217

Ecology Scavenger Hunt……………………………………………………............21-25

Symbiotic Relationships…………………………………………………..69-79

Human Impact…………………………………………………………….83-86

Photosynthesis……………………………………………………………..92-95

Automobile Emissions ……………………………………………………103-105

Summertime Fun in Living Environment………………………………..271-272

Thanksgiving Dinner (Yummy)………………………………………….143-146

Human Population Growth……………………………………………….178-180

Cells Photosynthesis vs. Cellular Respiration …………………………………..9-11

Cellular Respiration ………………………………………………………..

Mitosis (Candy) ……………………………………………………………18-21

Mitosis (Stage Flip Book)………………………………………………….26-27

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Meiosis (Stage Flip Book)…………………………………………............28-33

Human Check Cells (Microscope)………………………………………...89-91

Cellular Respiration ………………………………………………………..101-102

Mitosis in Onion Root Tip ………………………………………………...106-107

Mitosis in Real Cells ……………………………………………………….132-136

Aerobic Respiration Map …………………………………………………..137-139

Organelle Matching Activity……………………………………………….. 267-270

Barley & Oats Brewing Backfire (Anaerobic Respiration)………………..170-174

Is Yeast Alive?..............................................................................................247-254

Measure a Bean………………………………………………………………218-219

Asexual Reproduction……………………………………………………….152-154

Genetics Species Chromosome Number……………………………………….…….34-36

Structure of DNA……………………………………………………………48-54

Gene Mutations……………………………………………………………..37-40

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Gel Electrophoresis and Analysis…………………………………………..87-88

Punnett Squares …………………………………………………………….80-82

DNA RNA ……………………………………………………………….96-100

Plastic Eggs Genetics ………………………………………………………140-143

How DNA Controls the Working of the Cell………………………………175-177

Evolution Invertebrate Diversity……………………………………………………….234-242

Evidence of Evolution………………………………………………………155-162

Body System Circulatory System …………………………………………………………41-43

Reproductive/Endocrine (Menstrual Cycle) ……………………………128--131

Poverty Research Lab……………………………………………………..263-266

Digestive System Organ Matching……………………………………….255-258

FDA Food Safety Modernization Act…………………………………….222-225

Human Heart Rate……………………………………………………….226-233

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Plants What Parts of a Plant do we Eat?.............................................................200-210

Plant Growth Puzzle ……………………………………………………...181-185

NYS Labs Making Connections Lab Report ………………………………………..276-277

Making Connections Pulse Rate Charts…………………………………275

Diffusion Lab Group Responsibilities Chart ……………………………274

Biodiversity Data Chart …………………………………………………..273

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Name______________________ Date___________

Photosynthesis vs. Cellular RespirationFollow the instructions below to complete your diagrams on photosynthesis and respiration

Part 1Step 1: Fill in the equation for photosynthesis and answer the following questions.

____________ + ____________ + ____________ ____________ + ____________

What are the reactants for photosynthesis?

1. _________________

2. _________________

3. _________________

What are the products for photosynthesis?

1. _________________

2. _________________

In which organelle does the process of photosynthesis occur?__________________________

Stages of photosynthesis and where each occurs:

Stage 1 - __________________________ and occurs in the_____________________

Stage 2 - __________________________ and occurs in the ____________________

Why is the process of photosynthesis important for the stability of ecosystems?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Step 2: Fill in the equation or aerobic and anaerobic respiration and answer the following questions.

Aerobic

____________ + ____________ ____________ + ____________+ ____________

Reactants1. __________________

2. ___________________

Products1. ___________________

2. ___________________

3. ___________________

What can be inferred about the reactants and products of aerobic respiration and photosynthesis? ____________________________________________________________________________________________________________________________________________________________

Name 2 organism that do aerobic respiration ___________________ and ________________.

**Remember there are _______ types of anaerobic respiration**

Anaerobic (Lactic Acid Fermentation)

____________ ____________ + ____________

Name 1 organism can perform lactic acid fermentation?_____________________________

Anaerobic (Alcoholic Fermentation)

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____________ ____________ + ____________+ ____________

Name 1 organism can perform alcohol fermentation?_____________________________

List 3 differences between aerobic and anaerobic respiration.

1)__________________________________________________________________

2)__________________________________________________________________

3)__________________________________________________________________

Why is the process of respiration important for organisms? __________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: Get a piece of construction paper and colored pencils.

Step 4: Use all the information about photosynthesis from step 1 to create a visual teaching tool for other students on one side of the construction paper.

Step 5: Use all the information about cellular respiration from step 2 to create a visual teaching tool for other students on the other side of the construction paper.

Step 6: BE CREATIVE

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Graphing Lab

Name____________________________ Date: _____________

1. Scientists were trying to figure out whether fertilizer affects the growth of tomatoes. The data table below shows the average diameter of ripe tomatoes from plants grown with different amounts of fertilizer. Construct a line graph using this data

Amount of Fertilizer (g) Average Diameter of Tomatoes (cm)

0 7

20 8

40 9

60 10

80 9

100 8

What is the independent (manipulated) variable? ______________________________________

What is the dependent (responding) variable? _________________________________________

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2. Scientists were trying to figure out if the length of a bar would change when heated from 0 degrees Celsius to 250 degrees Celsius. Their findings were recorded in the data table below

Temperature (degreed Celsisus) Length of bar (cm)

0 100.0

50 100.1

100 100.3

150 100.4

200 100.5

250 100.7



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3. The data table below shows the number of hours the flowers of different types of plants remain open each day.

Flower Number of Hours Open

Morning glory 6

California poppy 7

Dandelion 13

Pumpkin flower 4

Moon flower 16

Use the information in the data table to construct a bar graph on the grid provided.

Number of Hours Flowers Remain Open

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4. The data table below shows the average daily temperature for 10 days for 2 New York State cities: Albany and New York City

Average Daily Temperature

Day Albany Temperature (deg F) New York City Temperature (F)1 77 812 79 853 80 874 72 885 76 846 81 807 84 768 85 749 85 7010 77 65

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5. The following data represents the measurement taken of a cup of hot coffee cooling off (deg C) with respect to time (min). Using the graph paper attached, create a line graph using this data.

Time (min) Temp (deg C)0 1004 788 6612 6016 5420 4824 4228 3832 3436 3440 3044 2848 2752 2656 2660 26

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64 2668 2670 26



Complete this graph on a separate sheet of graph paper.

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Mitosis Candy Lab

Name______________________________ Date:

Per: Living Environment

Directions:

1. Each student will receive an index card labeled with an activity that occurs during 1 of the phases of mitosis (See Attached).

2. Students will decide which phase of mitosis their index card is referring to. 3. All students who have the same phase will meet and fill out the top portion of the “Mitosis

Activity Sheet”.4. Using the poster board, the bag of supplies, and your knowledge of mitosis, you and your

group will construct a poster board representing your specific phase of mitosis. 5. As you construct your poster board, your group must fill in the bottom portion of the

“Mitosis Activity Sheet”.6. The poster board must be labeled (include a large title that has the name of your phase of

mitosis, and each part of the cell should be visibly labeled)7. Each group will present their poster board to the class. 8. At the conclusion of the activity, each member of the group will complete questions

regarding mitosis.

***Grade will be based on:

Accuracy of information Group Participation Creativity and Display Effort Presentation Summary Questions

Names___________________________________________ Date:

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Mitosis Activity Sheet

Our Cell Phase is: _____________________

_________________ is one of the phases of mitosis. During this phase:_______

________________________________________________________________________

________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________________

________________________________________________________

Diagram Legend: Write in the blank space what each object in your diagram represents. For example: Pipe Cleaner Spindle Fibers.

Red Rope: _________________ Blue Ribbon: _________________

Circular Mints: _________________ Black Ribbon: _________________

Good and Plenty: Pipe Cleaner: _________________

Pink: _________________ Marshmallow Hearts: _____________

White: _________________ Cheerios: _________________

Straw: Paper Clips: _________________

Specify Color: _________________ Glitter Glue: _________________

Green Beads_________________

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INDEX CARDS (Each phrase should be cut out and pasted on a separate index

card

Chromosomes duplicate themselves

Centrioles duplicate themselves

The cell is in this phase 90% of the time

Chromatin condenses and becomes visible as double stranded chromosomes (sister chromatids) attached together by centromeres

Spindle fibers begin to form

Nuclear membrane of nucleus disappears and centrioles migrate to the poles

Spindle fibers line up double stranded chromosomes (sister chromatids) at the equator

Double stranded chromosomes (sister chromatids) line up at the equator

Spindle fibers attach to chromosomes centromeres

One set of single stranded chromosomes are pulled to opposite poles by spindle fibers

Sister chromatids are being pulled apart to either side of the cell.

In animal cells, “furrowing” occurs. The cell membrane begins to pinch in at the equator

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In plant cells, a cell plate forms at the equator

In animal cells, pinching of the cell membrane begins

Nuclear membrane begins to REFORM

Spindle Fibers go away

Cells are splitting cytoplasm and other organelles

Chromosomes turn back into chromatin

2 IDENTICAL cells have formed

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Name______________________________ Date:

Living Environment Period:

Ecology Scavenger HuntSkills: Identify abiotic and biotic factors in their natural habitats

Objectives:

Identify organisms found in the field Classify organisms found in the field.

Purpose: In this lab, you will be given a list of items to look for in a site that the class will visit. You will identify living organisms that you will find. You will also observe the living organisms that you find. In addition, you will observe and make note of the environment in which each item was found.

Background: At some time in your life, you may have collected natural objects such as seashells, rocks, leaves, and insects. Although you may have learned a lot about the physical appearance and structures of the specimens collected, you may not have observed the environment in which you collected them.

A scavenger hunt is an activity in which you try to find as many items as possible from a list of objects. In order to find some of the items on your scavenger hunt list, you will have to know about their habitats, classifications and life cycles.

Procedure:

1. The scavenger hunt list is on page 6. Your teacher will tell you which items you may expect to find in the area you will visit. You will not collect any material in the field. All observations will be made in such a way that habitats are disturbed as little as possible.

2. Before going on the scavenger hunt, do background research on the animals, plants, and fungi that you may expect to find.

a. Describe the habitat you are going to visit___________________________________________________________________________

_________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

b. Distinguish between a producer, a consumer and a decomposer___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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3. Learn all you can about the organisms you find. Record your findings in the table below

Organism Plant, animal or

fungus

Producer, consumer,

or decomposer

Poisonous (Y/N)

4. Take care not to disturb the surrounding environment during your hunt. When you examine items, follow the “rule of six” – do not take one to examine unless there are six more within six feet. This rule generally leaves enough organisms to reproduce.

a. Why should you follow the “rule of six”?__________________________________________________________________

5. Examine live animal specimens only if you can release them unharmed into the same habitat. Do not examine any vertebrates without your teacher’s approval

6. Your teacher will schedule the time for the hunt. Follow your teacher’s instructions about when to start and stop hunting. When you find an item on your list, enter it on your data table. Observe and

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make not of other organisms and unusual features in the area in the appropriate column in your data table.

Analysis:

7. Write a description of the biotic and abiotic factors in the habitat you studied.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

8. Construct a food chain from the animals and plants on your list of finds. ________________________________________________________________________

________________________________________________________________________

9. Construct a food web from the animals and plants on the list. Draw your web in the space below.

26

10. How might the environment of the habitat you studied change by next year and influence this lab for next year’s biology students?________________________________________________________________________

________________________________________________________________________

11. Instead of investigating a field, how do you think your findings would be affected if you investigated a pond and the area surrounding it? What organisms might you find? ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Scavenger Hunt Items

1. Something unusual2. A bone3. An echinoderm – “spiny skin” and 5 fold

symmetry4. An arachnid – spider5. A nonflying insect6. A mollusk – snail or slug7. An annelid – segmented worm8. A nematode – round worm9. A flying insect10. A pupa (resting stage between a larva

and an adult)11. A larva – immature insect12. Something round13. Something soft14. Something white15. Something that makes noise16. A feather (detached from a bird)17. Conifer Pinecone18. Seven pieces of trash or litter left by

humans19. Something beautiful20. Chewed plant part (not chewed by

humans)21. An owl pellet22. A fungus from a tree23. A fungus from the ground24. A gall – abnormal outgrowth of plant

tissue

***You must take a good picture of at least 25 items

25. A monocot leaf – has parallel veins in leaf

26. A dicot leaf – “branching” veins in leaf27. Scat – Animal droppings28. Something large29. Something straight30. A wind dispersed seed31. An animal dispersed seed32. 50 of any item33. A Thorn34. An example of camouflage35. A solar energy trap36. An animal track37. A frond – large divided leaf (fern)38. A palmate leaf – leaf resembling an open

hand39. A symbiotic relationship between 2

organisms40. Flower41. Seed42. Something red43. Something biotic44. A producer45. A consumer46. Something abiotic47. Food chain of three organisms48. Primary consumer49. A host

***The above circled items must be part of your 25 items

The Phases of Mitosis

28

Name_______________________________________ Period_________

Directions: Draw a cell that contains 3 chromosomes (Be careful!! In which stage are the chromosomes visible?)

Interphase Prophase

Metaphase Anaphase

Telophase Cytokenesis

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2. How do the daughter cells compare to the parent cell after mitosis?

3. Which cells in the human body undergo mitosis?

4. Why is mitosis important for an individual that has cut their hand open?

5. The 3 phases of interphase are:

Meiosis Flip Book

30

Name_______________________ Date:

Your task is to create an ‘index card’ flip book that shows the following ‘basic’ steps of Meiosis. On the front of each card: label the step with the appropriate title (Interphase, Prophase, etc) at the top of the card, and draw a colored picture of the phase at the bottom of the card. On the back of each card: Write the title and description of what happens in each stage (copy the titles and description EXACTLY as they are listed below. Hand draw and color each cell picture neatly and accurately. Make each cell the same “size” and “color”

___ Card 1: The Cover: Put the underlined title: “The Phases of Meiosis”, along with your name, date, and period.

___ Card 2: Interphase: The time before meiosis. The cells may appear inactive during this stage, but they are quite the opposite: * This is the longest period of the complete cell cycle.* The cells enlarge, preparing for meiosis.* The DNA replicates, or copies itself.* The cell grows and makes structures to use during the rest of the cell cycle.

___ Card 3: Prophase 1:* This is the first phase of meiosis.* The chromatin in the nucleus condenses and becomes visible chromosomes. Each replicated (copied) chromosome is made of two chromatids, both with the same genetic information. * Spindle fibers begin to form around the centrioles.* The nuclear membrane breaks down.* The centrioles are moving to opposite ends of the cell.* Homologous chromosomes come together (synapsis)* The exchange of genes between homologous chromosomes occurs during “crossing over”.

___ Card 4: Metaphase 1: * The centromere attaches the duplicated chromosomes to the spindle fibers.* * Spindle fibers line up chromosomes with their homologous partner at the center of the cell

___ Card 5: Anaphase 1: * Each homologous chromosome pair is pulled toward opposite ends of the cell.* The spindle fibers are getting shorter.

___ Card 6: Telophase 1 and Cytokinesis:* The nuclear membrane forms around the chromosomes.* The spindle fibers that have pulled them apart disappear.* The cell membrane is beginning to pinch in.* The cell begins to divide into two cells.* The paired chromatids are still joined. * Each cell contains one member of each homologous chromosome pair.

___ Card 7: Prophase 2:* Each cell contains one member of each homologous chromosome pair. **The chromosomes are not copied again between the 2 cell divisions.

___ Card 8: Metaphase 2: * The centromere attaches the chromatids to the spindle fibers.

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* Spindle fibers line up all chromosomes at the center of the cell.

___ Card 9: Anaphase 2: * The chromatids separate, and are pulled apart and begin moving to the cell poles.* The spindle fibers are getting shorter.* The chromatids arrive at the poles (opposite ends of the cell).

___ Card 10: Telophase 2 and Cytokinesis:* The nuclear membrane forms around the chromosomes.* The spindle fibers that have pulled them apart disappear.* The cell membrane is beginning to pinch in* * The result: Four new cells have formed from the original single cell. Each new cell has half the number of chromosomes present in the original cell. They are Haploid

32

33

34

Analysis and Interpretation

1. How many chromatids are present in the cell during prophase 1? __________________

2. What is the haploid number at the end of meiosis? ______________________________

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3. In the process of meiosis, how many nuclei are produced from the nucleus of each parent cell?

___________________________________________________________________

4. Are the newly produced cells haploid or diploid? ________________________________

5. State 1 way metaphase 1 differs from metaphase 2 _______________________________

_________________________________________________________________________________

_______________________________________________________________

6. State 1 way anaphase 1 differs from anaphase 2 _________________________________

________________________________________________________________________

________________________________________________________________________

7. In mitosis, replication of chromosomes precedes each cell division. In meiosis, two cell divisions

take place without a replication of chromosomes between them. What is the significance?

____________________________________________________________

_________________________________________________________________________________

_______________________________________________________________

8. Meiosis is sometimes called reduction division. What does this mean and why is it important to a

species? _____________________________________________________

_________________________________________________________________________________

9. Why is it significant that the four newly formed cells differ in chromosome content?

_________________________________________________________________________________

_________________________________________________________________

36

Haploid vs. Diploid Graphing Activity

Name___________________________ Date:Living Environment Per:Directions:

Part A – Complete all tables

Table 1

37

Species Haploid Number Diploid NumberDonkey 62

Dove 78

Hedgehog 44

Kangaroo 12

Mosquito 3

Pea 14

Pineapple 50

Red Fox 34

Turkey 41

46

Snail 24

Tiger 19

Potato 24

Table 2 Fill in the table with increasing haploid number

Species Haploid Number Diploid Number

Table 3 Fill in the table with decreasing diploid number

Species Haploid Number Diploid Number

PART II1. Create a BAR GRAPH depicting the HAPLOID number of each species using TABLE 1

38

2. Create ANOTHER BAR GRAPH depicting the DIPLOID number of each species USING TABLE 1

Questions:

1. Dogs have 78 chromosomes in their diploid cells. How many chromosomes are in their haploid cells?

2. How many pairs of chromosomes do dogs have in their somatic cells?

3. Cats have 38 chromosomes in their diploid cells . How many chromosomes are in their haploid cells?

4. Horses have 32 chromosomes in their sex cells. How many chromosomes are in their somatic cells?

5. How many pairs of homologous chromosomes do horses have in their somatic cells?

6. What types of cells are haploid? What types of cells are diploid?

39

Name_____________________________ Date:

Lab – Gene Mutations

A gene mutation is a change in the sequences of bases within a gene. There are three types of gene mutations: 1)Substitution; 2)Deletion; 3) Addition. In this lab, we will investigate these mutations and determine what effect they have on the polypeptide chain they produce.

From Normal Gene to Normal Polypeptide Chain

1. Randomly select 18 base cards and bring them to your work area. 2. Make a short gene by arranging 15 of the bases in a straight line on your desk – You must have the

DNA sequence “ACT” be the last 3 bases of your sequence because it is a stop codon. DO NOT use the stop codon anywhere else in your gene. Other than that, you may choose any order of bases you want for your gene. Set aside the three extra base cards to be used later.

Copy down the DNA Sequence that you’ve just made:__________________________________________________________________

Write the RNA sequence for this gene:__________________________________________________________________

Using the RNA Codon-Amino Acid Chart, write the amino acid sequence for the gene:__________________________________________________________________

RNA Codon-Amino Acid Chart

Simulating Mutations****All of the mutations that you simulate will occur at the 5 th base position***

3. Simulate substitution by replacing the 5th base in the normal gene with one of the bases that you set aside in step 2.

Copy down the new, mutated DNA sequence that you’ve just made:

40

______________________________________________________________________

Write the new mRNA sequence:______________________________________________________________________

Write the new amino acid sequence:______________________________________________________________________

This is the new polypeptide chain made from the mutated gene.

How many amino acids are different from the original, normal polypeptide chain?______

What new amino acids were included in this polypeptide chain that were not present in the original polypeptide chain? ______________________________________________

4. RETURN THE GENE BACK TO ITS ORIGINAL, DNA SEQUENCE 5. Simulate deletion by removing the base in the 5th position (do NOT add any other base). All other

bases should shift over one position to the left.

Copy down the new, mutated DNA sequence that you’ve just made:________________________________________________________________________


Write the new amino acid sequence:______________________________________________________________________

This is the new polypeptide chain made from the mutated gene.


What new amino acids were included in this polypeptide chain, that were not present in the original polypeptide chain? ______________________________________________

6. RETURN THE GENE BACK TO ITS ORIGINAL, DNA SEQUENCE 7. Simulate addition by inserting an extra base in the 5th position (do NOT remove any original base).

All of the other bases should shift over one position to the right.

Copy down the new, mutated DNA sequence that you’ve just made:________________________________________________________________________


Write the new amino acid sequence:

41

______________________________________________________________________This is the new polypeptide chain made from the mutated gene.


What new amino acids were included in this polypeptide chain, that were not present in the original polypeptide chain? ______________________________________________

Analysis and Questions1. What are the three types of gene mutations? _________________________________2. Do all three mutations produce the exact same results? Which mutation caused the most drastic

change in your amino acid sequence (polypeptide chain) _____________ _____________________________________________________________________

3. What happened to the amino acid sequence of the polypeptide chain when the substitution mutation occurred? _________________________________________ ____________________________________________________________________

4. What happened to the amino acid sequence of the polypeptide chain when the deletion mutation occurred? _____________________________________________ _____________________________________________________________________

5. What happened to the amino acid sequence of the polypeptide chain when the addition mutation occurred? ____________________________________________ _____________________________________________________________________

6. What would happen to the polypeptide chain if a mutation produced a STOP codon at the beginning of a gene?_________________________________________________ _____________________________________________________________________

7. Why do addition and deletion mutations cause more of a drastic change in the amino acid sequence than a substitution mutation? _________________________________ _____________________________________________________________________

8. When would a substitution mutation cause no change in the resulting polypeptide chain? ______________________________________________________________ ____________________________________________________________________

9. From what you observed in this lab, why do you think addition and deletion mutations are called “Frame-shift mutations”? _______________________________ _____________________________________________________________________

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Nitrogen Bases

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A C T G A C

T G A C T G

A C T G A C

The Circulatory System Investigations

Understanding the way in which your heart, blood vessels and blood function to deliver nutrients & oxygen, remove wastes, fight infections, etc. is key to realizing why keeping your heat healthy is so important. The human heart is considered a closed circulatory system, because the blood is confined to vessels (arteries, veins, capillaries). Your heart and circulatory system are working 24/7 for you – beating upwards of 3 billion times during the course of your life and circulating nearly 5 liters of blood every minute! You will be investigating and working to understand the inner world of your heart and associated structures in the lab.

The heart’s job is to pump blood to the various parts of your body. In doing so, it only pumps blood in a unidirectional manner – or put in highway terms, it is a one way road of blood flow.

1. You are a red blood cell in the Left Ventricle – describe the path you take as you leave here and travel around the body and eventually make your way back to the left ventricle. Name all of the structures you would pass through – don’t include valves.

Left Ventricle ________________ Arteries Capillaries __________________ Vena Cava _____________ ________________ ________________ Lungs ________________ ________________ End a the Left Ventricle

2. Color the areas of the heart above and associated vessels that carry oxygenated (oxygen rich) blood RED and the areas with deoxygenated (oxygen poor) blood BLUE

3. What prevents blood from flowing in more than 1 direction? ______________________________

4. What is meant by a “closed circulatory system”? _______________________________________

Your Heart and How it Beats

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Doctors will often listen to your heartbeat to ensure that your heart is working properly. Get one of the stethoscopes. Clean the ear pieces, and then listen to your heartbeat. To listen, place the chest piece over where the heart is. Remember, your heart is positioned in the center of your chest slightly tilted to the left.

5. Record what you hear ______________________________________________________________________________ ______________________________________________________________________________

6. What is responsible for the LUB-DUB sounds you are hearing? ____________________________________________________________________________________________________________________________________________________________

7. Determine your resting heart rate by counting how many LUB –DUBs are heard in 15 seconds and multiply that number by 4 for beats per minute. My resting heart rate in 1 minute is _____ beats.

8. Run in place, do jumping jacks, or exercise for one minute then listen again right away and take your heart rate as well. My active heart rate = ______ beats per minute.

9. Was there any difference in the resting heart rate versus the active heart rate? Explain why or why not? ____________________________________________________________________________________________________________________________________________________________

Blood Pressure

Examine the graph below and answer the following questions. Blood pressure refers to the force of the blood on the walls of the arteries. Systolic blood pressure is the pressure exerted as the heart pumps. The Diastolic blood pressure is the pressure exerted as the heart relaxes.

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1. What is systolic pressure? ________________ ____________________________________

2. What is diastolic pressure? ________________ ___________________________________

3. In which area on the chart is blood pressure the highest? Why?_________________________ ____________________________________

4. Since the pressure in veins is so low, what do they have to prevent blood from flowing backwards? ___________________________

Blood Vessels

Three different types of blood vessels carry blood throughout the body. Complete the table below

Arteries Capillaries VeinsFunction (with regard to carrying blood)Diameter (Large, medium, small)Allow diffusion of oxygen, nutrients across their cell layers? (Yes or No)Pressure within the vessel (High, low, lowest)

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Name__________________ Living Environment

Use your organic compound chart to complete the project below.

1) What is a compound?

2) What makes a compound organic?

3) How many organic compounds will you be analyzing today?

4) What is a monomer (building blocks)?

5) What is a polymer?

6) What is the life process that builds compounds called?a) Digestionb) Synthesisc) Respirationd) Transport

7) What is the process that breaks down compounds?a) Reproductionb) Transportc) Digestiond) Synthesis

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Organic Compound Project

Procedure:

1. Each group needs to obtain 4 pieces of computer paper.

2. Measure each piece of paper 8 ½” X 8 ½” (using a ruler).

3. Cut the extra off – so that you have a perfect square.

4. Fold each square in half and then in half again. This should make the big square have 4 squares inside of it.

5. Make sure your creases are VERY sharp.

6. Take each piece of paper separately. Unfold it and create a tab on one of the squares by cutting on the

dotted lines (see diagram)

7. At the top of the page, in big letters, put the title of the page. The four titles are: Carbohydrates, Lipids,

Proteins, and Nucleic Acids.

8. On the left side of the page, below the title, write the elements that are in the compound.

9. Under that, write a list of examples where this compound can be found.

10. On the right hand side, write the function of the organic compound.

11. Below that, write the building block.

12. On the lone bottom square, draw a picture of where this compound can be found or an example of this

compound (Example – Protein – Draw a picture of an enzyme, or of a food that is high in protein)

. ****BE SURE TO DRAW THE PICTURE DIAGNOLLY!!!!!****

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13. Once all four pages have been completed, it is time to glue and fold.

14. With the folds well creased, swing the picture square over on top of the tab (ask your teacher to show you)

15. Using the glue stick, glue the picture to the tab.

16. Do this for all of the pages

17. Each piece of paper should now look like a miniature stage (two walls and a floor (picture). Use glue sticks

and glue the pages together so that pictures are on the floor and the information is pointed outwards.

Post Lab Questions:

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1) What did you use as an example for lipids?

2) What did you use for an example of nucleic acid?

3) What did you use for an example of carbohydrates?

4) What did you use for an example of proteins?

5) Why are proteins important (functions)?

6) Proteins function based on their …a) Colorb) Shapec) Arrangement of amino acidsd) Both b & c

Discovering DNA StructureTish Taylor1994 Woodrow Wilson Biology Institute

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Introduction Instead of giving students copious notes and diagrams on the structure of DNA, why not let them discover the structure?

Teacher InformationBackground Information: In this paper lab students will work in cooperative groups of four and manipulate paper nucleotides to discover the structure of DNA. When you have finished with this lab, you will have a great model of DNA that you can hang on the ceiling; it will reach to the floor and then some probably. This paper model can serve as a continual illustration as you discuss mitosis, amino acid sequences and protein synthesis. Students enjoy this lab and you save many frustrating moments trying to teach your students DNA structure.

Materials: copies of the student pages of "Discovering DNA Structure" (1/student); paper nucleotides (1/student) (enlarge the nucleotides so that each nucleotide fits on one sheet of paper); tape.

Teacher Preparations: Enlarge the nucleotides so that ONE nucleotide will fit on ONE sheet of paper. Each student will get one giant nucleotide to color and cut out. Color coding should be left on the sheet. Make sure that you prepare enough nucleotides so that 1/4th of each class represents each of the four DNA nucleotides. When assigning the cooperative learning groups of four, give one student an adenine nucleotide, one student a cytosine nucleotide, etc. When the groups come together the next day, each nucleotide will be represented.

Extension: Have your students learn the DNA SONG. When they learn and sing this little song, they know the structure of DNA. This would make a good follow-up to this lab. This song is to the tune of "Row, Row, Row Your Boat." Your students will have a lot of fun with this one. You might have them sing it in rounds, or have a contest between classes.

We love DNAMade of nucleotides.

Sugar, phosphate and a baseBonded down one side.

Adenine and thymineMake a lovely pair.

Cytosine without guanineWould feel very bare.

Oh-h-h, de-oxy-ri-i-boNu-u-cleic acidRNA is ri-i-boNu-u-cleic acid

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STUDENT PAGEDiscovering DNA Structure

D = deoxyriboN = nucleic

A = acid

DNA contains the information for carrying out the activities of the cell. How this information is coded or passed from cell to cell was at one time unknown. To break the code, today you will do a paper lab to determine the structure of DNA and show how the genetic code is carried. Each member of your group has a molecule called a NUCLEOTIDE. DNA is made up of repeating units of nucleotides.

1) Look at your nucleotide and the nucleotides of the other members of your group. What are the THREE common parts of a nucleotide?

________________

________________

________________

2) What is the ONE part of a nucleotide that differs among the four DIFFERENT nucleotides in your group?

_____________________

3) List the four different kinds of nitrogen bases.

_______________________

_______________________

_______________________

_______________________

4) Manipulate the nucleotide pieces until you find the best fit. Join the nucleotide molecules in your group together like a puzzle. Use tape to connect and reinforce the molecules. Place you group’s DNA molecule on a piece of construction paper. You now have a molecule of DNA.

In the space below, explain WHERE the nucleotide molecules connect to each other.

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) A real DNA molecule consists of THOUSANDS of these pairs of nucleotides. What is the pairing arrangement of nitrogen bases?

_________ pairs with __________and ____________ pairs with ____________

6) Are there always going to be an EQUAL number of adenine and thymine nucleotides in a molecule?

(Yes / No)

Why? ___________________________________________________________________

7) Are there always going to be an EQUAL number of guanine and cytosine molecules in a molecule of DNA?

(Yes / No)

Why? _____________________________________________________________________

8) Scientists abbreviate the nitrogen bases by using the first letter of each base. So,

A always binds to ____ G always binds to ____

9) In the space below, use the letters to show the sequence (order) of the bases in the DNA molecule that your group constructed. Begin at the top left side of your molecule.

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Your Groups DNA Molecule

The structure of DNA is actually in a DOUBLE HELIX arrangement.

DOUBLE HELIX means that the two long chains of nucleotides are arranged in a spiral like a twisted ladder.

10) The sides (or "uprights") of the ladder are made up of alternating _____________ and _____________ molecules. The steps (or "rungs") of the ladder are made of _______________ held together by HYDROGEN BONDS.

Student Page (Enlarge to one nucleotide per page)DNA Nucleotides

Color the nucleotides using the following key:

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Deoxyribose = red Phosphate = blue

A (Adenine) = green C (Cytosine) = yellow

G (Guanine) = purple T (Thymine) = orange

Cut out your nucleotides On the next two pages

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Name____________________________ Date______________

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Living Environment Lab

Important Functions of Proteins (Do-Now)

1) ______________________________

2)______________________________

3)______________________________

4)______________________________

5)______________________________

Introduction:Your traits, from the shape of your face to the speed of you metabolism, are determined by the proteins in your body. The rate of chemical reactions that keep you alive are controlled by proteins called enzymes. Proteins have many important functions, which you outlined above. Some of these proteins are made in your cells through chemical reactions. Proteins are also present in the food that you eat. Your DNA holds the instructions for the assembly of amino acids, which in turn, builds proteins

Material: 6 test tubes 1 test tube rack 1 glass marking pencil Biuret reagent Small sample of egg whites Small sample of cottage cheese Small sample of butter Small sample of tuna Small sample of milk Small sample of cooking oil Small sample of apple juice

Procedure:

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1) Place a small sample of each of the foods listed on the chart into a separate test tube. Use the glass-marking pencil to label each sample.

2) Add 5 drops of biuret reagent (protein indicator) to each test tube

3) Observe what happens. A color change indicates the presence of a protein. If you do not see any color change, no protein is present. Record your observations in the Data Table.

4) Have someone from the group write your results on the board (Chart)

5) Clean you lab set-ups using the wire brushes provided

6) Turn test tubes upside down in rack for drying

7) Put all your lab supplies back exactly the way they were before you began using them.

10) Wash your hands

11) Start the post-lab questions

Pre-Lab Questions:

1) What is an indicator?________________________________________________________________________________________________________________________________________________

2) Which indicator will you be using in this investigation? ________________________

3) What can you assume if an indicator is added to a food sample and no color change occurs? __________________________________________________________________________________________________________________________________________

4) Which foods from the chart do you think contain protein? ________________________________________________________________________

5) Get into your groups and select a job Write the person’ name next to their job.

Job Name

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1) Getting lab equipment (See material above)2) Filling Test tubes w/ food samples & Labeling test tubes (follow step 1)3) Mixing samples protein indicator

4) Writing results on board & Cleaning set-ups (follow steps 6 – 9)

DATA TABLE

Food Sample Protein Present (Yes or No)1) Eggs

2) Cottage cheese

3) Butter

4) Tuna

5) Milk

6) Cooking oil

7) Apple Juice

8) Water

Post-Lab Questions:

1) Which foods contained proteins? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Which foods did not contain proteins?________________________________________________________________________________________________________________________________________________

3) How did the indicator work?

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________________________________________________________________________________________________________________________________________________

4) In this of experiment, what is the meaning of a substance testing positive or negative?________________________________________________________________________________________________________________________________________________

5) What did the water act as? _______________________________________________

6) Why are proteins important? ____________________________________________

7) What are the subunits that make up proteins?

_______________________________________________________

8) Proteins function based on their…a) Shapeb) Colorc) Arrangement of Amino Acids d) Both a & c

9) Why might an individual have a protein deficiency?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

10) How can a protein deficiency impact an individual’s ability to maintain homeostasis?__________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: __________________________________ Date Completed: _____________________________Class: ____________ Lab Minutes: _______________ Teacher: _______________________________

Safety in the Biology LaboratoryThis lab was created by Ms. Blanarovich from Minisink Valley High School. Credit is given for this activity to Ms. Blanarovich.

Background: If there is one thing that can ruin a biology laboratory experiment or experience, it is the simple act of an accident or incident affecting a student, class, or the entire school. As such, there are certain rules and regulations that MUST be followed to ensure that everyone and everything remains safe.

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Completing the laboratory is a good way to make yourself aware of the hazards that may exist and be proactive with respect to your well-being and the safety of your fellow students.

Purpose: The purpose of this laboratory experience is:-to make certain you know and agree to follow the rules and regulations that help keep the biology laboratory a safe place to work and gain knowledge. -to identify hazards and to implement a plan to react and respond to a hazardous condition if it presents itself.-to agree with your teacher and your school that you will make your laboratory experience a positive learning time where you can gain valuable knowledge that supports the classroom curriculum.-to agree that you will complete the 1,200 minutes of lab as well as the required New York State Education Department’s mandated laboratory experiences in a timely fashion.

Materials: The following materials are needed to complete this laboratory experience:lab papers pencil, pens

Procedure: The following procedure is utilized to perform this experience:1. The following list of regulations and precautions will be followed in our laboratory. Read each

safety rule. 2. Give a reason as to why that rule is important and then initial in the space provided indicating your

will observe and obey this rule when you are working in the Biology laboratory. Safety in the laboratory must be a primary concern to both student and teacher.

3. Lab Completion Agreement: Read and sign the attached laboratory completion agreement.

Rule Why is it Important?At the beginning of most laboratories, your instructor will engage in a pre-lab discussion. Many safety procedures will be discussed during these discussions. Listen attentively and follow these procedures -- "an ounce of prevention is worth a pound of cure".Keep all books, papers, and other flammablematerials away from hot plates or dangerous chemicals.

Tie back long hair when you are working with an open flame. Pipe cleaners, rubber bands, and string are useful for this purpose.

Do NOT mix chemicals or perform unscheduled (unsanctioned) experiments without your teacher's approval

Never use chemicals from an unlabeled container. Do not taste, smell, or touch chemicals unless specifically instructed by your teacher to do so.

Wear safety goggles during experiments involving heating or hammering or while using acids or bases. If you do not have goggles on, stay away from students that are experimenting.

It is also expected that you will wear goggles while doing dissections.

Point the open end of a test tube or flask away from yourself and others while heating it. Never heat a closed container.

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Use squeeze bottles and droppers only for their intended purpose.A common accident is picking up red hot materials. Take proper precautions against this.

No material should be left in the sinks; i.e. paper, beakers, etc.

Discard all waste matter in the appropriate containers.

Never place pencils, pens, or other materials in your mouth.

NEVER return excess chemicals back to their container.

Be certain that all laboratory equipment and materials are returned to their appropriate storage areas at the end of the laboratory period.

Keep volatile liquids and reagents away from heating sources.

Know where all laboratory safety equipment is located in case you need it.

Most chemical spills are best handled by washing the affected area with water as quickly as possible. Call your teacher for assistance if necessary. Severe spills may require the removal of clothing.

In an emergency situation an all too common response is panic. If you observe another student in trouble, tell them what to do, and assist them in doing it.

You are responsible for keeping your laboratoryarea and completely neat and clean.

Laboratory Completion Agreement

The Living Environment offers a variety of laboratory exercises on current concepts in biology often using state of the art scientific equipment and technology. Various teaching techniques and materials will be employed to provoke student interest and enhance student understanding. Numerous laboratory methods will be utilized in demonstrations and student experiments. Safety instruction will be given and safe practices will be stressed in all laboratory work. Students will exercise critical thinking for solving problems and interpreting laboratory results.

STUDENT LABORATORY CONTRACT

I, ___________________________________________, a student at The Scholars’ Academy, have thoroughly read the Laboratory Safety Rules and Guidelines and do hereby agree to follow all safety rules and procedures given therein. I will conduct myself in a safe and conscientious manner in the laboratory. I

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will not perform any unauthorized lab procedure. I understand that misbehavior in the lab or failure to follow safe lab procedures could cause a serious accident. I further understand that a violation of these rules could result in my not being allowed to participate in future lab exercises.

Student Signature: ______________________________________ Date: ___________________

***************************************************************************************************************************************************

Questions: The following can be concluded from performing this laboratory experience:

Why was this experience given to you?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

What did you learn by completing this experience?

_______________________________________________________________________________________

_______________________________________________________________________________________

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_______________________________________________________________________________________

_______________________________________________________________________________________

Describe a situation that could arise in lab. How would you respond to it?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Analysis Questions: Answer the following questions in the spaces provided:

It is crucial that you understand a few things about this classroom. As such,

1. How do you exit this room in case of a fire or fire drill? What if the entrance is blocked?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Describe at least three things that you would recognize as being hazards that could exist? What would

you do about correcting the hazard?

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________________ Date Completed: _____________________________The Scientific Method *This lab was created by Ms. Blanarovich from Minisink Valley High School. Credit is given for this activity to Ms. Blanarovich.

Essential Question:Why is it essential for scientists to conduct controlled experiments?

Introduction:Scientists conduct experiments in order to test their hypotheses and answer their questions. A well-designed experiment must have a control. A controlled experiment has at least two groups. There is a control group and an experimental group. The control group is used for comparison. The experimental group is the group that gets tested. The results of the experimental group are compared to the results of the control group. The control group should be as identical as possible to the experimental group. The only difference is that the control group is not tested or changed. When an experiment does not have a control group then the scientist is unable to figure out the reason for any changes observed during the experiment.

Purpose:The purpose of this lab is to:

Analyze a scientific experiment

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Identify mistakes in a scientific experiment Improve a scientific experiment Expand scientific vocabulary

o Hypothesiso Controlo Datao Variableo Valido Conclusion

Hypothesis:A well-designed experiment always has a control group. A controlled experiment is able to test the hypothesis and answer the experimental questions. Without a control group, it is not possible to determine the cause of any changes observed during the experiment.

Materials:The materials needed for this lab are as follows:

Pictures of puppies of different sizeso Experiment # 1: One puppyo Experiment # 2: One very big and the other very little puppy Propso Experiment # 3: 2 identical toy dogs

Pet food & jar of vitamins for demonstration

Procedures:a) Teacher reads experiment # 1 to class using props.b) Class discusses possible answers to questions for experiment # 1.c) Teacher reads experiment # 2 d) In lab groups, students discuss and answer questions for experiment # 2. e) Repeat steps c) and d) for experiment # 3.

A Dogged Investigation

Mr. Curiosa loved to observe the world around him. He was very inquisitive and was always asking questions about what he saw, heard, smelled, tasted and felt. He liked to figure out the answers to his questions by doing experiments.

Experiment # 1:On his birthday Mr. Curiosa’s wife gave him a puppy. He named it Bluebell. He noticed that Bluebell did not like to eat store-bought puppy chow. So, he set out to make a better dog food. Mr. Curiosa did some reading on dogs and their dietary requirements and he made a special vitamin mixture. He began adding the vitamins to his dog’s pet food.

After a year, Mr. Curiosa was very pleased with the way Bluebell had grown, and he showed pictures of the dog to his friends.

“That’s nothing”, one friend said, “What did the dog look like before you started giving it your special food?”

So Mr. Curiosa brought pictures of the dog when it was a tiny puppy. By comparing pictures, you could see that the puppy had indeed grown.

“That’s still nothing”, the friend replied. “All puppies grow; it probably had nothing to do with your new vitamin mixture.”Mr. Curiosa realized that his friend was right. His experiment had not proven that his new vitamin formula worked.

Questions for Experiment # 1:1. Using some of the steps of the scientific method, describe Mr. Curiosa’s first experiment:

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a) Observation (what observations did Mr. Curiosa make that lead to his experiment):_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

b) Question (What was Mr. Curiosa’s main question?):_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

c) Hypothesis (What was Mr. Curiosa’s hypothesis?):

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

d) Procedure/methods (What did Mr. Curiosa do? What data did he collect?):

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

e) Results (What were Mr. Curiosa’s findings?)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

f) Conclusions (What did Mr. Curiosa conclude from his experiment?)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Experiment #2Like a dedicated scientist, Mr. Curiosa did not give up. He persevered with his efforts to demonstrate that he had made a better, healthier dog food. He wanted to prove that his special formula worked. Sometime later, his son brought home a Black Labrador puppy named Coal. So, Mr. Curiosa went to his local dog shelter and brought home an adorable, puppy that looked like a dachshund. He named this puppy Dirt. Thus began his second experiment.

Mr. Curiosa added his special vitamin mixture to some commercial dog food and labeled it ‘A’. Then he took the same commercial dog food but this time he did not add any of his vitamins. He labeled this dog food ‘B’. Coal received food A and Dirt received food B.

For an entire year Mr. Curiosa made sure that each dog got their own food. He brought the dogs to his company picnic and proudly showed them off. Coal, the black Labrador, had grown twice as big as Dirt who was part Dachshund. “You think you made some fancy dog food, huh?” one friend said. “You can not prove that your special dog food is better. Labradors always grow bigger than Dachshunds! His larger size had nothing to do with your fancy dog food.”

Mr. Curiosa realized that his friend was right. He had made a mistake in his second experiment.

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Questions for Experiment # 2:1. Which one of the steps in the scientific method did Mr. Curiosa improve on in his second experiment?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. What did Mr. Curiosa do differently?_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Why was this change important?_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. Why were Mr. Curiosa’s results inconclusive?_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Experiment # 3:So, Mr. Curiosa went back to work. He vowed he would design an experiment so that no one would question the results. He wanted everyone to believe and trust his conclusions. This time around, he invested some of his savings and bought twin, male beagle puppies. They were from the same litter. One he called Wrinkles and the other he called Freckles. For a whole year, Wrinkles ate only food A (+ special vitamins) and Freckles ate only food B (- special vitamins). They drank the same water and got the same amount of exercise every day. Their daily lives were very much the same. Mr. Curiosa weighed the dogs every week and recorded their weights.

This year’s picnic was a great success. Mr. Curiosa brought his dogs and a scale. His friends were very impressed. Wrinkles was larger and his fur was beautiful and shiny. Freckles was cute, too. However, it was obvious that he had not grown as well as Wrinkles. Mr. Curiosa weighed both dogs and sure enough Wrinkles weighed two kilograms more than Freckles. Even Mr. Curiosa’s boss was impressed. This time, all of his co-workers believed that his special vitamin formula really worked.

Within six months, Mr. Curiosa had a contract with a commercial pet food company to market his special vitamin formula worldwide. He had fancy business cards that said, “Mr. George Curiosa, Experimental Canine Dietician”. He was a very satisfied scientist (and wealthy, too!).

To this day, both Wrinkles and Freckles are doing fine. Once the experiment was over, Freckles got the special dog food as well!

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Questions for Experiment # 3:1. What improvements did Mr. Curiosa make this time?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Why were these changes important?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Explain whether or not Mr. Curiosa’s conclusions were valid this time:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. In what ways could he have improved this experiment even further?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Analysis Questions:1. What qualities make a good scientist?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2. How does Mr. Curiosa demonstrate these traits?

_______________________________________________________________________________________

_______________________________________________________________________________________

3. What is an experimental control?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. In experiment # 3, which dog was the control group and which dog was the experimental group?

_____________________________________________________________________________________

_____________________________________________________________________________________

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_____________________________________________________________________________________

5. What is a variable?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6. List the variables in experiment # 3:

_____________________________________________________________________________________

_____________________________________________________________________________________

7. Mr. Curiosa kept records of Freckle’s and Wrinkle’s body weights. What term is used to refer to these

measurements?

_____________________________________________________________________________________

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Name______________________________ Date _______Ecology Symbiosis (Symbiotic Relationships)Complete questions and try to identify the type of symbiotic relationship each pair of organisms displays.

1)List three ways that organisms interact within an ecosystem.

2) Animals that feed exclusively on herbivores are known as

________________________________.

3)Animals that feed exclusively on producers are known as

__________________________________________.

4)Animals that feed on herbivores and producers are known as

__________________________________.

5)Which type of organism creates energy (sugar) for the rest of the ecosystem?a)Consumersb)Producersc) Heterotrophsd)Decomposers

6)How do decomposers help an ecosystem stay balanced?

___________________________________________________________

7)Define Commensalism.

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______________________________________________________________________________________________________________________

8)Define Parasitism.

______________________________________________________________________________________________________________________

9)Define Mutualism.

______________________________________________________________________________________________________________________

10) What is an organic compound? _________________________________________________________

_________________________________________________________

Provide an example of an organic compound? _____________________Provide an example of an inorganic compound? _____________________

Identify the relationships below using the terms commensalism, parasitism, mutualism, or no relationship. Descriptions of the relationships will be provided if the relationship is unclear.

1)Humans and domesticated dogs. ___________________________

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2)Lichen (composed of fungi and algae). ________________________

Algae makes food (sugar) and fungi attaches and absorbs nutrients from the environment through the process of _______________.

3)Tapeworms and humans. __________________________

Tapeworms infect human’s intestines and use the nutrients from the human’s food.

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4)Sea anemones and clownfish. ______________________________

Sea anemone protects clownfish from predators and provides a habitat and the clownfish cleans the sea anemone and provides it with better water circulation.

5)Blood fluke and humans. ________________________________

The fluke is a type of flatworm that lives off the blood of humans. The f

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6)Bird living in a tree. ______________________________

7)Flowering plants and bees. _____________________________________

Bees transfer pollen to other plants for plant reproduction (cross-pollination) and bees get nectar from the flowers and convert it into honey.

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8)Spider monkey living in a tree. ________________________________

9)Anglerfish and bioluminescent bacteria.

___________________________

Bacteria live inside fish (shelter) and the bacteria have chemical reactions that provide light for the fish. This light allows the anglerfish to attract prey.

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10) Whales and barnacles. _______________________________

Barnacles are filter feeders that attach and live on whales. They don’t have to compete with other filter feeders attached to the bottom of the ocean floor. They don’t hurt the whale they just live on them.

11) Tics and deer. _________________________________

Tics feed off the blood of the deers.

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12) Fleas and dogs. _________________________________________

Fleas feed off the blood of dogs.

13) Sharks and remora. __________________________________

The remora (small fish) hangout under the shark and feed on the left overs. The shark is not bothered by the remoras.

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14) Humans and intestinal bacteria. ______________________________

Humans have bacteria living in their intestines that produce important compounds for humans such as, vitamins and enzymes. They also help maintain the pH of the digestive tract.

15) Deep sea tubeworms & thermophilic bacteria.

___________________

Bacteria live inside the tubeworms and are producers that use chemosynthesis to produce energy. The tubeworms provide the bacteria with a habitat (place to live) and the bacteria make energy for the tubeworms.

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16) Malaria protists and human. ________________________________

The malaria protists infect humans through mosquito vectors. Once the protists enter the human they destroy their red blood cells.

Post Lab Questions:

1)From relationship number 12 identify the

Parasite _________________

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Host ____________________

2)How many mutual relationships did you find? __________________

3)How many relationships of commensalism did you find? _____________

4)How many parasitic relationships did you find? ___________________

Genetics Practice ProblemsName__________________________

1. For each genotype, indicate whether it is heterozygous (HE) or homozygous (HO)

AA _______

Bb ______

Cc ______

Dd ______

Ee ______

ff ________

GG ______

HH ______

Ii ______

Jj ______

kk ______

Ll ______

Mm ______

nn ______

OO ______

Pp ______

2. For each of the genotypes below, determine the phenotype.

Purple flowers are dominant to white flowers

PP ___________________________

Pp ___________________________

pp ___________________________

Brown eyes are dominant to blue eyes

BB ___________________________

Bb ___________________________

bb ___________________________

Round seeds are dominant to wrinkled

RR ___________________________

Rr ___________________________

rr ___________________________

Bobtails are recessive (long tails dominant)

TT ___________________________

Tt ___________________________

tt ___________________________

3. For each phenotype, list the possible genotypes. (Remember to use the letter of the dominant trait)

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Straight hair is dominant to curly.

____________ straight

____________ straight

____________ curly

Pointed heads are dominant to round heads.

____________ pointed

____________ pointed

____________ round

4. Set up the square for each of the crosses listed below. The trait being studied is extra fingers or toes (dominant) and normal number of fingers and toes (recessive)

Tt x tt

What percentage of the offspring will have extra toes? ___________

Tt x Tt

What percentage of the offspring will have extra toes? ___________

What percentage of the offspring will have extra toes?

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TT x tt

___________

Practice with Crosses. Show all work!

5. A TT (tall) plant is crossed with a tt (short plant). What percentage of the offspring will be tall? ___________

6. A Tt plant is crossed with a Tt plant. What percentageof the offspring will be short? ______

7. A heterozygous round seeded plant (Rr) is crossed with ahomozygous round seeded plant (RR). What percentage of the offspring will be homozygous (RR)? ____________

8. A homozygous round seeded plant is crossed with a homozygous wrinkled seeded plant. What are the genotypes of the parents? __________ x __________

What percentage of the offspring will also be homozygous? ______________

9. In pea plants purple flowers are dominant to white flowers. If two white flowered plants are cross, what percentage of their offspring will be white flowered? ______________

10. A white flowered plant is crossed with a plant that is heterozygous for the trait. What percentage of the offspring will have purple flowers? _____________

11. Two plants, both heterozygous for the gene that controlsflower color are crossed. What percentage of their offspringwill have purple flowers? ______________What percentage will have white flowers? ___________

12. In guinea pigs, the allele for short hair is dominant. What genotype would a heterozygous short haired guinea pig have? _______What genotype would a purebreeding short haired guinea pig have? _______What genotype would a long haired guinea pig have? ________

13. Show the cross for a pure breeding short haired guinea pigand a long haired guinea pig.What percentage of the offspring will have short hair? __________

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14. Show the cross for two heterozygous guinea pigs.What percentage of the offspring will have short hair? ________What percentage of the offspring will have long hair? _______

Name_________________________Date_____________________

Human Impact on Ecosystems1) List some ways, in the chart below, that humans affect ecosystems.

Negative Positive

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2) What are resources? ________________________________________________________________________________________________________________________________________________

3) Which type of resource will eventually run out? (Renewable or Nonrenewable)

4) List 10 resources that are important to humans.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) What is the carrying capacity of an ecosystem? _______________________________________________________________________________________________________________________________________________________________________________________________________________________

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U.S. & World Population ClocksYou are here: Census.gov Skip top of page navigation

U.S. 307,925,597World 6,796,786,16616:42 UTC (EST+5)

Nov 13, 2009

World Population GrowthYear Population

1 200 million1000 275 million1500 450 million1650 500 million1750 700 million1804 1 billion1850 1.2 billion1900 1.6 billion1927 2 billion1950 2.55 billion1955 2.8 billion1960 3 billion1965 3.3 billion1970 3.7 billion1975 4 billion1980 4.5 billion1985 4.85 billion1990 5.3 billion1995 5.7 billion1999 6 billion2006 6.5 billion2009 6.8 billion2011 7 billion2025 8 billion2050 9.4 billion

Look over The change in human population outlined above.6) Graph the change in human population from year ____________ to

_____________.

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7) What is the independent variable? __________________________

8) What is the dependent variable? ___________________________

9) How has the human population changed? ____________________________________

10) List 3 factors that contribute to this change in human population?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

11) If the human population continues to grow at the current rate, how might the availability of resources change?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

12) How many people do you think Earth can support? ______________________________________________________________________________________________________________________________________________________________________________________________________________

Name___________________________Date_________________

The Arizona Hedgehog Cactus: Endangered Species or Not?Gel Electrophoresis and Analysis - Lab Sheet

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Assignment: After participating in the classroom dramatization of the process of gel electrophoresis and the post-activity discussion, answer the following questions.

1. What is gel electrophoresis?

2. Why do scientists use gel electrophoresis?

3. What is the function of each of the following in gel electrophoresis of DNA?

Agarose gel:

Electric current:

"Wells" in the gel:

4. Toward which pole (positive or negative) does DNA migrate when electric current is run through the gel? _____________ Why do the DNA molecules move toward this pole?

5. What would happen to the DNA fragments if you forgot to turn the current off?

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4. Describe how different sized DNA fragments are separated by the gel matrix.

5. Examine the diagram of an agarose gel below and answer the following questions.

What do the bands in the drawing of the agarose gel represent?

Which band(s) traveled slowest?

Which band(s) traveled fastest?

On the above drawing, label the positive and negative ends of the gel.

How many bands are shared in common by all of the individuals?

Are there any bands which are unique to only one individual? ____ If so, which one?

The Human Cheek Cell Procedure:

1. Put a drop of methylene blue on a slide. Caution: methylene blue will stain clothes and skin.2. Gently scrape the inside of your cheek with the flat side of a toothpick. Scrape lightly.3. Stir the end of the toothpick in the stain and throw the toothpick away.4. Place a coverslip onto the slide5. Use the SCANNING objective to focus. You probably will not see the cells at this power.6. Switch to low power. Cells should be visible, but they will be small and look like nearly clear purplish blobs. If you are looking at something very dark purple, it is probably not a cell

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7. Once you think you have located a cell, switch to high power and refocus. (Remember, do NOT use the coarse adjustment knob at this point)

1. List the 3 parts of the Cell Theory

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. Describe or define each of the following

--cell membrane _______________________________________________________

--cytoplasm ___________________________________________________________

--nucleus _____________________________________________________________

--organelle ____________________________________________________________

--diffusion ____________________________________________________________

--nutrients ____________________________________________________________

--waste ______________________________________________________________

--osmosis _____________________________________________________________

3. Sketch the cell at low and high power. Label the nucleus, cytoplasm, and cell membrane of a single cell. Draw your cells to scale.

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Low Power High Power

4. Why is methylene blue necessary?

5. The light microscope used in the lab is not powerful enough to view other organelles in the cheek cell. What parts of the cell were visible.

6. List 2 organelles that were NOT visible but should have been in the cheek cell.

7. Is the cheek cell a eukaryote or prokaryote cell? How do you know?

8. Keeping in mind that the mouth is the first site of chemical digestion in a human. Your saliva starts the process of breaking down the food you eat. Keeping this in mind, what organelle do you think would be numerous inside the cells of your mouth?

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9. How are plant cells different than animal cells?

10. Name 3 nutrients that our cells need.

11. How does DNA help your cells function?

Name_____________________ Date__________Photosynthesis

1) What are autotrophs/producers?

___________________________________________________ ___________________________________________________ ___________________________________________________

2) Where does photosynthesis occur?

___________________________________________________

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3) Write the chemical reaction for photosynthesis below.

__________

4) Why is photosynthesis necessary for the stability of ecosystems?

___________________________________________________ ___________________________________________________ ___________________________________________________

5) How many stages do the chemical reaction photosynthesis

involve?

a) 10

b) 3

c) 4

d) 2

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6) What is the name of these stages?

___________________________________________________

___________________________________________________

7) Where does the light-dependent stage occur? ______________

8) Where does the light-independent stage occur?

_______________________________

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9) Which product is produced from the light-dependent stage?

________________________

10) Which product is produced from the light-independent stage?

_______________________

11) Which molecule/compound allows the chloroplast to absorb and use the sun’s energy? __________________________________

12) Draw and label your own chloroplast on an index without using your notes.

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Name:______________________ (modified from www.biologyjunction.com/DNA.doc)

DNA - The Double Helix Recall that the nucleus is a small spherical, crucial part in a cell. It is often called the "control center" because it controls all the activities of the cell including cell reproduction, and heredity. Chromosomes are microscopic, threadlike strands composed of the chemical DNA (short for deoxyribonucleic acid). In simple terms, DNA controls the production of proteins within the cell. These proteins in turn, form the structural units of cells and control all chemical processes within the cell. Think of proteins as the the building blocks for an organism, proteins make up your skin, your hair, parts of individual cells. How you look is largely determined by the proteins that are made. The proteins that are made is determined by the sequence of DNA in the nucleus.

In 1953, James Watson and Francis Crick established the structure of DNA. The shape of DNA is a double helix, which is like a twisted ladder. The sides of the ladder are made of alternating sugar and phosphate molecules. The sugar is deoxyribose. Color all the phosphates pink (one is labeled with a "p"). Color all the deoxyriboses blue (one is labeled with a "D") .

The rungs of the ladder are pairs of 4 types of nitrogen bases. The bases are known by their coded letters A, G, T, C. These bases always bond in a certain way. Adenine will only bond to thymine. Guanine will only bond with cytosine. This is known as the "Base-Pair Rule". The bases can occur in any order along a strand of DNA. The order of these bases is the code the contains the instructions. For instance ATGCACATA would code for a different gene than AATTACGGA. A strand of DNA contains millions of bases. (For simplicity, the image only contains a few.)

Color the thymines orange and label each thymine with a letter “T”. Color the adenines green and label each adenine with a letter “A”. Color the guanines purple, and label each guanine with a letter “G”. Color the cytosines yellow, and label each cytosine with a letter “C”.

Note that that the bases attach to the sides of the ladder at the sugars and not the phosphate.

The DNA helix is actually made of repeating units called nucleotides. Each nucleotide consists of three molecules: a sugar (deoxyribose), a phosphate which links the sugars together, and then one of the four bases: adenine, guanine, thymine and cytosine. Color the nucleotides using the same colors as you colored them in the double helix.

The two sides of the DNA ladder are held together loosely by hydrogen bonds. The DNA can actually "unzip" when it needs to replicate - or make a copy of itself. DNA needs to copy itself when a cell divides, so that the new cells each contain a copy of the DNA. Without these instructions, the new cells wouldn't

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have the correct information. The hydrogen bonds are represented by small circles. Color the hydrogen bonds grey.

Messenger RNASo, now, we know the nucleus controls the cell's activities through the chemical DNA, but how? It is the sequence of bases that determine which protein is to be made. The sequence is like a code that we can now interpret. The sequence determines which proteins are made and the proteins determine which activities will be performed. And that is how the nucleus is the control center of the cell. The only problem is that the DNA is too big to go through the nuclear pores. So a chemical is used to to read the DNA in the nucleus. That chemical is messenger RNA. The messenger RNA (mRNA) is small enough to go through the nuclear pores. It takes the "message" of the DNA to the ribosomes and "tells them" what proteins are to be made. Recall that proteins are the body's building blocks. Imagine that the code taken to the ribosomes is telling the ribosome what is needed - like a recipe.

Messenger RNA is similar to DNA, except that it is a single strand, and it has no thymine. Instead of thymine, mRNA contains the base Uracil. In addition to that difference, mRNA has the sugar ribose instead of deoxyribose. RNA stands for Ribonucleic Acid. Color the mRNA as you did the DNA, except:Color the ribose black, and the uracil brown.

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DNA - The Double Helix

DNA NUCLEOTIDES

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DNA Replication

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Name ______________________________________

1. Write out the full name for DNA. _____________________________________________

2. What are genes made up of?_______________________________________________

3. Where in the cell are chromosomes located? _______________________________________________________

4. What two scientists established the structure of DNA? __________________________________________________________

5. What are the 3 types of RNA? ___________________________________________________________

6. What is the shape of DNA? ______________________________________

7. What are the sides of the DNA ladder made of? ________________________________________

8. What are the "rungs" of the DNA ladder made of? _______________________________________________________

9. What sugar is found in DNA? _______________________ In RNA? ____________________

10. How do the bases bond together in DNA? A bonds with _____ G bonds with _______

11. How do the bases bond together in RNA? A bonds with _____ G bonds with _______

12. DNA is made of repeating units called _______________________________________________________

13. Why is RNA necessary to act as a messenger? Why can't the code be taken directly from the DNA? ______________________________________________________________________________________________________________________________________________________________________________

14. Where are proteins made in a cell? ___________________________________________________

15. Explain the purpose of DNA replication: _______________________________________________________________________________________ _______________________________________________________________________________________

16. During DNA replication, what is needed to “unzip” the double helix? ______________________________

17. Why is DNA called the "Blueprint of Life"? _______________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________

Name______________________________ Partners ____________

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(Modified from Pearson Text Book)

Problem: How does exercise affect disposal of wastes from cellular respiration?

Hypothesis:

Directions:

1. Label two test tubes A and B. Put 10 ml of water and 5 drops of bromothymol blue solution in each test tube. Carbon Dioxide causes bromthymol blue to turn yellow or green.

2. Your partner will time you during this step. When your partner says “go”, slowly blow air through a straw into the bottom of test tube A.

CAUTION – DO NOT INHALE THROUGH THE STRAW

3. When the solution changes color, your partner should say “stop” and then record how long the color change took.

4. Jog in place for 2 minutes.

5. Repeat steps 2-4 using test tube B.

6. Trade roles with your partner. Repeat steps 1 through 5.Observation Table:

Your Results Test Tube ATest Tube B

Your Partner’s Results Test Tube ATest Tube B

Analysis:

1. What is the function of the respiratory system? ___________________________________________

2. What caused the bromothymol blue solution to change color?

3. Compare the time it took the bromothymol blue solution to change color before exercise and after exercise. _________________________________________________________

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4. What is the manipulated variable in this experiement? ________________________ ________________________________ _________________________________________________________

5. What process in your body produces carbon dioxide? ____________________

6. Draw a picture depicting the carbon and oxygen cycle

Name_______________________________ Date:

Investigating the emissions of different automobiles

Pre-lab Questions:

1. What are the makes and models of your family’s cars?__________________________________________________________________________________________________________________________________________________________________________________________________________________

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2. Of your family’s cars, which do you believe is the most environmental friendly? _____________________________________________

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3. What are the makes and models of your dream cars?__________________________________________________________________________________________________________________________________________________________________________________________________________________

1. Copy your dream vehicles and your families vehicles in the chart below2. Complete the chart by filling in 30 random vehicles. 3. Go to http://www.epa.gov/autoemissions for the Air Pollution Score, and

Greenhouse Gas Score of each vehicle. 4. Calculate the average Air Pollution and Greenhouse Gas score.

Make & Model of Vehicle Air Pollution Score Greenhouse Gas Score1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.

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26.27.28.29.30.

AVERAGE RATINGS

Conclusion:

1. What are some harmful effects of air pollution?

_________________________________________________________________

____________________________________________________________________________________

________________________________________________

2. What is your family’s average Air Pollution Score?_____________________________

3. What is your family’s average Greenhouse Gas Score?___________________________

4. What is the average Air Pollution Score of your dream cars?_____________________

5. What is the average Greenhouse Gas Score of your dream cars?___________________

6. From the list that you compiled, which vehicle would be the best option for your

family to purchase in order to help the environment?

__________________________________

7. Aside from buying more efficient vehicles, what are some other things people can

do to help reduce the amount of air pollution?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________

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Name___________________________ Date:

(Modified from http://www.huntington.org/Education/FIBR/download/2004/04PlantCell.pdf)

Lab: Mitosis in Onion Root Tips Introduction:

All new cells come from previously existing cells. New cells are formed by the process of cell division which involves both replication of the cell’s nucleus and division of the cytoplasm (cytokinesis) to form two genetically identical daughter cells. There are two types of nuclear division: mitosis and meiosis. Mitosis typically results in new somatic (body) cells. To study the stages of mitosis, you need to look for tissues where there are many cells in the process of mitosis. In plants, this restricts your search to growing tips, such as the onion root tip.

Phases of mitosis (in order)

Use this column to draw sketches of the what you see in the microscope

Use this column to describe what is occurring

Answer the following questions:

1. Why are you unable to see chromosomes during interphase?

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2. What would happen if the DNA did not duplicate during interphase?

3. A human body cell has 46 chromosomes. After mitosis has occurred, how many chromosomes would you expect to find in each of the 2 new cells?

4. How do daughter cells compare to the parent cell after mitosis?

5. What might happen if the process of mitosis skipped anaphase?

6. How might telophase/cytokinesis look differently if you were observing an animal cell instead of a plant cell?

7. Label the following: Centromere, sister chromatids, genes

8. Which cells in the human body undergo mitosis?

9. Why is mitosis important for an individual that has cut their hand open?

Name: ___________________________________________________________________ Date: ____________

Lab - Comparing Acids and Bases

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Introduction:

Many common substances are either acids or bases. Some acids, like stomach acid are necessary for our health, while others, like sulfuric acid are dangerous and can cause burns and other injuries. Baking soda is a common, weak base used in our homes, while sodium hydroxide, a strong base, is hazardous to skin and eyes.

Our world would be very different if we did not have acids and bases. Most of the food we eat is acid and our stomach produces very strong acids. The acids help us digest our food. One of the few foods that we eat that is basic is beans and we all know the results of that! Our blood has a pH of about 7.3 which helps our red blood cells to carry oxygen throughout our body! If the pH of water is too high or basic, minerals can settle out of the water causing our water pipes to clog and give us low water pressure. If the pH of our water is too low, or acidic, plumbing fixtures and our hot water heaters can be damaged.

To determine if a particular substance is acidic, basic or neutral in the laboratory, a scientist will test the pH of this substance. A common tool that is used to test pH is pH paper. pH paper is an indicator – a substance that changes color to indicate the presence of a particular substance. The change in color of the pH paper can be compared to a scale supplied with the pH paper. It provides a fast way to determine if a substance has acidic or basic properties.

How can we determine the strength of an acid or base? The pH of a substance is a measurement that indicates whether the substance is acidic, neutral or basic. pH is measured on a scale which ranges from 0 to 14. Using an indicator like pH paper gives an actual pH value. A pH of 7 is considered neutral (like water). Substances with a pH below 7 are acidic and those with a pH above 7 are basic, or alkaline.

Many common household solutions contain acids and bases. In this experiment, you will use pH paper to determine the pH values of various common household substances.

Problem:

What is the pH of some common household items that humans come in contact with?

Pre-Lab Questions:

1. What is an indicator?

2. What indicator will be used in today’s lab?

3. What is the difference in pH between an acid and a base?

4. In the procedure, you will need to guess what an unknown substance is by wafting. Why is it important to waft an unknown chemical?

5. Why is it important to not switch pipettes of the dropper bottles that the unknown substance is in?

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6. A solution with a pH of 9 is

a) Acidicb) Basic

c) Neutrald) Saline

7. Some digestive enzymes work best in an acidic environment. This pH range would most likely be

a) 6 – 8b) 12 – 14

c) 1 – 3d) 8 – 10

8. Which of the following substances would most likely be the strongest base?

a) Bleachb) Blood

c) Milkd) Orange juice

Safety Concerns:

1. Tasting a lab chemical is very dangerous and you don't want to taste a liquid to determine whether it is an acid or not.

2. Be sure to waft the substances. DO NOT smell directly. 3. Use care with unknown substances – Do not spill them or get the substance on your clothes.

Materials

pH paper

Known Acid

Known Base

Known Neutral

10 – 12 Unknown Substances

Paper Towel

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Procedure:

1. You will be testing 15 different samples in this lab. You will start with an assigned sample which will be rotated between lab groups.

2. First, without testing pH, you will use your powers of observation to try to guess what household substance you have a sample of.

3. On the data table, you will record your “Guess of what the sample is” and “Guess of what the pH is”.4. To test for pH, place a piece of paper towel on your lab table/desk. 5. Take one strip of pH paper and place one to two drops of your first solution on the pH paper. Wait

about 5-10 seconds to observe the color change.6. Compare this color change with the pH color chart.7. Record the pH number in the “Actual pH” column on your data table.8. Be sure to keep the correct dropper with the appropriate sample.9. Once you have tested all 15 samples, determine if the sample is actually acidic, basic or neutral using

the tested pH value.10. Together as a class, we will determine the last column on your data table (“What the actual sample is”).11. At the end of the lab, throw out all test strips and the paper towels.12. Return all samples and other materials to the proper place.

Analysis Questions:

1. Define an acid? Define a base? Give an example of each.

2. What is a buffer?

3. What are some factors that can affect the pH of drinking water?

4. What do you think the pH of human blood is? Explain your answer.

5. Why are medications like Milk of Magnesia or Tums such a good remedy for heartburn?

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Name _____________________________ Date_____________Biology – Regents

Create a Molecule

Purpose: Students will demonstrate their ability to correctly construct viable organic compounds from their building blocks (elements). The students must know the correct chemical and structural formulas for each of the compounds in question.

Grading Rubric:

The atoms must be neatly cut and properly colored. Each compound must contain the proper number and position of each

element making it up. Any adjustments to the placement of the atom's valance electrons must be

cleared with the teacher before the change is made. This may occur when trying to form a ring structure, or a double bonded end group.

Correctly answer the questions that follow.

Materials:

Template of atoms with valance electrons Glue Construction Paper colors: red, blue, black, and yellow scissors

Procedure:

1. Each group should receive the following number of each atom. O = 12 N = 1H = 24 C = 12

2. Cut each atom out along their outline (including the bonds as well).3. Color the atoms accordingly:

O = Red C = Black H = YellowN = Blue Bonds = Brown.

4. Using the finished atoms, you will create a hanging mobile of one of the following compounds. (The teacher will assign the compound you will be making.)

a. Glucose (linear)Chemical formula: C6H12O6

b. Unsaturated fatty acid111

Chemical formula: C6H11COOHc. Saturated fatty acid

Chemical formula: C6H13COOHd. Glycerol

Chemical formula: C3H8O3

e. Maltose (two glucose molecules)Chemical formula: C12H22O11

f. Dipeptide (2 amino acids)Chemical Formula: C3H7N2(COOH)

See the structural formulas below:

a) Glucose b) Saturated Fatty Acid c) Unsaturated Fatty Acid

d) Glycerol e) Peptide

5. Once you are assigned a compound, work with your lab partner to complete the compounds. To make your compound you will need to do the following:

a. Place the atom in the correct place to make the structure of your assigned compound.

b. Once you have the structure, transfer the compound to a piece of a construction paper.

c. Glue the atoms in the appropriate place on the construction paper.

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d. Once the compounds are made, cut around the entire compound (removing excess construction paper).

Questions:1. When combining the two glucose molecules together to form the sugar

maltose, a molecule of ______________________ must be eliminated in order for this larger molecule to remain intact?

2. The above process of forming a larger molecule from its monomers is called ______________________ ____________________.

3. What are the major groups of organic compounds represented above (a-g)?________________________________________________________________________

4. Which of the above compounds contains the element nitrogen? ____________________

5. Which of the above compounds is needed for the formation of fat?

Name: ________________________________________________ Date: __________

Lab - Building Monomers of Macromolecules

Introduction:

The term macromolecule by definition implies "large molecule". In the context of biochemistry, the term may be applied to the four large molecules that make up organisms --- nucleotides, proteins, carbohydrates, and lipids. Macromolecules are made of smaller subunits called monomers.

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Objective:

Students will construct the basic components of organic molecular structure.

Materials:

Introductory Molecular Model Set --- 82 V 1107; Ward's scientific

Task:

Construct each of the following monomers and answer the questions. After constructing each monomer, bring your lab sheet & model to the teacher to be approved and then break them down so the next model can be made.

REMEMBER:

1. Molecules are 3-dimensional so models will NOT ALWAYS BE FLAT!2. When constructing a functional group (-OH, -COOH, -NH2) PUT BONDS BETWEEN ALL ELEMENTS!!

Part A: Construct glucose.

Correctly NUMBER the carbons on this picture.

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1. What is the chemical formula for glucose?

2. Glucose is a monomer for what macromolecule?

3. What other simple sugar(s) has the same chemical formula as glucose?

4. Simple sugars like glucose are called

_M __ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ _S_.

5. What is the function of carbohydrates for the body?

Part B: Construct Glycine

Place a BOX around the amino group on this picture.

Circle the carboxyl group on this picture.

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6. Glycine is what type of monomer? (Two words)

7. Name the 4 things attached to the center carbon in ALL amino acids.

A.

B.

C.

D.

8. How many amino acids exist?

9. What element is found in amino acid that isn’t found in simple sugars like glucose or fructose?

10. Amino acids join together to make what type of macromolecule?

11. What are some of the functions of proteins in the body? (List several)

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Part C: Construct Glycerol.

Place a CIRCLE around a hydroxyl group.

12. Glycerol is one of two molecules that make up a monomer known as

_T_ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ _S_.

13. Besides glycerol, what 3 other molecules make up a triglyceride?

14. Glycerol and other organic compounds with an –ol ending are called ___________________.

15. Triglycerides are the monomers for what type of macromolecule?

16. Give 3 types of lipids and give their function.

A.

B.

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C.

Part D: Construct a Fatty acid.Place a BOX around the hydrocarbon chain in these pictures.

Circle the carboxyl group in both pictures.

17. Fatty acids are made of long chains of _______________ atoms with attached ______________ atoms.

18. How many bond(s) does each carbon atom have?

19. How many bond(s) does each hydrogen have?

20. What 3 elements make up fatty acids?

A.

B.

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C.

Part E: Construct Cytosine.

21. Cytosine is an example of a nitrogen base found on _______________ acids.

22. Name the 2 nucleic acids found in organisms.

23. List the name for the elements making up cytosine.

24. Name the other 3 nitrogen bases found on DNA.

25. What nitrogen base is found on RNA but not DNA?

Name: ______________________________________________________________ Date: _______________________________

Toothpick-ase: Introduction to Enzymes

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Enzymes are used in all metabolic reactions to control the rate of reactions and decrease the amount of energy necessary for the reaction to take place. Enzymes are specific for each reaction and are reusable. Enzymes have an area called the active site to which a specific substrate will bond temporarily while the reaction is taking place. Enzymes are proteins that are used as catalysts in biochemical reactions. A catalyst is a factor that controls the rate of a reaction without itself being used up. In biological systems, enzymes are used to speed up the rate of a reaction. However, there are a number of factors that can affect the rate of an enzyme-facilitated reaction, in addition to the presence of the enzyme, amongst them are:

1. Substrate concentration 2. Temperature

Here is a set of quick activities designed to simulate how substrate concentration and temperature affect enzyme function. In the activities that follow:

One person’s fingers are the enzyme TOOTHPICKASE The toothpicks are the SUBSTRATE Toothpickase is a DIGESTIVE ENZYME. It breaks down toothpicks into two units. To hydrolyse the

toothpick, place a toothpick between the thumb and the first finger of each hand. Break the toothpick in two pieces.

Materials:100 toothpicks per teambowlclock/watch with a second handPencil

Procedure:

Part A - rate of Product Formation in an Enzyme-Facilitated reactionIn this activity, the toothpicks represent a substrate and your thumbs and index fingers represent the enzyme,

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toothpick-ase. When you break a toothpick, the place where the toothpick fits between your fingers represents the active site of the enzyme.

1. Count out 100 unbroken toothpicks into a bowl on your desk.

2. Have one person in the group serve as the timer, have one person serve as the recorder, and have another person in your group act as the enzyme or toothpick-ase.

3. The person acting as the enzyme is to break toothpicks without looking at the bowl and all of its products (broken toothpicks). All broken toothpicks must remain in the bowl along with the unbroken toothpicks, & you cannot re-break a broken toothpick!.

4. The experiment is conducted in 10 second intervals.

5. WITHOUT LOOKING AT THE BOWL, break as many toothpicks as you can in 10 second intervals and record this on the data table. Broken toothpicks should be kept in the bowl with unbroken toothpicks because products & reactants mix in metabolic reactions. DO NOT BREAK TOOTHPICKS ALREADY BROKEN!

Remember when counting, two halves equal a whole broken toothpick!

6. Do another 10 seconds of breaking (total of 20 seconds now), and then count & record the number of toothpicks broken.

7. Do another 10 seconds (thirty seconds total now) more of breaking and count and record the number of toothpicks broken.

8. Continue breaking toothpicks for these total time intervals ( 60, 120, and 180 seconds). REMEMBER TO ALWAYS THROW BROKEN TOOTHPICKS BACK IN THE PILE (because products & reactants stay mixed in reactions), BUT DON’T RE-BREAK THEM (the enzyme has already acted on the substrate!)

6. Graph the number of toothpicks broken as a function of time (10, 20, 30, 60, 120, & 180 seconds.) Be sure to title your graph and to label the x and y-axis.

Data Table:

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Total Time (seconds) Number of toothpicks broken

10

20 (additional 10 seconds)





Graph Title: ____________________________________________________________

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Materials:1 box toothpicks per team

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100 paper clipsclock/watch with a second handPencil

PART B: EFFECT OF SUBSTRATE CONCENTRATION ON REACTION RATE

1. Remove the broken toothpicks from the shallow bowl. Place 100 paperclips in the empty bowl. The paper clips represent a “solvent” in which the toothpicks are “dissolved”. Different concentrations are simulated by mixing different numbers of toothpicks in with the paper clips.

2. For the first trial, place 10 toothpicks in the bowl with the paper clip. Mix them up. The enzyme has 20 seconds to react (break as many toothpicks as possible). Remember the enzyme breaks the toothpicks without looking at the bowl and all of the products (“broken toothpicks”) must remain in the bowl. Remember toothpicks can only be digested once; do not break toothpicks already broken! Record the number broken at a concentration of 10.

3. Remove the broken toothpicks and repeat with concentrations of 20, 30, 40, 50, 60, 70, 80, 90, and 100 toothpicks, each time mixing them with the 100 paper clips.

4. Graph the results. 5. Discuss your results and explain why the rates were different at different concentrations. Summarize

the effect of substrate concentration on enzyme action.

Discussion & summary:

Data Table:

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Time (seconds) Toothpick Concentration Number of toothpicks broken

20 10

20 20

20 30

20 40

20 50

20 60

20 70

20 80

20 90

20 100

Graph Title: ____________________________________________________________

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Materials:10 toothpicks per team

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ice & ice bucketclock/watch with a second handPencil

PART C: EFFECT OF TEMPERATURE SUBSTRATE CONCENTRATION ON REACTION RATE

1. Select 10 toothpicks. Time how long it takes to break the 10 toothpicks as fast as you can. 2. Place your hands in the pail of iced water for 10 minutes. Repeat step 1. 3. Calculate the rate of enzyme action in toothpicks per second. Compare the two rates. 4. Discuss your results and explain why the rates were different at different temperatures. Summarize the

effect of temperature on enzyme action.

Discussion & summary:

Analysis & conclusions:

1. What happens to the reaction rate as the supply of toothpicks runs out?

2. What would happen to the reaction rate if the toothpicks were spread out so that the "breaker" has to reach for them?

3. What would happen to the reaction rate if more toothpicks (substrate) were added?

4. What would happen to the reaction rate if there were two "breakers" (more enzymes)?

5. What happens if the breaker wears bulky gloves (active site affected) when picking up toothpicks?

6. Explain what would happen to an enzyme-facilitated reaction if temperature were increased. Be sure to include the effect if temperature were increased to 100°C.

7. What is the optimal temperature (°C) for enzymes functioning in the human body?

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Name: ___________________________________________ Date: _____

Lab: The Human Menstrual Cycle

Problem: How do hormone levels vary in the menstrual cycle?Procedure:

1. Graph the following data into TWO data tablesa. Put LH and FSH on one graph.b. Put Estrogen and Progesterone on a second graph.

2. Answer the questions that follow.The relative hormone levels vary greatly during the 28 day human menstrual cycle. The table below shows the relative level of the four major hormones by day.

Day Luteinizing Hormone (LH)

Follicule Stimulating

Hormone (FSH)

Estrogen Progesterone

1 6 10 10 22 7 11 10 23 8 12 10 24 8 13 10 25 8 14 10 26 8 13 13 27 8 12 16 28 8 12 19 29 8 12 22 2

10 10 13 28 211 12 14 35 212 22 16 28 313 32 20 22 414 20 15 19 515 6 10 16 816 6 9 15 1017 6 8 15 1218 6 8 15 1519 6 8 15 1820 6 7 15 2421 6 6 15 2822 6 6 15 2823 6 6 15 2824 5 6 13 2425 4 6 10 1826 3 8 10 1227 3 10 10 728 3 10 10 2

Analysis and Conclusion Questions

1. Estrogen levels are highest on day number? ____________

2. LH levels are highest on day number? ______________

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3. Where are the following hormones produced:a. Estrogen - ____________________b. FSH - ________________________c. LH - _________________________d. Progesterone - _________________

4. Name 2 times in a woman’s adult life when menstruation ceases:A - _________________B - _________________

5. How long does the menstrual cycle last?

6. The release of an egg from the ovary is ________________.

7. Name 3 female parts used in the menstrual cycle:a. _______________b. _______________c. _______________

Using the below diagram to answer the following questions.

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(Source: http://en.wikipedia.org/wiki/Image:MenstrualCycle2.png)

8. To which phases of the menstrual cycle do the following letters correspond to:A – ____________________B – ____________________C – ____________________D – ____________________

9. On which day(s) is fertilization most likely to occur?

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http://en.wikipedia.org/wiki/Image:MenstrualCycle2.png

10. When during the cycle does a woman menstruate?

11. How would the curve of progesterone change if the egg was fertilized?

Name: _____________________________________________________ Date: ____________________

Mitosis in Real Cells

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Introduction:

To study mitosis, biologists often look at particular cells. Remember, that mitosis occurs only in areas of growth, so finding a good spot to study it can be challenging. Two specimens are commonly used by biologists to study mitosis: the blastula of a whitefish and the root tip of an onion.

Plant cells and animal cells have a variety of cellular differences which contribute to the organismal differences we see daily. First and foremost is the existence of a cell wall for all plants, followed by the various plastids (including chloroplasts). Despite this, the process of mitosis does follow virtually identical pathways.

The whitefish embryo is a good place to look at mitosis because these cells are rapidly dividing as the fish embryo is growing. The onion root is also a good place because this is the area where the plant is growing. Remember that when cells divide, each new cell needs an exact copy of the DNA in the parent cell. This is why mitosis is only visible in cells that are dividing, like the whitefish embryo and the onion root tip.

Mitosis can take several hours to complete. Scientists will make slides of cells that should be undergoing mitosis in order to find a particular cell in any of the stages - prophase, metaphase, anaphase and telophase. Remember that most cells you see will be in interphase, that's the cells "resting" state. Your task is to look at actual slides and identify the stages of mitosis.

Pre-lab Questions:

1. Why is the whitefish used to study mitosis?

2. What are the four stages of mitosis?

3. How long does it take for mitosis to complete?

4. Why will most of the cells you view be in interphase?

Example of Mitosis in the White Fish

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Procedure: Follow the instructions below and answer the following questions.

1. Get a microscope and a prepared slide of "Whitefish Blastula". Following proper microscope procedure, place the slide on the stage. View the slide under 100X and 400X.

a. How many individual sections do you find on the slide? On average, how many cells do you see in each section?

b. Estimate the average size of each cell.

2. Locate a cell during INTERPHASE. Examine it under high power. Draw in the box below an example of this stage.

c. Describe how the cell appears, particularly the nuclear region.

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3. Now locate a cell undergoing PROPHASE. Using low power to find it first, then switching may be useful. Draw in the box below an example of this stage.

d. Is the nuclear membrane obviously present?

e. Describe the appearance of the nuclear region. How does it compare to interphase?

4. Now locate a cell at METAPHASE. Draw in the box below an example of this stage.

f. Describe the appearance of the chromosomes now.

g. Does the ASTER appear to be present at this time?

h. What is the Aster made of?

i. Do the SPINDLE FIBERS appear clearly?

j. What do the spindle fibers do?

5. Now locate a cell in ANAPHASE. Draw in the box below an example of this stage.

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k. What is occuring in the cells now?

6. Locate a cell in TELOPHASE. Draw in the box below an example of this stage.

l. What two major actions occur during Telophase?

m. How can you tell visually when Telophase is occurring?

7. Locate a pair of DAUGHTER CELLS. Draw in the box below an example of this stage.

n. What characteristic of Daughter cells do you use to distinguish them from other cells.

o. Do the Daughter cells have a nucleus?

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Review Questions

1. What happens to the nuclear membrane during prophase?

2. When do spindle fibers appear and disappear during mitosis?

3. Compare the location of chromosomes during metaphase and anaphase.

4. During interphase, what is occurring in the cell?

5. Create a table, using each stage as a heading, and describe similarities and differences, at each stage, between plan cells and animal cells.

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Name: ______________________________________ Date: _____________Living Environment / Biology

Aerobic Respiration Mapping Lab

Introduction:

The cell is the basic unit of life. One of its responsibilities is to produce energy. Chemical energy, stored in the chemical bonds of glucose, is transferred into smaller, easy to use ATP molecules. The process that allows this to happen is called aerobic respiration. The process occurs in three distinct areas within the cell. The first part is called glycoloysis, which occurs in the cytoplasm. The second part, called the Krebs Cycle, occurs in the mitochondrial matrix. The final part, called the Electron Transport Chain (ETS), occurs in the inner mitochondrial membrane (cristae).

Objectives:

1. You will follow the process of aerobic respiration by cutting out the label parts and pasting hem, in the proper order, on the cell.

2. You will be able to determine the total number of ATP molecules produced by respiration for one glucose molecule.

Materials:ScissorsGlueTemplate of the cellLabels for each step of aerobic respiration

Procedure:

1. Using scissors cut out all of the labels dealing with aerobic respiration.2. Locate the cell template on the lab paper. Notice that it contains a nucleus and

another rather large structure. What is the name of this other cellular organelle?___________________________________________________________

3. With glue, attach the label to this cellular organelle.a. What is its major function of this organelle in the cell?____________________________________________________________________________________________________________________

b. Describe its physical structure.____________________________________________________________________________________________________________________

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4. Looking at the remainder of the labels, arrange them in proper order representing the steps of aerobic respiration. Then write out the word or words in the proper space below:

a. Step 1: _________________________________________________b. Step 2: _________________________________________________c. Step 3: _________________________________________________d. Step 4: _________________________________________________

5. Attach the labels for the steps of aerobic respiration in the correct area on the cell template.

Conclusion Questions:1. What is ATP?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How many usable ATP molecules did the process of glycolysis produce?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How many ATP molecules did the Krebs Cycle produce per on molecule of glucose?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What was the total ATP production of the ETS?______________________________________________________________________________________________________________________________

5. How many ATP molecules were produced from one molecule of glucose?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How many pyruvic acids are produced from one glucose molecule?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name: _____________________________________ Date: ________________Plastic Egg Genetics Period: ______________

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½ Egg Phenotyp

e

½ Egg Genotype

Purple RROrange Rr

Pink rrBlue BB

Green BbYellow bb

½ egg + ½ egg = 1 whole plastic egg

Directions:

1. One your lab table, there will be a variety of plastic eggs.

2. Choose one egg, but do NOT open it yet!

3. Record the phenotype and genotype of your egg.

4. Place the genotypes of your egg into the Punnett Square.

5. Determine the phenotypes and genotypes of the offspring.

6. Open your egg – do your punnett square results match the bead color and quantity inside the

egg?

a. If yes, then place the egg back together and pick another one!!

b. If no, check your work and make corrections.

7. Continue until you have completed 5 different eggs!

8. When all punnet squares are complete, complete the result chart and conclusion questions.

Results:

Egg Cross PercentGenotype

Percent Phenotype

Example

1

2

3

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4

5

6

Conclusion:

(Be sure to use complete sentences)

1. What does each half of the plastic egg represent?a. Zygote c. Parent’s DNAb. Genes for a specific trait from one parent d. Parent’s sex cells

2. Describe what the beads inside the egg represent. [Hint: what specific part of the offspring??]

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Determine what traits you obtained from the genes carried in your parents sex cells? Be specific.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Name 3 different alleles of eye color.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Use the following words and place them IN the diagram below in size order.

chromosome, cell, gene, nucleus, DNA

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½ egg + ½ egg = 1 whole plastic egg

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½ Egg Phenotype ½ Egg Genotype

Purple RR

Orange Rr

Pink rr

Blue BB

Green Bb

Yellow bb

arm - this attaches the eyepiece and body tube to the base.base - this supports the microscope.body tube - the tube that supports the eyepiece.coarse focus adjustment - a knob that makes large adjustments to the focus.diaphragm - an adjustable opening under the stage, allowing different amounts of light onto the stage.eyepiece - where you place your eye.fine focus adjustment - a knob that makes small adjustments to the focus (it is often smaller than the coarse focus knob).

high-power objective - a large lens with high magnifying power.low-power objective - a small lens with low magnifying power.light source - this directs light upwards onto the slide.revolving nosepiece - the rotating device that holds the objectives (lenses).stage - the platform on which a slide is placed.stage clips - metal clips that hold a slide securely onto the stage.

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Name________________________ Date___________The Cell Theory Lab

Use the timeline below and your knowledge of biology to answer the following questions.

INTRODUCTION:

Cells are the basic unit of life because they are the simplest structure that displays all the characteristics of life. Five different scientists’ work led to a very important Cell Theory. You will examine various samples of cells that were important to the contribution of the Cell Theory.

PURPOSE:

The purpose of this laboratory experience is to allow you to observe, compare and draw cells you view under the microscope. You will connect the advancements in science to the increase in technology. You will see how a theory is made.

PROCEDURE:

Obtain a microscope from the cabinet. (carry the microscope carefully and correctly)

Obtain the following slides for examination and comparison:

Cork – label cell wall

Diatom

Onion (Plant) – label cytoplasm, cell wall and nucleus

Red blood cell – label cell membrane and cytoplasm

Sickle cell – label cell membrane and cytoplasm

Lung

Coal miners lung

Prepare your own cheek slide.- label nucleus, cell membrane, cytoplasm

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Using color pencils, draw each of the slides (in the data section of your lab) and label the parts listed after each specimen above. Be sure to include the name and magnification of each slide.

Complete conclusion questions.

__________________________ ____________________________

______________________________ _____________________________

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___________________________ ___________________________

_____________________________ _____________________________

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Conclusions for Cell Microscope Lab

1. How did observing the cork allow Robert Hooke to begin development of the cell theory?

__________________________________________________________________________

__________________________________________________________________________

2. How did observing the diatom help Anton Van Leeuwenhoek to contribute to the cell theory?

__________________________________________________________________________

__________________________________________________________________________

3. How did observing plant cells allow Matthias Schleiden contribute to the cell theory?

__________________________________________________________________________

__________________________________________________________________________

4. How did observing cheek cells allow Theodor Schwann to contribute to the cell theory?

__________________________________________________________________________

__________________________________________________________________________

5. How did Rudolf Virchow contribute to the cell theory?

__________________________________________________________________________

__________________________________________________________________________

6. How is structure of a cell related to its function?

____________________________________________________________________________________________________________________________________________________

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7. How does the size of a red blood cell contribute to its function?

__________________________________________________________________________

__________________________________________________________________________

8. Calculate the surface area : volume ratio of each of the cells of a 2 cm cuboidal and 7 cm cuboidal cell. (show all math).

__________________________________________________________________________

__________________________________________________________________________

9. How is the size of a cell related to how efficiently the cell brings in items it needs to maintain homeostasis?

__________________________________________________________________________

__________________________________________________________________________

10. Which two organelles are visible in the plant cell that are not in the animal cell?

__________________________________________________________________________

__________________________________________________________________________

11. Explain the proper way to make a wet mount slide?

__________________________________________________________________________

__________________________________________________________________________

12. Explain the proper way to focus a microscopic specimen?

__________________________________________________________________________

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13. Our ocular lens magnifies 10x. If you are using a 40x objective lens, what would the total magnification?

__________________________________________________________________________

__________________________________________________________________________

14. Which type of electron microscope would be used for the following: a). the changes in shape of a living human white blood cell; b). the finest details of the surface texture of the human hair; c). the detailed structure of an organelle in a human liver cell.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

15. Describe the difference in appearance between a coal miners lung and a normal lung?

__________________________________________________________________________

__________________________________________________________________________

16. What is the major function of our lungs?

__________________________________________________________________________

__________________________________________________________________________

17. In which area of the lung does gas exchange occur?

__________________________________________________________________________

__________________________________________________________________________

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Name_________________________________ Date_______________________

Asexual Reproduction Lab

Directions: Use the microscope to view the Hydra specimen provided and draw it in the circles below with

the appropriate magnifications. Then complete the questions below.

4x 10x

1) In your drawings, label the parent organism and the bud.

2) Identify and define the type of asexual reproduction that is being used by the specimen.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3) What will happen to the bud forming on the Hydra?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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4) How does the bud compare genetically to the parent Hydra? __________________________________

5) What type of cellular division is used to create the bud? ______________________________________

Directions: Use the microscope to view the Paramecium specimen provided and draw it in the circles

below with the appropriate magnifications. Then complete the questions below.

4x 10x

6) Identify and define the type of asexual reproduction that is being used by the specimen.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7) In terms of size, how will the offspring compare to the parent cell? _____________________________

8) How will the offspring compare genetically with the parent cell? _______________________________

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9) What type of cellular division is being used by the specimen? _____________________________

Post Lab Questions

1) How do offspring produced asexually differ from offspring produced sexually?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_____________________________________________________________________

2) Which type of reproduction, sexual or asexual, produces offspring at a faster rate? How is this

advantageous for the species?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

________________________________________________________________________

3) Which type of reproduction, sexual or asexual, is better for a species that lives in a changing

environment? Why?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_____________________________________________________________________

Bonus Question +5 points!!! How is genetic engineering used in medicine? What type of reproduction is important to medicinal genetic engineering?

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Name________________________ Date________________Evidence of Evolution Lab

Background A lot of evidence has been found to indicate that living things have evolved or changed gradually during their natural history. The study of fossils, embryology, comparative anatomy and biochemistry provides evidence of evolution. The evidence shows that modern organisms have descended from ancient organisms with modifications.

ObjectiveIn this lab you will learn about homologous, analogous and vestigial structures. You will learn how comparing anatomy provides evidence of common ancestry.

Materials Your Brain 6 Different colored pencils

Pre-Lab Questions

1) Define Evolution -- _______________________________________________________________________________________________________________________________________________

2) What are variations in a population? Provide an example._________________________________________________________________________________________________

3) Where does the biodiversity you see today come from?a) Inbreedingb) Asexual reproductionc) Natural selectiond) Genetic engineering

4) What happens when organisms are lacking advantageous adaptations? _____________________________________________________________________________________

5) What is a theory? _______________________________________________________________________

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Part 1: Homologous Structures

Parts that look that have the same structure but perform different functions. Homologous structures mean that animals share a recent common ancestor.

a. In the chart below, describe the function of each set of bones and how they help the animal survive.

Animal Function How do these Structures help them

survive?Human arm

Whale flipper

Cat leg

Bat wing

Bird wing

Crocodile leg

a. Carefully examine the drawings of the bones in figure 1 shown on the next page. Look for similarities among the various animals

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(human, whale, cat, bat, bird and crocodile)

b. Color each part of the human arm a different color (all bones of the wrist should be a single color). Then color the corresponding bone in each of the other animals the same color as the human bone.

c. Answer the summary questions at the end of the lab.

Figure 1.

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HOMOLOGOUS STRUCTURES 157

1. Are the functions of the limbs of each of the animals illustrated the same or different?___________________________________________________________________

2. Are the bones of the limbs arranged in a similar or in a very different way in each animal?

________________________________________________

3. Does the similarity in bone structure suggest a common ancestry amongst these animals?

________________________________________4. Offer a possible evolutionary explanation for how the skeletons can be similar but the

functions very different in each of the animals.

_____________________________________________________________Part 2 : Analogous Structures

There are also many examples of body structures in animals that are very similar in function and superficially similar in form and but develop very different and have very different internal structures and embryonic development. These structures are called analogous structures. Analogous structures mean that the animals do not share a recent common ancestor.

a. Examine the butterfly wing and the bird wing shown in Figure 2.

b. Answer the questions.

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ANALOGOUS STRUCTURES

5. What function do the butterfly and bird wings share?

_______________________________________________________

6. In what way do these structures differ?

________________________________________________________

7. Explain why these are considered analogous structures and not homologous structures.

__________________________________________________________________________________________________________________________________

Part 3: VESTIGIAL STRUCTURES

There are also many examples of body structures in animals that show gradual changes over time. In some cases, these changes have reduced or removed the function of some body parts and organs. These reduced or lost structures are called vestigial structures. The wings of penguins and the leg bones of snakes are examples of this phenomenon.

a. Observe the drawings of the cavefish and the minnow shown in Figure 3. The fish are related to each other but the cave fish is blind and only has the remnants of an eye.

b. Answer the summary questions at the end of the lab.

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VESTIGIAL STRUCTURES

8. Explain why eyesight is not an important adaptation to life in a deep-sea cave.

________________________________________________________________

9. Does the appearance of the cavefish and the minnow suggest a common ancestry? Why?

_______________________________________________________________

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Name_______________________ Date___________________

You are what you eat. But do you recall munching some molybdenum or snacking on selenium? Some 60 chemical elements are found in the body, but what all of them are doing there is still unknown.Roughly 96 percent of the mass of the human body is made up of just four elements: oxygen, carbon, hydrogen and nitrogen, with a lot of that in the form of water. The remaining 4 percent is a sparse sampling of the periodic table of elements. Some of the more prominent representatives are called macro nutrients, whereas those appearing only at the level of parts per million or less are referred to as micronutrients. These nutrients perform various functions, including the building of bones and cell structures, regulating the body's pH, carrying charge, and driving chemical reactions.

The FDA has set a reference daily intake for 12 minerals (calcium, iron, phosphorous, iodine, magnesium, zinc, selenium, copper, manganese, chromium, molybdenum and chloride). Sodium and potassium also have recommended levels, but they are treated separately. However, this does not exhaust the list of elements that you need. Sulfur is not usually mentioned as a dietary supplement because the body gets plenty of it in proteins. And there are several other elements — such as silicon, boron, nickel, vanadium and lead — that may play a biological role but are not classified as essential. "This may be due to the fact that a biochemical function has not been defined by experimental evidence," said Victoria Drake from the Linus Pauling Institute at Oregon State University. Sometimes all that is known is that lab animals performed poorly when their diets lacked a particular non-essential element. However, identifying the exact benefit an element confers can be difficult as they rarely enter the body in a pure form."We don't look at them as single elements but as elements wrapped up in a compound," said Christine Gerbstadt, national spokesperson for the American Dietetic Association. A normal diet consists of thousands of compounds (some containing trace elements) whose effects are the study of ongoing research. For now, we can only say for certain what 20 or so elements are doing. Here is a quick rundown, with the percentage of body weight in parentheses.

InstructionsRead the passage above and answer the following the questions.

1) How many chemical elements are found in the human body? _________________

2) Scientists know what all the elements in the human body are used for.

(True or False)

3) List the four elements that make up most of the human body.162

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________________________________________________________________________________________________________________

4) What are macronutrients? _____________________________________________________________

5) What are micronutrients? ______________________________________________________________

6) What are two functions of nutrients in our bodies? ____________________________________________________________________________________________________________________________________

7) What does the FDA stand for? _________________________________________

8) How many minerals does the FDA recommend for your daily intake? __________

9) Why are there several other elements that most likely play a biological role but are not yet classified as essential? _________________________________________

_________________________________________________________________

10) Why is it difficult to determine the function of a single element in the human body?

________________________________________________________________

________________________________________________________________

11) As of now, how many elements have we determined the function of in the human body? ______________________________________

12) Fill in the chemical symbols for each element and answer the following questions using the chart.

Chemical elements listed by their presence in human body

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Presence in human body (%)

Name of chemical element

Chemical Symbol Presence

65 OxygenPart of water ->in all liquids and tissues, bones, proteins,etc

18 Carbon

is synonymous with life. Its central role is due to the fact that it has four bonding sites that allow for the building of long, complex chains of molecules. Moreover, carbon bonds can be formed and broken with a modest amount of energy, allowing for the dynamic organic chemistry that goes on in our cells

10 HydrogenPart of water in all liquids and tissues, bones, proteins,etc

3 Nitrogenis found in many organic molecules, including the amino acids that make up proteins, and the nucleic acids that make up DNA

1.5 Calcium

is the most common mineral in the human body — nearly all of it found in bones and teeth. Ironically, calcium's most important role is in bodily functions, such as muscle contraction and protein regulation. In fact, the body will actually pull calcium from bones (causing problems like osteoporosis) if there's not enough of the element in a person's diet.Essential for the proper functioning of organs lungs, kidney, liver, thyroid, brain, muscles, heart, bones

1 Phosphorus

is found predominantly in bone but also in the molecule ATP, which provides energy in cells for driving chemical reactions.

0.35 Potassium

is an important electrolyte (meaning it carries a charge in solution). It helps regulate the heartbeat and is vital for electrical signaling in nerves. Found in proteins (enzymes)

0.25 Sulphur is found in two amino acids that are important for giving proteins their shape.

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0.15 Sodiumis another electrolyte that is vital for electrical signaling in nerves. It also regulates the amount of water in the body.

0.05 Magnesium

plays an important role in the structure of the skeleton and muscles. It also is necessary in more than 300 essential metabolic reactions enzymes

Traces (.0037) Fluorine

is found in teeth and bones. Outside of preventing tooth decay, it does not appear to have any importance to bodily health.

Traces (.15) Chlorine

in body liquid is usually found in the body as a negative ion, called chloride. This electrolyte is important for maintaining a normal balance of fluids.

Traces (.000017) Manganese

is essential for certain enzymes, in particular those that protect mitochondria — the place where usable energy is generated inside cells — from dangerous oxidants.

Traces (.006) Iron

is a key element in the metabolism of almost all living organisms. It is also found in hemoglobin, which is the oxygen carrier in red blood cells. Half of women don't get enough iron in their diet.

Traces (.0000021) Cobalt

is contained in vitamin B12, which is important in protein formation and DNA regulation.

Traces (.0001) Copper

is important as an electron donor in various biological reactions. Without enough copper, iron won't work properly in the body.

Traces (.0032) Zinc

is an essential trace element for all forms of life. Several proteins contain structures called "zinc fingers" help to regulate genes. Zinc deficiency has been known to lead to dwarfism in developing countries.

Traces Selenium is essential for certain enzymes, including 165

http://www.livescience.com/889-raw-food-diet-raw-deal.html

http://www.livescience.com/310-aging-mice-humans.html


(.000019)

several anti-oxidants. Unlike animals, plants do not appear to require selenium for survival, but they do absorb it, so there are several cases of selenium poisoning from eating plants grown in selenium-rich soils.

Traces (0.000013%) Molybdenum

is essential to virtually all life forms. In humans, it is important for transforming sulfur into a usable form. In nitrogen-fixing bacteria, it is important for transforming nitrogen into a usable form.

Traces (.000016) Iodine

is required for making of thyroid hormones, which regulate metabolic rate and other cellular functions. Iodine deficiency, which can lead to goiter and brain damage, is an important health problem throughout much of the world.

Traces (0.0000024%) Chromium

helps regulate sugar levels by interacting with insulin, but the exact mechanism is still not completely understood.

minimum traces Lithium

13) Which elements is water made of? ___________________________

14) What is the most common mineral in the body? _____________________

15) What does ATP do in our cells? ____________________________________________ _____________________________________________________________________

16) What is an electrolyte? __________________________________________________166


17) What is the function of Fluorine? _________________________________________ ____________________________________________________________________

18) Which element is found in hemoglobin? ____________________________________ What is the function of hemoglobin? _______________________________________

19) Which element deficiency causes health problems all over the world? ____________________________________________

20) Use the percentages from the chart above for the 4 major elements (outlined in question 3) and shade in the body diagram below. Make sure you label and create a key. For the last four percent just shade in and label other to represent all the elements that are found in our bodies in smaller amounts.

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Teacher Notes for Barley & Oat’s Brewing Backfire!By Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 20111

In this discussion activity students interpret evidence to figure out why a microbrewer’s beer has no alcohol. This activity reinforces understanding of:

the similarities and difference between aerobic respiration and alcoholic fermentation the interpretation of data.

If you would like your students to compare chemical equations which summarize aerobic respiration (including glycolysis, the Krebs cycle and the electron transport chain) vs. glycolysis followed by alcoholic fermentation, we recommend:

For aerobic respiration: C6 H12O6 + 6 O2 ---->---->---->----> 6 CO2 +6 H2O

\/ energy \/

n ADP + n phosphate ----------> n ATP (n <= 29)

(In the first equation, the multiple arrows represent the multiple steps of glycolysis, the Krebs cycle and the electron transport chain.)

For glycolysis followed by alcoholic fermentation: C6 H12O6 ---->----> 2 CO2 + 2 C2H5OH

\/ energy

\/ 2 ADP + 2 phosphate ------------> 2 ATP

For aerobic cellular respiration, the number of ATP molecules generated for each glucose molecule is variable and less than previously thought. A brief explanation is provided in "Cellular Respiration and Photosynthesis -- Big Concepts, Misconceptions, and Classroom Activities", available on this website. These recent findings are interesting as an example of how science progresses by a series of successively more accurate approximations to the truth.

One possible question is why yeast can't use glycolysis without alcoholic fermentation when O2 is not available. In the process of glycolysis, NAD + is reduced to NADH. For glycolysis to continue, NADH must be oxidized back to NAD +. When O2 is available as an electron acceptor, NADH enters the electron transport chain and is oxidized to NAD + in a process that contributes to the production of ATP. When oxygen is not available, yeast use alcoholic fermentation in which the pyruvate produced by glycolysis is converted to acetaldehyde (releasing CO2) and acetaldehyde reacts with NADH to produce ethanol and NAD+.

During intense exercise, when not enough O2 reaches the active muscles, our muscle cells use glycolysis followed by a different type of fermentation called lactic acid fermentation. In this process pyruvate reacts directly with NADH to produce lactate and NAD +.

1 These teacher notes, the related student handout, and other activities for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities. Hands-on, minds-on activities for teaching biology are available at http://serendip.brynmawr.edu/sci_edu/waldron/.

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http://serendip.brynmawr.edu/exchange/bioactivities

Some bacteria and archaea use a different process called anaerobic respiration in which nitrate or sulfate serve as electron acceptors at the end of the electron transport chain (instead of O2).

To correct their problem Mr. Barley and Ms. Oat need to reduce the O2 concentration in their brewing vats, perhaps by reducing the surface area exposed to air (e.g. put a cover on the surface of the brew) or by reducing aeration in each step in the process (e.g. no stirring or turbulent pouring). Reduced O2 concentration will induce the yeast to switch from aerobic cellular respiration to alcoholic fermentation.

In beer making, the glucose that undergoes alcoholic fermentation is generally provided by barley malt (barley that has been soaked in water to allow it to begin germination so that the digestive enzyme amylase breaks down starch into sugars). Despite our title, oats are generally not used in making beer.

This discussion activity can be used with the hands-on activity Alcoholic Fermentation in Yeast (available at http://serendip.brynmawr.edu/sci_edu/waldron/) or you may want to incorporate the following question from that activity to help your students review aerobic cellular respiration and alcoholic fermentation:

Review what you know about cellular respiration and fill in the chart below. Fill in each oval with the appropriate molecule. On the blank lines write the name of the appropriate process. In the boxes at the bottom of the figure, fill in the number of ATP molecules made in each pathway.

Barley & Oat’s Brewing Backfire!By Dr. Ingrid Waldron, John Coulter and Dr. Jennifer Doherty, Department of Biology, University of Pennsylvania, November, 20102

2 Teachers are encouraged to copy this student handout for classroom use. A Word file (which can be used to prepare a modified version if desired), teacher notes, comments, and links to additional activities are available at http://serendip.brynmawr.edu/exchange/bioactivities.

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Mr. Barley and Ms. Oat are opening a new beer brewing company, Barley & Oat’s Brews. Neither of them has brewed beer before, but they have an instruction manual and the supplies they need, including yeast and barley (which provides a source of sugar for the yeast to use as food). The only problem is that the beer that they have made does not have any alcohol in it! They can’t figure out why, so they have hired you to figure out why alcohol is not being produced.

Mr. Barley and Ms. Oat have given you some information that could be helpful to solve their problem. They found the figure below in the instruction manual for making beer. Ovals represent processes and rectangles represent some of the reactants and products.

1. Which process produces ethanol (the alcohol found in beer)?

2. Which molecule is needed for aerobic respiration but not for fermentation?

3. How many molecules of ATP are produced for each glucose molecule undergoing aerobic respiration (including glycolysis, Krebs cycle and electron transport chain)?

4. How many molecules of ATP are produced for each glucose molecule undergoing glycolysis followed by fermentation?

5. Why do yeast cells need ATP?

6. The yeast used to make beer can perform aerobic respiration or alcoholic fermentation. When O2 is available, yeast perform aerobic respiration, and when O2 is not available, yeast perform alcoholic fermentation. What is the advantage of aerobic respiration?

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What is the advantage of fermentation?

With this background you are ready to interpret the evidence collected by Mr. Barley and Ms. Oat as they tried to brew beer. Mr. Barley carried out an experiment to test whether increasing the amount of sugar would increase the amount of alcohol produced. The figure shows the results of his experiment.

Mr. Barley's Experiment

Sugar Concentration

Amou

nt

Alcohol CO2 Bubbles

7. What was the independent variable Mr. Barley changed in the experiment?

What axis is this variable on?

8. What two dependent variables did Mr. Barley measure?

What axis are these variables on?

9. How did alcohol production change in response to higher sugar concentrations?

10. How did CO2 production change in response to higher sugar concentrations?

Ms. Oat measured the change in concentrations of O2, CO2 and ethanol while trying to brew her beer.

Time (hours) O2 (%) CO2 (%) Ethanol (%)0 = beginning 1.00 0.01 0

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1 0.99 0.02 02 0.98 0.03 03 0.97 0.03 04 0.97 0.04 05 0.96 0.05 06 0.95 0.05 07 0.94 0.06 08 = end 0.94 0.06 0

11. How did the amount of O2 in the brewing vat change over time?

12. How did the amount of CO2 in the brewing vat change over time?

13. How did the amount of ethanol in the brewing vat change over time?

Now you are ready to put together all the evidence and figure out why the beer produced by Barley and Oat’s Brews does not have any alcohol and what Mr. Barley and Ms. Oats should do to make real beer.

14. Was the yeast in the brewing vats of Barley and Oat’s Brews performing aerobic respiration or alcoholic fermentation? What evidence supports this conclusion?

15. What characteristic of the environment in the brewing vat determines whether the yeast perform aerobic respiration or alcoholic fermentation?

16. What do Mr. Barley and Ms. Oat need to do to make sure they have alcohol in their beer?

Name:

How DNA Controls the Workings of the Cell

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Below are two partial sequences of DNA bases (shown for only one strand of DNA) Sequence 1 is from a human and sequence 2 is from a cow. In both humans and cows, this sequence is part of a set of instructions for controlling a bodily function. In this case, the sequence contains the gene to make the protein insulin. Insulin is necessary for the uptake of sugar from the blood. Without insulin, a person cannot use digest sugars the same way others can, and they have a disease called diabetes.

Instructions:

1 Using the DNA sequence, make a complimentary RNA strand from both the human and the cow. Write the RNA directly below the DNA strand (remember to substitute U's for T's in RNA)

2. Use the codon table in your book to determine what amino acids are assembled to make the insulin protein in both the cow and the human. Write your amino acid chain directly below the RNA sequence.

Sequence 1 - Human

C C A T A G C A C G T T A C A A C G T G A A G G T A A

RNA :

Amino Acids:

Sequence 2 - Cow

C C G T A G C A T G T T A C A A C G C G A A G G C A C

RNA:

Amino Acids:

Analysis

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1. Comparing the human gene to the cow gene, how many of the codons are exactly the same? ___________

2. How many of the amino acids in the sequence are exactly the same? ________

3. Could two humans (or two cows) have some differences in their DNA sequences for insulin, yet still make the exact same insulin proteins? Explain.

4. Find ALL of the codons that can code for the amino acid leucine and list them.

5. Diabetes is a disease characterized by the inability to break down sugars. Often a person with diabetes has a defective DNA sequence that codes for the making of the insulin protein.

Suppose a person has a mutation in their DNA and the first triplet for the insulin gene reads T A T.

The normal gene reads T A G. What amino acid does the mutant DNA and the normal DNA code for and will the person with this mutation be diabetic?

6. Another mutation changes the insulin gene to read T C T (instead of the normal T A G). Will this person be diabetic? Explain.

7. DNA sequences are often used to determine relationships between organisms. DNA sequences that code for a particularly gen can vary, though organisms that are closely related will have very similar sequences. This table shows the amino acid sequences of 4 organisms.

Human: C C A T A G C A C C T A Chimpanzee: C C A T A A C A C C T A

Pig: C C A T G T A A A C G A Cricket: C C T A A A G G G A C G

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Based on these sequences, which two organisms are most closely related?

8. An unknown organism is found in the forest and the gene is sequenced as follows:

Unknown: C C A T G G A A T C G A

What kind of an animal do you think this is? _______________________________

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Name:

Human Population Growth Objectives: You will create a LINE graph of human population growth and use it to predict future growth.You will identify factors that affect population growth.

Statistics on Human Population

Year A.D. Number of People (in billions)1650 .501750 .701850 1.01925 2.01956 2.51966 3.31970 3.61974 3.91976 4.01980 4.41991 5.52000 6.02004 6.4

Instructions for creating your LINE graph.

Place time on the horizontal access. Values should range from 1650 to 2020. Place number of people on the vertical access. Values should range from 0 to 20 billion.Make sure that your graph is a full page in size and you have the correct labels for the X and Y access and a title for your graph.

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Analysis

1. It took 1649 years for the world population to double, going from .25 billion people to .50 billion people. How long did it take for the population to double once again?

2. How long did it take for the population to double a second time? ___________ A third time? ________________

3. Based on your graph, in what year will the population reach 8 billion? _____________

4. Based on your graph, how many years will it take for the population of 2004 to double? ______________

The Earth's Carrying Capacity

Prior to 1950, the death rate was high, which kept the numbers of humans from increasing rapidly. In the 19th Century, the agricultural revolution increased food production. The industrial revolution improved methods of transporting food and other good. In the 20th Century, advances in medicine, sanitation and nutrition have decreased the death rates further. These factors combined to produce the rapid growth of the human population in the 20th century.

As with any population, humans are also limited by factors such as space, amount of food and disease. The carrying capacity is the number of individuals that a stable environment can support. Authorities disagree on on the maximum number of people that the earth can support, though the numbers generally range for 8 to 10 billion. As the population approaches its limit, starvation will increase. Some countries have a much higher growth rate than others. Growth rate is the number of people born minus the number of people that die. Compare the growth rates of the following countries

Most countries are trying to reduce their growth rate. Zero population growth means that as many people are being born as there are dying - to achieve zero population growth, each couple would need to have no more than two children (to replace the parents). Even if this number is achieved, the population will continue to grow because the parents will still live on for decades, as their children have children and their children have children and so forth. The United States reached zero population growth in the 1980's, and yet the overall population of the US still increases.

Analysis

1. What factors contributed to the world's overall population growth in the last 150 years.

2. Why does a population not level off during the same year it reaches zero population growth?

3. If the carrying capacity of the earth was 9 billion people, when would this number be reached (according to your graph)?

4. What will happen when the human population exceeds the earth's carrying capacity? 178

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Name Period

Plant Growth Puzzle Lab

1. An experimenter grew three batches of seeds, each weighing 1.5 g, in three different conditions, as shown in the table below. For each condition, predict whether the seeds will germinate and grow into plants. (Think about how seeds normally start growing underground.)

Growing Condition Will plants grow?

Predicted Biomass at 10 days (question 2)

Light, no water ___ yes ___ no __< 1.5 g __ 1.5 g __ > 1.5 g

Light, water ___ yes ___ no __< 1.5 g __ 1.5 g __ > 1.5 g

No light, water ___ yes ___ no __< 1.5 g __ 1.5 g __ > 1.5 g

2. After 10 days the seeds and/or plants from each condition were dried in an oven overnight (to remove all the water). Then, plant biomass was measured in grams. For each condition, predict the amount of biomass. (Seeds have very little water, so each batch of seeds originally had ~1.5 g biomass.)

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3. Two processes that affect the biomass of a plant are photosynthesis and cellular respiration. Complete the following concept map to show the interconnections between photosynthesis and cellular respiration.

- All of the white arrows mean that something is produced or used. Label each white arrow with either P for produces or U for uses.

- Each curved rectangle represents a type of organism. Label each box with “plants" or “animals”.

- All other shapes represent products or reactants. Label each shape.

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Photosynthesis

Cellular

Respiration

carry out

carry out

carry out

LightEnergy

4. Which molecule in question 3 can be converted to other organic molecules such as cellulose and starch that become part of the plant’s biomass?

Notice that the sugars produced by photosynthesis are used for two different purposes:

(1) building blocks to synthesize the molecules that make up the plant’s biomass

(2) input for cellular respiration to produce the ATP needed to provide energy for the plant’s biological processes.

5. Which process can result in increased biomass for a plant:

cellular respiration or photosynthesis?

Where does the mass come from? What molecules are taken in by the plant cells?

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6. Which process can result in decreased biomass for a plant:

cellular respiration or photosynthesis?

Where does the mass go? What molecules are given off by the plant cells?

7. A seed contains a lot of starch and oil to provide energy when the seed germinates and a plant first begins to grow. When a seed begins growing underground in the dark, the plant cannot carry out ___________________________ because there is no light. Therefore, a plant growing in the dark will only carry out _________________________ and the plant will ______ biomass.

(cellular respiration/photosynthesis) (gain/lose)

8. Think again about the expected change in biomass for each batch of seeds in the three different growing conditions. Based on your answers to questions 3-7, predict the biomass after 10 days in each growing condition. (Remember that each batch of seeds had ~1.5 g of biomass.) Explain your reasons for predicting decrease, increase or no change in biomass.

Growing Condition

Predicted Biomass

Reason for Decrease, Increase or No Change in Biomass

Observed Biomass (question 9)

Light,

__< 1.5 g

__ 1.5 g _____ g

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no water __ > 1.5 g

Light,

water

__< 1.5 g

__ 1.5 g

__ > 1.5 g

_____ g

No light,

water

__< 1.5 g

__ 1.5 g

__ > 1.5 g

_____ g

9. Your teacher will distribute a page with the results of the experiment. Enter the observed results in the table. If any results differ from your predictions, explain the biological reasons for the observed results.

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Name ___________________________ Date Due ________________

Acid Rain Lab

Purpose: To determine the effect of acid rain on the germination of mustard seeds.

Hypothesis: If….then…..because……

Materials: List all the materials used during this lab investigation.

Procedure: Write the exact step by step instructions for what you did.

Data: Design a data table to use in the lab. Show that data in your table.

Analysis:

1. What are the independent and dependent variables?

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2. What is the control in your experiment?3. List at least 5 constants.4. List 3 sources of error?5. How could you make the experimental results more valid?6. Predict what would happen if rain was alkaline? (basic)

Conclusion: Was your hypothesis correct? Discuss results.

Please include a cover to your lab report.

Information for Teachers:

Students will need to gather information about pH, the pH of rain and the pH range of acid rain. They will need to determine the best way to germinate the seeds, including the proper environmental conditions to employ. Each group will need to write a procedure which you will approve prior to beginning the lab activity. If you prefer, you can make it a competition in which the best procedure will be employed by every group. This adds to the fun and makes your material gathering process simpler.

The students will use this form to help them set up a proper lab report. The lab they submit will be all of their own doing. It should include a cover. Having a lab report for another task from previous students as a model will help them understand what is expected as a final product.

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Name ___________________________ Date Due ________________

Cell Size LabPurpose: To determine the size of three different types of cells. The cells are human red blood cells, human cheek cells and onion cells.

Hypothesis: The _________ cell is the largest because _____. The ___ cell is middle sized because _____. The ____cell is the smallest because _____.


Procedure: There will be 3 sections, one for each cell type. For each cell type write the exact step by step instructions for what you did.

Data: The data table should have the size of each cell under low power including the calculations, and the size and calculations under high power. You may design the table as you wish.

Analysis:

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1. Try to determine why the largest cell is the largest &/or why the smallest is smallest. (Hint: Think about function).

2. Under which magnification do you think you got the most accurate results? Why?3. List at least 4 possible sources of error using this measurement method.4. The red blood cell is unusual in its internal structure. What is the unusual feature?


At the end of the lab attach drawings of exactly what you see under low power and under high power. Use colored pencils and label each drawing with what it is and the magnification. I have “circle paper” you can use for this.

The final lab report should have a cover.

Instructions for Teachers

The rbc you have to use prepared slides. The onion cell slide can be prepared with a red onion and iodine. The cheek cells can be prepared with a toothpick and methylene blue.

If the students struggle with questions 4 have them observe a slide of frog blood.

The use of a lab journal is very helpful. They can write all the data and any other helpful information in the journal and use that when they write up the lab report.

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Name __________________________Due Date_______________________________________________

Corn Lab

Purpose: To determine the effect of a light bank, with light 24/7, on the growth of corn seeds.

Hypothesis: If…then….because…..

Materials: List all materials used during this lab investigation.


Data: Data tables – everything you recorded and averages.

Graph the averages only– natural and bank light on graph paper.

Any anecdotal information may be included here.

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Analysis:

1. What is the independent variable and what is the dependent variable?2. What is the control?3. What are the constants? (Give at least ten)4. What percent of your seeds grew? What percent of the class’s seeds grew? Give

possible explanations for results.5. Why do you think the light bank plants looked so tall after the first weekend

compared to the window plants?6. We combined the results of both classes. In what ways is this not valid?7. We had some plants that were white. Is this a good mutation? Defend your

position.



Instructions for Teachers

You can use corn seeds that have been treated with radiation. They are available through Carolina. If so then you can include questions about dihybrid crosses and mutagens and favorable mutations vs unfavorable mutations and so on.

Since this lab will take some time you need to plan carefully so no vacations interfere with data collection.

Students should use a lab journal to record data throughout the lab. They can also record procedures and materials there. This lab sheet and their journal will be the resources they use to write their lab report.

The exact procedure can be voted on, or chosen by you from the class proposals or each group can work somewhat independently.

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Name:____________________________________ biologycorner.com

AP Objectives met:

* Measure the effects of changes in temperature, pH, and enzyme concentration on reaction rates of an enzyme catalyzed reaction in a controlled experiment.

* Explain how environmental factors affect the rate of enzyme-catalyzed reactions.

Enzyme Lab

INTRODUCTION: What would happen to your cells if they made a poisonous chemical? You might think that they would die. In fact, your cells are always making poisonous chemicals. They do not die because your cells use enzymes to break down these poisonous chemicals into harmless substances. Enzymes are proteins that speed up the rate of reactions that would otherwise happen more slowly. The enzyme is not altered by the reaction. You have hundreds of different enzymes in each of your cells.

Each of these enzymes is responsible for one particular reaction that occurs in the cell. In this lab, you will study an enzyme that is found in the cells of many living tissues. The name of the enzyme is catalase (KAT-uh-LAYSS); it speeds up a reaction which breaks down hydrogen peroxide, a toxic chemical, into 2 harmless substances--water and oxygen.

The reaction is: 2 H2O2 ----> 2 H2O + O2

This reaction is important to cells because hydrogen peroxide (H2O2) is produced as a byproduct of many normal cellular reactions. If the cells did not break down the hydrogen peroxide, they would be poisoned and die. In this lab, you will study the catalase found in liver cells. You will be using chicken or beef liver. It might seem strange to use dead cells to study the function of enzymes. This is possible because when a cell dies, the enzymes remain intact and active for several weeks, as long as the tissue is kept refrigerated.

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MATERIALS:

--1molar HCl solution (in dropper bottle)--1molar NaOH solution (in dropper bottle) --6 Test tubes--Measuring Pipette

--10-ml Graduated cylinder --40 ml 3% Hydrogen peroxide solution (found in stores)--Straight-edged razor blade --Scissors and Forceps (tweezers)

--Stirring rod --Fresh liver, Apple, and Potato--Test tube holders

--Ice bath--Warm water bathBoiling water bath

PART A - Observe Normal Catalase Reaction

1. Place 2 ml of the 3% hydrogen peroxide solution into a clean test tube.2. Using forceps and scissors cut a small piece of liver and add it to the test tube. Push it into the hydrogen peroxide with a stirring rod. Observe the bubbles. What gas is being released? ______________________

Throughout this investigation you will estimate the rate of the reaction (how rapidly the solution bubbles) on a scale of 0-5

(0=no reaction, 1=slow, ..... 5= very fast). Assume that the reaction in step 2 proceeded at a rate of "4"

Recall that a reaction that absorbs heat is endothermic; a reaction that gives off heat is exothermic. Now, feel the temperature of the test tube with your hand. Has it gotten warmer or colder _____________________

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Is the reaction endothermic or exothermic? _____________________

Is Catalase Reusable?

3. Pour off the liquid into a second test tube. Assuming the reaction is complete. What is this liquid composed of? _______What do you think would happen if you added more liver to this liquid? _____________________

Test this and record the reaction rate. Reaction Rate ___________ (1 – 5)

4. Add another 2 ml of hydrogen peroxide to the liver remaining in the first test tube. What is the reaction rate? ________Is catalase reusable? Explain how you know. _________________________________________________________________________________________________

Part B - What Tissues Contain Catalase

You will now test for the presence of catalase in tissues other than liver. Place 2 ml of hydrogen peroxide in each of 3 clean test tubes and then add each of the three test substances to the tubes. As you add each test substance, record the reaction rate (0-5) for each tube.

Substance Rate of Reaction (0-5)

Potato

Apple

Chicken

Which tissues contained catalase? _______________________________________________

Do some contain more catalase than others? How can you tell? _____________________________________________

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PART C - What is the Effect of Temperature on Catalase Activity?

1. Put a piece of liver into the bottom of a clean test tube and cover it with a small amount of water. Place this test tube in a boiling water bath for 5 minutes. What will boiling do to an enzyme? _________________________________________

2. Remove the test tube from the hot water bath, allow it to air cool, then pour out the water. Add 2 ml of hydrogen peroxide. CAUTION: Use a test-tube holder for hot test tubes. What is the reaction rate for the boiled liver and peroxide? __________

3. Put equal quantities of liver into 2 clean test tubes and 1 ml H2O2 into 2 other test tubes. Put one test tube of liver and one of H2O2 into an ice bath. Place the other set in a warm water bath (not boiling).

After 3 minutes, pour each tube of H2O2 into the corresponding tube of liver and observe the reaction

What is the reaction rate for the cold liver/peroxide? ______What is the reaction rate for the warm liver/peroxide? ______

PART D - What is the Effect of pH on Catalase Activity

1. Add 2 ml hydrogen peroxide to each of 5 clean test tubes.

Tube 1--add 4 drops of HCl (acid) Tube 2 - dilute HCl (1 drop / 3 m water)

Tube 3 – add 4 drops of NaOH (Base)Tube 4 – dilute NaOH (1 drop / 3 ml water) Tube 5 – add 3 drops of water (neutral)

Now add liver to each of the test tubes (try to do it all at about the same time, so you can easily compare)

Rate of Reaction for Strong Acid _____ Acid _____ Neutral ______Strong Base_____ Basic _____*If needed you can raise your rating scale to 6

What is the optimal pH for catalase (estimate)? _____________________________________________DATA ANALYSISDescribe in a short paragraph (on a separate page). Attach the analysis to this page.

describe the reaction and how you measured reaction rate how temperature and pH affect the actions of the enzyme catalase, and why these

elements affect the reaction rates

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how you would determine the optimal temperatures and pH of an enzyme, propose a new experiment

how this experiment can apply to the real world

Name ___________________________ Date Due ________________

Is It Alive LabPurpose: To determine if any of the substances provided are alive.

Hypothesis: Predict whether each is alive or not before beginning any testing.


Procedure: Write the exact step by step instructions for what you did. Since you will perform more than one test you will need more than one procedure. ( Hint: If they are alive then what will you observe and why? Answering this will help you figure out what tests to perform in this activity.)

Data: Design a data table to use in the lab. Show that data in your table. Include a description of each unknown. Also include drawing of what you see under the microscope. You may use “circle paper” for this, be sure to include the unknown number and magnification.

Analysis:

1. What were we looking for on the slide?2. Why did we use iodine?3. You may predict what each unknown actually is but it is not required.

For the BTB portion of the lab:

7. What are the independent and dependent variables for the experiment?8. What is the control for the experiment?9. List at least 5 constants.10.List 3 sources of error.11.How could you make the experimental results more valid?12.Why does BTB turn yellow?13.How did the BTB help determine if something was alive or not?


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The lab report should have a cover.


You will need to provide a number of unknowns for the students to test. Ideas are: rock salt, vermiculite, poppy seeds, brine shrimp, yeast, and radish seeds. 4-6 samples are sufficient.


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Name ___________________________ Date Due ________________

Planaria Lab

Purpose: To determine the effect of ………. on the regeneration of the flatworm Planaria.

Hypothesis: If….then…..because……



Data: Design a data table to use in the lab. Show that data in your table.

Analysis:

1. What are the independent and dependent variables?2. What is the control in your experiment?3. List at least 5 constants.4. List 3 sources of error?5. How could you make the experimental results more valid?6. Why did we not feed the Planaria at all?



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How the students the Planaria and explain how they can be cut with a razor. Students should brainstorm ideas to use for the independent variable. Ultimately, you will have to choose one experiment for them to perform. Explain that the more data they generate the more reliable their results will be and that is why they will all do the same thing.

The cut Planaria should be separated into petri dishes with bottled water. They must label the dishes. Caution them that if the bottom is not labeled and they remove all the tops they will not know which is which. Therefore, label top and bottom or remove only one top at a time.

Regeneration takes 2-3 weeks. The Planaria can be kept in the classroom during this time. Once regeneration is complete they can be fed hard boiled egg yolk. But VERY little!!

Be sure to begin the lab when you have plenty of time to let it finish. They should draw what they see on day one and every day they observe their Planaria. A microscope is best for observation but they find it difficult, in which case they can use a hand lens.


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What parts of a plant do we eat? -- Teacher Preparation Notes© 2009 Dr. Jennifer Doherty and Dr. Lori Spindler, Department of Biology, University of Pennsylvania3

Supplies and Teaching Suggestions

Paper plates (1 for each fruit or vegetable for each group)Plastic knives for dissection (or metal depending on your students) (1 per group)Fruits and vegetables for students to identify (5 different kinds per group)Hand lens (optional; 1 per group)

Each student group should identify the part of the plant for around 5 fruits/vegetables. This small number will allow ample time for students to closely observe each specimen and debate within their group what type of plant part it is and what evidence they used to make their decision. You can use 5 unique fruits or vegetables for each student group or, more practically, purchase large quantities of 10-15 types and replicate sets.

Within their groups, students should be guided to use evidence and scientific argument (debate) to identify each plant part. To collect the best evidence, students need to cut open each plant part (e.g. cutting open a green pepper allows students to observe the seeds, cutting a celery bunch in half allows students to observe that all the stalks are growing out of a single short branch). If supplies allow, it can sometimes be useful to cut the specimen in several ways, e.g. cross sectional and longitudinally. If you do not want to provide a cutting instrument, you can precut each specimen.

After each group has finished you may choose to have each student group report their findings to the class. If you have chosen to include replicate sets you may also choose to have students from groups that identified the same types confer with one another before presenting to the class. We recommend you finish the activity by having students participate in a class discussion summarizing what they have learned about plant parts from the activity.

Background on Fruits and Vegetables and Plant Parts

Each part of a plant has characteristic features that students can use for identification. Many plant parts have been modified by natural selection or artificial selection and no longer serve their original purpose, but still resemble the original parts in most ways and can be identified with careful observation.

Stems can be located either above or below ground. They have segments which consist of nodes and internodes. Lateral buds are located at the nodes and can give rise to lateral branches or leaves. The main purpose of stems is to connect leaves and roots and to support the above ground part of the plant so leaves can capture sunlight. Some underground stems, such as white potatoes, have been modified for storage and can be quite fat and fleshy. The presence of branches or leaves emerging from nodes (eyes) indicates that the structure is a stem. The internodes in some root vegetables can be very compressed leading to extremely short stems, but small leaves can sometimes be seen protruding. In onions and garlic the stem is reduced into a flat plate below the bulb which connects the leaves which form the bulb to the stringy roots below.

3These Teacher Preparation Notes and the related student handout are available at http://serendip.brynmawr.edu/sci_edu/waldron/.

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Leaves can be located either above or below ground. If they are above ground, their primary purpose is photosynthesis and they will be green. Developing leaves emerge from the stem at lateral buds which occur at the nodes. Most of the leaves we eat as vegetables come from dicot plants which have a wide flat portion called a blade and a stalk-like part called the petiole. In monocot plants such as onions, garlic and scallions, some leaves located underground are modified for storage and may be fleshy, while others aboveground are green and slender. A conspicuous feature in all leaves is the presence of veins.

Roots are primarily located below ground. Their two main functions for plants are anchorage and absorption of water and nutrients, but many root vegetables are important storage organs. Sugars manufactured above ground through photosynthesis are stored in large taproots such as sugarbeets, carrots and sweet potatoes. Do not confuse yams, which are underground stems similar to white potatoes, with the sweet potatoes they resemble, Large taproots can have lateral roots and root hairs, but they do not have nodes and internodes like stems.

Flowers and flowerbuds are located above ground. They are the reproductive structures of the plant designed to attract pollinators. They are often, but not always attached to the terminal ends of branches. In broccoli and cauliflower small round buds are clustered tightly together. If these buds are opened, the small pistils and stamens of flowers can be seen with a hand lens. An artichoke is the bud of a larger flower and the pistils and stamens can be found in the central choke portion.

Fruits are located above ground. They are reproductive structures of the plant designed for seed dispersal. A common way for plants to disperse their seeds is to attract animal dispersers by making their fruit sweet and colorful. The animals will then eat the fruit and disperse the seeds later in their feces. The same qualities that attract animal dispersers also make fruit attractive and tasty to humans. Botanically, a fruit is defined by the presence of seeds. If a plant part has seeds it is a fruit.

Teaching points: Reviewing the basic parts of a plant and their functions: specifically roots, stems, branches, lateral buds, leaves,

flowers, fruits, and seeds Seeing the diversity of adaptations of the plant form Understanding that biologists use some terms differently from everyday English Practicing evidence-based reasoning and scientific argumentation

Name Plant Part Evidence students could citeArtichokes Flower: The artichoke we eat is a

flower. The interior choke portion is where you will find the multiple anthers and pistils.

Flower parts, the shape looks like a bud or flower

Broccoli Flowers supported by branched stems; the head of broccoli is composed of unopened flower buds.

Green, looks like a stem, has leaves on stem, tips of stem have buds

Cauliflower Flowers supported by branched stems; the head of cauliflower is composed of unopened flower buds.

looks like a stem, has leaves on stem, tips of stem have buds

Apple Fruit: The apple is a swollen ovary and another modified organ called the receptacle. Some flower parts may be found at the base of the fruit.

Seeds inside, remnant flower parts, sweet flesh

Banana Fruit: A fruit with small unfertilized seeds inside.

small unfertilized seeds inside, sweet flesh

Citrus Fruit Seeds, sweet flesh, juicy

Corn Fruit: Each kernel is an individual seed. The tassels are pistils. Each tassel connects to a single kernel. The seeds are attached to a stem which we call the cob.

Seeds inside, sweet flesh

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Name Plant Part Evidence students could citePeas/Beans Fruit: The pod is the entire fruit and

individual peas and beans are seeds.Seeds, flower parts (sepals)

Prickly Pear Fruit: The fruit of the prickly pear cactus which is enclosed in a portion of the stem.

Seeds inside, sweet flesh

Tomato Fruit Seeds, brightly colored, sweet and juicy, flower parts (sepals)

Strawberry Fruits with seeds on the outside Seeds, brightly colored, sweet and juicy

Brussel Sprout Leaf: Each individual sprout is composed of tightly folded leaves centered around a short stem which forms a side branch on the plant.

Leaves coming from stem

Celery Leaf: A celery stalk is technically a petiole, not a stem. The petiole connects the stem to the leaves. The stem of the celery is the solid core that connects the petioles to the roots

Green, leaves, no branches coming off the stalk as might be expected from a stem; stalks come out from the stem

Garlic Leaf: Each garlic clove is a group of modified leaves centered on a short stem base.

Has stem inside swollen leaves, roots coming down from base, leaf veins

Lettuce Leaf Leaves coming out from stem

Onion Leaf: Onions are a group of modified leaves centered on a short stem base.

Has stem inside swollen leaves, roots coming down from base, leaf veins

Spinach Leaf Green and shaped like a leaf

Carrot Root: An underground storage organ. Sometimes has lateral roots extending from the main root.

Root hairs, leaves grow up out of the top

Parsnip Root: Parsnip is a root much like a carrot.

Root hairs, leaves grow up out of the top

Radish Root: Root hairs, leaves grow up out of the top

Sweet Potato Root Root hairs, not greenAsparagus Stem Lateral buds, green,Cinnamon Stem: The bark of a tree. Brown, hard

Ginger Stem: A modified stem that functions as an underground storage organ.

No root hairsstemWhite and branchedroots

Turnip Stem: A modified stem that functions as an underground storage organ. The slender taproot on the bottom is a true root.

Leaves come out in rings from stemstem;Roots hairs, not greenroot

White Potato Stem: A modified stem that functions as an underground storage organ. Each bud (eye) can sprout into a new stem.

Stems come out of multiple “eyes”; roots only come out of one place on potato

Yam Stem: A modified stem that functions as an underground storage organ.

Stems come out of multiple “eyes”; these may not be as obvious as in the white potato.

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What parts of a plant do we eat?© 2009 Dr. Jennifer Doherty and Dr. Lori Spindler, Department of Biology, University of Pennsylvania4

All flowering plants have the same general body plan: roots, stems, branches, leaves, flowers, and fruits. Complete the table below by describing the function for each plant part.

Plant Part Function

Leaves

Stems and

Branches

Flowers

Fruits

Roots

4 Teachers are encouraged to copy this student handout for classroom use. A Word file (which can be used to prepare a modified version if desired), Teacher Preparation Notes, comments, and the complete list of our hands-on activities are available at http://serendip.brynmawr.edu/sci_edu/waldron/.

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Over the last 140-180 million years of angiosperm evolution natural selection has resulted in many different variations on this basic form and not all of the parts are where you might expect them to be. For example, much of a tulip’s belowground energy storage is not in roots like most plants but in an underground stem surrounded by fleshy leaves, a bulb. (See the figure on the next page.)

Humans began domesticating plants over 12,000 years ago. During domestication, plants (and animals) undergo evolution by selection as farmers choose which individuals in the population will reproduce. When this human preference is the environment that exerts a selective force on a population, we call the selection artificial selection. By only allowing plants with traits we enjoy,

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like larger and sweeter fruits, to reproduce, humans, like nature, have caused many changes in plant form.

In today’s lab your goal is to identify which part (root, stem, leaf, flower, or fruit) of a domesticated plant we eat. Before you start it will be helpful to review the structure of flowers and the meaning of the word “fruit.”

Label the parts of a flower in the diagram shown below.

Which part of the flower becomes a fruit?

How can you tell if a plant organ is a fruit?

Sometimes, a plant organ that is biologically a fruit is called a “vegetable” in everyday English. This is because these fruits have lower amounts of the sugar fructose and are used in savory rather than sweet cooking. Can you think of two fruits that are called vegetables?

Your teacher will supply several foods and vegetables for you to examine. In the table below, record which part of the plant each of these is, what evidence you used to make that conclusion, and whether it is a fruit or a vegetable in everyday English. It will be helpful to refer to the figures and table on pages 1 and 2 and ask yourself, “How can I tell if this plant part is a root/stem/leaf etc.?” If you have conflicting evidence, what else would you need to know to make your decision?

Name Plant Part Evidence/Further information

Is this called a fruit or vegetable in everyday

English?

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\

Teacher Preparation Notes for Enzymes Help Us Digest Foodby Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 20125

Experiments using the enzyme lactase and discussion questions help students to learn about enzyme function, enzyme specificity and the molecular basis of lactose intolerance. Students also learn about scientific method by interpreting evidence to test hypotheses and designing the second and third experiments to answer specific scientific questions about lactase.

An alternative version of the Student Handout (which is available in the Comments section at the website shown below) gives specific instructions for all three of the experiments. It should be possible to complete this version of the activity in a single 50-minute laboratory period, especially if you discuss the Introduction to Sugars and Enzymes on pages 1-2 of the Student Handout in the class period before the laboratory period and discuss all but the first two questions on page 6 in the class period after the laboratory period.

The primary version of this enzyme activity, in which students design the second and third experiments, will probably require two 50-minute laboratory periods to complete.

5 These Teacher Preparation Notes and the related Student Handouts are available at http://serendip.brynmawr.edu/sci_edu/waldron/#enzymes.

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Key Points for Students to LearnEnzymes

An enzyme is a molecule (usually a protein) that speeds up a specific chemical reaction. Without the enzyme, the reaction typically occurs extremely slowly or not at all.

Digestive enzymes break down (digest) larger molecules in our food to smaller molecules that can be absorbed into our blood. For example, lactase breaks down the disaccharide lactose into the monosaccharides glucose and galactose.

An enzyme molecule returns to its original state after acting on the substrate, so each enzyme molecule can be reused over and over again. For example, a single molecule of lactase can break down many many molecules of lactose.

An enzyme acts only on a specific substrate because only that substrate fits into the enzyme’s active site. For example, lactase digests lactose but not sucrose. Because of enzyme specificity, many different enzymes are needed to digest food (e.g. lactase and sucrase).

A person who produces very little lactase can only digest very small amounts of lactose at a time, resulting in lactose intolerance. This example illustrates that proteins are not just abstract concepts in biology textbooks, but real parts of our body that have observable effects on our characteristics and health.

Scientific Method Designing experiments, including the importance of controls Comparing results with predictions Interpreting data to draw conclusions

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Equipment and supplies: Lactose solution: 5 g lactose in 200 mL water (20 mL for each group of 3-4 students)* Sucrose solution 5 g sucrose in 200 mL water (10 mL per group)* Milk (20 mL per group)* Lactase solution: 1 g lactase in 50 mL water (3 mL per group) (Store the lactase in the refrigerator

until you make the solution on the day of the activity. When you make the solution you will need to smoosh the lumps and stir a lot.)*

Beakers+

25 mL graduated cylinders to measure lactose solution, sucrose solution, and milk + 1 mL transfer pipet for lactase solution+ 15 milliliter test tubes* (2 per group if students will be able to rinse these between uses; otherwise 5

per group) and test tube rack or something else to keep the test tubes upright (1 per group) Visually readable glucose test strips (5 per group) Gloves (3 per group) Permanent markers and tape or labels for labeling test tubes (1 set per group)

* In order to conserve materials and thus reduce the cost of purchasing lactase, you can use smaller test tubes and correspondingly smaller amounts of each solution. If you do this, you will need to modify the instructions in the Student Handout.

+ If you keep the solutions at your desk, you will need four beakers (for each solution and the milk) and a minimum of three graduated cylinders and one transfer pipette for measuring each of these.

Ordering InformationPossible sources:

Lactase and lactose from Fisher (Sucrose is table sugar and easily available.) Glucose test strips ($4.95/100 strips) from

http://app.testyourselfathome.com/cf.inventory.php?action=showinvdetail&invid=874&heading=Glucose%20Early%20Diabetes%20Screening&pagetitle=Glucose%20Early%20Diabetes%20Screening

Teaching Suggestions and Background Information(Page numbers refer to the primary version of the Student Handout, but the correspondence to the alternative version of the Student Handout should be obvious.)

Page 1 of the Student HandoutIf your students are not entirely comfortable with molecular diagrams, you will probably want to make sure they understand the implied carbon and hydrogen atoms, as well as the explicitly shown parts of the molecular structure.

Sucrose is commonly called table sugar and is found in sugar cane, sugar beets, and fruits.

Page 2 of the Student HandoutThe prediction question is important, in part to ensure that students understand why testing for glucose is a reasonable method for evaluating whether lactose can be digested without any enzyme.

Glucose test strips are used by people with diabetes to test for glucose in their urine; when glucose is present in the urine this indicates that blood glucose levels are too high, which can be harmful to their health. Note that the glucose test strip does not react with glucose when the glucose is part of the disaccharide lactose or sucrose. The glucose test strip only reacts with the monosaccharide glucose.

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Page 3 of the Student Handout To calculate the number of lactose molecules per lactase molecule for the question near the middle of page 3 of the Student Handout, we used the amount of lactose and lactase solutions added to the tube, the concentrations of lactose and lactase in the solutions, and the molecular weight of lactose (342) and lactase (approximately 150,000-300,000).

You may want to ask your students to suggest improvements in experimental design. For example, in Experiment 1 it might be useful to add 1 mL of water to Tube 1 for greater comparability to Tube 2 or it might be useful to test for glucose production after a longer wait period than the designated 3 minutes in order to see whether, given enough time, lactose might break down without the enzyme lactase.

Students can use the procedures provided for Experiment 1 to help them design the procedures for Experiment 2. The alternative version of the Student Handout (available in the Comments section of the website for this activity) provides specific suggested procedures. You may want to add a class discussion of experimental design and procedures either before the students carry out Experiment 2 or as part of the discussion of the questions on the top of page 4.

Page 4 of the Student HandoutTo help students think about what control condition will be needed for Experiment 3, you may want to ask them to think about what result they would expect from their proposed experiment if the sugar in milk is lactose, if it is sucrose, or if it is glucose; you may even want to use the table shown on the top of page 5 of the alternative version of the Student Handout (available in the Comments section of the website for this activity).

Page 5 of the Student Handout

Background Information on Lactose Intolerance The alleles for the gene for lactase differ in the nucleotide sequence in the regulatory DNA; this difference influences the rate of transcription of the coding DNA and thus influences the rate of production of the protein, lactase.

Lactase persistence alleles result in substantial production of lactase throughout life. The lactase nonpersistence allele results in substantial production of lactase by infants, but very low

levels of lactase in adults, resulting in lactose intolerance.

For virtually all infants and for adults with lactase persistence:-- in the small intestine: lactase

lactose -------- > glucose + galactose

For about two-thirds of adults worldwide:-- in the small intestine:

low levels of lactase (lactase nonpersistence) -- > most lactose not digested

-- so, in the colon of the large intestine, lactose is fermented by anaerobic bacteria: fermentationlactose ---------------- > short-chain fatty acids + gases (e.g. CO2) \/ \/ \/

the mixture of water, partially digested \/ food, etc. in the colon is hypertonic flatulence and

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– > osmotic influx of water – > diarrhea discomfort \/ \/ lactose intolerance

Dairy products are an important source of calcium, as well as protein and some vitamins. People with lactose intolerance can continue to consume dairy products but minimize symptoms by:

using lactase supplements consuming dairy products with reduced lactose due to treatment with lactase (e.g. lactose-free milk)

or fermentation by bacteria (e.g. traditionally made cheese or yogurt) consuming small amounts of dairy products at multiple times during the day adaptation of bacteria in the colon by gradually increasing regular lactose consumption of modest

amounts of dairy products

Example of natural selection in humans: lactase nonpersistence alleles nearly universal in mammals and early humans when some groups of humans began raising dairy animals,

natural selection -- > lactase persistence alleles became more common different lactase persistence alleles in European and African herding groups illustrate similar

characteristics evolving independently in different populations = convergent evolution

Lactose intolerance is different from a milk allergy which happens when the body's immune system reacts to proteins in milk. (A good summary of milk allergy is available at http://kidshealth.org/PageManager.jsp?article_set=30372&lic=175&cat_id=20132 .)

Useful general sources on lactose intolerance:-- Lactose intolerance, available at

http://digestive.niddk.nih.gov/ddiseases/pubs/lactoseintolerance/index.htm-- Why do people become lactose-intolerant? Wall Street Journal, February 16, 2010

Possible Additional ActivitiesA possible alternative or supplementary inquiry activity, "Enzyme Investigation" is presented on pages 6-7 of these Teacher Preparation Notes. This may be a particularly useful extension activity if you use the alternative version of the Student Handout for "Enzymes Help Us Digest Food" with the explicit instructions for Experiments 2 and 3.

Additional activities to help students understand the functions of proteins are presented in "Understanding the Functions of Proteins and DNA", available at http://serendip.brynmawr.edu/sci_edu/exchange/bioactivities.This overview provides a sequence of learning activities to help students understand that proteins and DNA are not just abstract concepts in biology textbooks, but rather crucial components of our bodies that affect functions and characteristics that students are familiar with. Students learn about how proteins contribute to the digestion of food and to characteristics such as albinism, sickle cell anemia and hemophilia. Then, students learn about the relationship between the genetic information in DNA and the different versions of these proteins. The discussion, web-based, and hands-on learning activities presented are appropriate for an introductory unit on biological molecules or as an introduction to a unit on molecular biology.

A hands-on activity for teaching about macromolecules is "Who took Jerell’s iPod? -- An Organic Compound Mystery" (available at http://serendip.brynmawr.edu/sci_edu/waldron/#organic )In this activity, students learn how to test for triglycerides, glucose, starch, and protein and then

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use these tests to solve a mystery. The activity reinforces students understanding of the biological functions and food sources of these different types of organic compounds.

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Enzyme Investigationby Deane Gordon, Philadelphia Military Academy @ Leeds

Your task is to identify and name the unknown enzyme that is in the numbered bottle.

Use your previous knowledge to identify your enzyme and complete a standard lab report with your findings.

You have previously observed that glucose test strips change color when glucose (as a monosaccharide) is present. Any color change (greenish) indicates at least trace amounts of glucose. As the strip’s color moves toward a brown color, more glucose is being detected.

Here are the possible enzymes.

Enzyme Sucrase Sucrose Glucose+ Fructose

Enzyme Lactase Lactose Glucose+ Galactose

There are also bottles with no enzymes, so you have three possibilities.

Here is a partial list of materials to help you get started:

One Numbered Bottle containing sucrase or lactase or no enzyme.Test TubesTest Tube RackGlucose test stripsYOU COMPLETE THE LIST

Your lab report will be in the standard format. Make sure your conclusion contains a statement about your hypothesis. Please make sure to identify the unknown and explain why you came to that conclusion. Also, include possible sources of error.

Have fun.

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Enzyme Investigation -- Teacher Notesby Deane Gordon, Philadelphia Military Academy @ Leeds and Ingrid Waldron, Department of Biology, University of Pennsylvania

This lab is intended as an extension activity for the Enzymes Help Us Digest Food activity. It may be used independently, depending on student readiness and their understanding of enzyme specificity.

Refer to the Teacher Preparation Notes for Enzymes Help Us Digest Food for solution concentrations and amounts.

Prepare one bottle for each student group: one third of the bottles with lactase enzyme (labeled Bottle #1) one third of the bottles with sucrase enzyme (available as invertase from Carolina Biological Supply)

(labeled Bottle #2) one third of the bottles with water (Add some baking soda or other solute to make it look like Bottles

#1 and #2.) (labeled Bottle #3)

The students should select the sucrose solution and either the lactose solution or milk to test their enzyme. They may also use the glucose solution and/or water as controls.

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Enzymes Help Us Digest Food6

Introduction to Sugars and Enzymes

The food we eat contains many different types of molecules, including two types of sugars: monosaccharides and disaccharides. For example, fruits contain the monosaccharides, glucose and fructose, and the disaccharide, sucrose.

In the diagrams below: - circle the name of each monosaccharide ★ - use arrows to indicate the names of the disaccharides.

★ What is the difference between a monosaccharide and a disaccharide?

Monosaccharides from the food you eat are absorbed from your gut into your blood and carried to all the cells in your body where they are used for energy. Each disaccharide molecule must be broken down or digested into its monosaccharide components before it can be absorbed into the blood.

★ When a sucrose molecule is digested, which monosaccharides are produced?

The digestion of the disaccharide lactose to the monosaccharides glucose and galactose occurs very very slowly unless there is an enzyme to speed up the process. The enzyme that speeds up the digestion of lactose is called lactase.

Lactase and most other enzymes are proteins. Each enzyme has an active site where a substrate molecule binds. For example, the substrate lactose binds to the active site of the enzyme lactase. Notice that the

6Partially adapted from “Lactase Investigation” in the School District of Philadelphia Biology Core Curriculum, by Drs. Ingrid Waldron and Jennifer Doherty, Department of Biology, University of Pennsylvania, © 2012. Teachers are encouraged to copy this Student Handout for classroom use. An alternative version, Word files (which can be used to make changes if desired), Teacher Preparation Notes, comments, and links to our other hands-on activities are available at http://serendip.brynmawr.edu/sci_edu/waldron/ , with additional activities available at http://serendip.brynmawr.edu/exchange/bioactivities .

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name of the enzyme lactase was created by adding the suffix –ase to part of the name of the substrate lactose.

★ Circle the active site in the enzyme in the figure above

An enzyme speeds up a chemical reaction which converts a substrate or substrates to a product or products. The products are released from the enzyme and the enzyme returns to its original state, so the enzyme is ready to act on another substrate molecule. Thus, an enzyme molecule can be reused over and over. For example, a single molecule of the enzyme lactase can speed up the digestion of many many molecules of lactose.

★ The following equation shows the digestion of lactose.

LactaseLactose --------- > Glucose + Galactose

Use E to indicate the enzyme, S to indicate the substrate, and P to indicate the products. Circle the molecule that is a protein, and use arrows to indicate the molecules that are sugars.

Experiment 1 - Can the sugar lactose be digested without any enzyme?

To find out whether the enzyme lactase is needed to digest the sugar lactose, you will test whether lactose breaks down to glucose and galactose in two different conditions: (1) with no enzyme and

(2) when the enzyme lactase is present.

★ First, predict what you think will happen. For each column, circle the equation that describes what you think will happen.

Prediction with No Enzyme Prediction with the Enzyme Lactase

No EnzymeLactose -------- > Glucose + Galactose

OrNo Enzyme

Lactose -------- > Lactose (no glucose produced)

LactaseLactose -------- > Glucose + Galactose

Or Lactase

Lactose -------- > Lactose (no glucose produced)

To test whether your predictions are correct, you will use glucose test strips to test whether glucose has been produced.

Procedure 1. One member of your group should prepare Tube 1 with 10 mL of lactose solution.

2. Another member of your group should prepare Tube 2 with 10 mL of lactose solution and 1 mL of lactase solution. Put on a glove, put your thumb on the top of the tube and turn the tube upside down several times to mix the two solutions.

3. Wait 3 minutes to allow time for lactose to break down to glucose and galactose.

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4. While you are waiting, both of the experimenters should get a test strip. Notice that the original color of the test strip is aqua. In the next step, if the test strip turns green, olive or brown, this will indicate that glucose is present.

5. After the 3 minute wait, each experimenter should dip a glucose test strip into the solution in his or her tube until the pad is submerged, and then remove the test strip immediately and run the edge of the strip against the rim of the tube to wipe off excess liquid. Results★ Wait 1 minute and then record your results in the table below.

Tube 1 - 10 mL of lactose solution

Tube 2 - 10 mL of lactose solution + 1 mL of lactase solution

Test strip color

Was there anychange in the colorof the test strip?Conclusion ___ no glucose produced

___ some glucose produced___ no glucose produced___ some glucose produced

Interpretation ★ Was the sugar lactose digested without any enzyme?

★ Was the sugar lactose digested when the enzyme lactase was present?

★ Do your results match your predictions? ___ yes ___ noIf yes, what conclusion do your results support?If no, what do you think is the reason for the difference between your predictions and results?

★ In Tube 2, there were over 5000 lactose molecules for each molecule of lactase. How can a single lactase molecule break down many many lactose molecules? (Hint: See the top of page 2.)

Experiment 2 - Can the same enzyme digest lactose and sucrose?

To answer this question, you will use your results from Experiment 1 and you will design a second experiment to test whether the enzyme lactase can digest the disaccharide sucrose. For this second experiment you will have available the same supplies as you used in Experiment 1 and also a sucrose solution. Write down your procedures and create a data table. Ask your teacher to check these, and then carry out your experiment and record your results.

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Interpretation ★ Did lactase break down sucrose? How do you know?

★ Does the same enzyme digest lactose and sucrose? ___ yes ___ no

Your results illustrate a general principle called enzyme specificity. Enzymes act only on specific substrates. In many cases an enzyme can only react with a single kind of substrate. For example, lactase can digest lactose, but not other types of disaccharide sugars.

★ Which part of an enzyme is responsible for this enzyme specificity? (Hint: See the bottom of page 1.)

Because of enzyme specificity, our bodies need lots of different enzymes to digest different types of food molecules. For example, our small intestine has the enzyme lactase to digest lactose and a different enzyme to digest sucrose.

★ What do you think is the name of the enzyme that digests sucrose? (Hint: See the bottom of page 1.)

★ Complete the following equation to show the digestion of sucrose. Include the enzyme and the products.

Sucrose ---------- >

Experiment 3 - Do we need the enzyme lactase to digest milk?

Some people have trouble digesting milk because their bodies do not make the enzyme needed to digest the sugar in milk. Design an experiment to test whether lactase is needed to digest the sugar in milk. You will have available for this experiment the same supplies as you used in Experiment 1 and milk. Write down your procedures and create a data table. Ask your teacher to check these, and then carry out your experiment and record your results.

Interpretation★ Is lactase needed to digest the sugar in milk? How do you know?

★ Which sugar does milk contain: glucose, lactose or sucrose? How do you know?

★ Suppose that the cells in a person's body do not make lactase. What do you think would happen to the lactose molecules in the milk that person drinks?

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Human babies and the babies of all other mammals depend on milk for their nutrition. All babies produce the enzyme lactase to digest lactose, which is the main sugar in milk.

In contrast, many adults produce very little lactase, so they can only digest very small amounts of lactose. When a person who produces very little lactase consumes large amounts of lactose in a short time period, most of the lactose is not digested in the small intestine and lactose reaches the large intestine where it is digested by bacteria. This can result in symptoms such as diarrhea, flatulence, and discomfort. This condition is called lactose intolerance. ★ Name some foods that might result in discomfort for a person who is lactose intolerant.

People who are lactose intolerant can buy lactose-free milk to gain the benefits of the protein, calcium and vitamin D that milk provides.

★ How do you think lactose-free milk is made?

★ Do you think lactose-free milk contains glucose? ___ yes ___ noIf yes, where did the glucose come from?

★ Milk contains many other types of molecules in addition to lactose. The table below shows two types of molecules and an ion that are contained in milk. Enzymes are needed to digest large molecules (e.g. disaccharides) into smaller molecules (e.g. monosaccharides) that can be absorbed into the blood. Small molecules and ions can move into the blood without being digested by enzymes. Complete the second column of the table.

Molecule or ion

Are enzymes needed to digest this type of molecule or ion?If digestive enzymes are needed, what type of smaller molecule is produced?

Calcium (Ca++)

Proteins

Water (H2O)

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Name__________________________________

Measure a Bean, Why? Overview: The purpose of this lab is for you to become familiar with the names and uses of the laboratory equipment. Two days are required to complete this experiment. All measurements and data should be placed on the attached data table.

Day One Procedure:

1. Number 5 beans 1-5 with a pencil2. Measure the length of and width of each bean with a ruler (use millimeters)3. Use a beaker to fill a graduated cylinder to the 10 ml mark.4. Add all five beans to the graduated cylinder. To determine the volume of the beans, see how many ml the water raised. (make sure to subtract the 10 ml you started with5. Dry your beans with a paper towel. And record the weight of each bean using a scale or balance. 6. Place all five beans in a cup, write your name on the cup and fill it with 15 ml of water. (This will be stored overnight.)

Day One Questions:

1. Describe the difference between a beaker and a graduated cylinder.

2. A "unit" is a term that describes quantity. The unit of length measurements, for instance, is millimeters and centimeters. What are the units for mass (weight) and for volume? (If you didn't include these units on your table, add them in!)

3. Examine your ruler. How many millimeters are in a centimeter? _________

4. If a bean measured 2 cm, how many millimeters is it ? ___________

5. Describe the difference between mass and volume (use textbook if you need to)

6. What tool(s) is used to measure volume? _________

7. If a beaker is filled with 200 ml of water and a goldfish is added, the water level rises to 240 ml. What is the goldfish's volume? ___________

8. If a beaker is filled with 400 ml of water and a tennis ball is added, the water level rises to 620 ml. What is the volume of the tennis ball? _____________

Day 2 - Procedure

1. Remove the beans from the water and record their length and widths on the data table.2. Record the volume of the five beans3. Record the weight of the five beans4. Split a bean in half, and use a pipette to put a drop of iodine on the bean. Describe what happens in the table.5. Complete the Extension Table and answer the analysis questions.

Day 2 Questions

9. Describe how the bean's width and length change after soaking. 10. Describe how the bean's weight changed after soaking. 11. Describe how the bean's volume changes after soaking. 12. How do you account for these changes?13. Label each equipment picture printed on this lab.

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Name(s)_________________________________Date ________

Any effeversent tablet will work for this experiment, you can even use denture cleaners, or fizzy tablets.

The Scientific Method - Plop Plop Fizz FizzIn this lab, you will develop and test a hypothesis, analyze data and draw conclusions.You are given guidance at each step of the way. Fill out this form completely - do not skip steps!

Step 1: Question or Observation

Question: What factors will make an alka-seltzer tablet dissolve faster

Variables to test: .....Tap water, Warm water, Cold water, Salt Water, Acidic water (using vinegar)

Of the variables above, which should serve as your CONTROL group? __________

In this experiment, the independent variable is the type of water (warm, salt..etc). What is the responding variable, or the thing you will be measuring? _________________

Step 2: Develop a hypothesis. Finish this statement…

Alka seltzer will dissolve fastest in ______________ water, and the slowest in _________ water.

Step 3: Design and Conduct and Experiment

Answer these questions regarding your experimental design:

A) Will you use a whole tablet or a half a tablet of alka seltzer? _______________B) How will you measure how quickly it dissolves? _______________________________C) How much water will you place in your beakers? ______________________________Will this amount be the same in all of your tests? _______________D) What safety precautions should you take? ______________________________________

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Step 4: Create a table to record your results.

Type of Water Dissolve Time

Step 5: Draw Conclusions

– in a complete sentence, answer your experimental question by summarizing the data

Name____________________________ Date_____________________

FDA Food Safety Modernization Act (FSMA)

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Go to…..http://www.pewtrusts.org/our_work_report_detail_wide.aspx?id=85899409212

This should bring you to the

Multistate Foodborne Outbreaks: A Timeline

Use this webpage to answer the following questions.

1) When was this article written? ____________________________

2) What did President Obama do in January 2011 concerning food safety?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Did this bill have bipartisan support? _________________________

4) What is bipartisan support? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) The administration still has not issued the proposed rules needed to begin implementing this law.

(True or False)

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6) What is the FDA? _________________________________________________________

7) Use the interactive graphic below that represents ten widespread multistate foodborne illness outbreaks linked to FDA-regulated products to answer the following questions. Click on the dates to get information on each outbreak that occurred over the last year.

Interactive Link

8) On 10/25/12 which food caused a Listeriosis outbreak?a) Pizzab) Ricotta cheesec) Lettuce d) Peanut butter

9) How many states were affected? ______________________

10) How many people died?a) 22b) 41c) 4d) 14

11) Was anyone hospitalized? __________________________

12) Click on the blue tab (to learn more about this outbreak)

13) Did any fetuses die? ______________________________

14) Which company began a recall of the cheese on 9/10/2012? _______________________________________________________________________

_______________________________________________________________________

15) What did the FDA do on 9/13/2012? _____________________________________________________________________

________________________________________________________________________

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16) Click on 12/8/12. What disease was reported? _______________________________

17) What food caused this outbreak? ___________________________________________

18) How many cases were reported? ____________________________

19) How many people were hospitalized?a) 150b) 147c) 143d) 33

20) How many states were affected? ____________________________

21) Click on the blue tab (to learn more about this outbreak)

22) In which state were the cantaloupes grown?a) New Yorkb) Coloradoc) Californiad) Wyoming

23) Click on the 7th bullet down (Timeline of Events: Multistate Outbreak of Listeriosis Linked to Whole Cantaloupes from Jensen Farms, Colorado—United States, 2011 )

24) What happen on September 2nd? ________________________________________________________________________

_______________________________________________________________________

25) What did the CDC do on September 7th? ________________________________________________________________________ ________________________________________________________________________

26) What happen on September 10th? ________________________________________________________________________

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________________________________________________________________________

27) What happen on September 15th? ________________________________________________________________________ ________________________________________________________________________

28) What happen on September 19th? ________________________________________________________________________ ________________________________________________________________________

29) When was a warning issued to Jensen’s farm? _________________________________

30) On which date did the FDA announce their findings? _____________________________

Go to discovery kids.com and create a crossword or work search relating to food safety (EXTRA CREDIT) make sure you include at least 15 words.

Teacher Preparation Notes for Regulation of Human Heart Rateby Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 20137

In this activity students learn how to measure heart rate accurately. Then students design and carry out an experiment to test the effects of an activity or stimulus on heart rate, analyze and interpret the data, and present their experiments in a poster session.

7 These Teacher Preparation Notes and the related Student Handout are available at http://serendip.brynmawr.edu/sci_edu/waldron.

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http://serendip.brynmawr.edu/sci_edu/waldron

This activity for middle school or high school students is designed for two 50-minute periods. If you have only one class period for this activity, you can:

restrict experimental design to activities that do not require the students to bring any additional equipment or supplies;

have students design experiments in which each student takes his or her own heart rate, carries out the experimental activity, and then takes his or her own heart rate again, so the data for all subjects can be recorded simultaneously rather than sequentially;

eliminate the poster presentation.

Learning GoalsStudents Engage in Scientific Practices8

"Planning and carrying out investigations" – Students should be able to: "Decide what data are to be gathered … and how measurements will be recorded." "Decide how much data are needed to produce reliable measurements and consider any limitations

on the precision of the data." "Plan experimental… procedures, identifying… the need for controls."

"Analyzing and interpreting data" – Students should be able to: "Analyze data systematically, either to look for salient patterns or to test whether data are consistent

with an initial hypothesis." "Evaluate the strength of the conclusion that can be inferred from any data set…"

Additional Teaching Points need for experiments to have:

o clear testable hypothesiso well-specified methods that vary only one factor and keep other factors constanto accurate measurement techniques

using averages and graphs to summarize data in order to test a hypothesis function of heart and adaptive value of changes in heart rate interpretation of pulse and ability to measure pulse rate

Supplies needed stopwatch or watch that can time seconds (at least 1 per group of four students, or 2 if available) graph paper (1 per student plus 1 additional for poster) paper for data sheets, tables, and to use in making posters (2-3 per student) posterboard, markers and glue sticks (1 per group plus extras)

Suggestions for Implementation and Discussion If your students are not already familiar with the cardiovascular system, you may want to use the diagrams shown on the last page of these Teacher Preparation Notes in your discussion of the questions on page 1 of the Student Handout.

Groups of approximately four students are optimal for carrying out the Measuring Heart Rate Accurately activity and the experiment. If two groups of students design similar experiments, you may want to encourage them to develop identical protocols so they can have more data for more reliable results, or you may want to encourage them to compare results after they complete their experiments.

In formulating their hypothesis, some students may need to be encouraged to link the stimulus or activity 8 Quotations and recommendations for students to engage in scientific practices are from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (available at http://www.nap.edu/catalog.php?record_id=13165 ).

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http://www.nap.edu/catalog.php?record_id=13165

explicitly to the expected response, e.g. in an "If... then..." statement.

In reviewing the students' experimental design, we have found it important to encourage them to think about and specify the details needed for a good experimental design. For example, vary only one factor and keep other factors (such as the posture of the experimental subject or the person who is measuring the pulse rate) constant in the before and after measurements. For students who choose physical activity as their experimental variable, you may want to encourage them to develop a hypothesis concerning the rate at which heart rate will return to normal after the physical activity and then take several pulse rate measurements at different times after the physical activity to evaluate this hypothesis. Other activities which students might want to investigate include:

discussion of controversial topics relaxation exercises (for example, sitting in a relaxed posture with eyes closed and focusing on the

feeling of the cool air as you breathe in and the warm air as you breathe out).

We have found it useful to check that each data sheet corresponds to the experimental design and clearly specifies the observations to be recorded.

If some student groups complete the activities for Part 1 before the end of the first lab period, they can begin the Hypothesis and Methods sections of their poster. If there is time for a poster session at the end of the second lab period, students generally enjoy showing off their posters and seeing each other's posters.

Optional Additional Activities

A. Students enjoy using stethoscopes to hear their heart beats. If stethoscopes are available, they can be used for the following optional activity which can be inserted after the second paragraph of the Measuring Heart Rate Accurately section of the Student Handout.

To see that each heart beat does produce a pulse in the artery in the wrist, work with a partner to do the following.

(1) Clean the earpieces of the stethoscope, and put them in your ears, with the earpieces pointing slightly forward. Have your partner place the flat part of the stethoscope over his or her heart so you can hear the heart beat sounds.

(2) Compare the heart beat sounds with the pulses you feel in your partner's artery. You should feel one pulse for each heart beat sound.

If stethoscopes are available, some students may prefer to use them for measuring heart rates during their experiment. If your students use stethoscopes, you should provide alcohol and swabs to clean the earpieces.

You may also want to obtain a heart rate monitor from a sports store for the students to compare their heart rate measurements with the heart rate monitor readings.

B. To increase student awareness of the importance of controlling all aspects of experimental procedure and changing only the specific variable to be studied you can use the following discussion activity or mini-experiment.

This discussion activity can be used at the end of the Introduction or at the beginning of the Designing Your Experiment section.

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Does being in nature reduce your heart rate?A group of student researchers has tested the hypothesis that being in a natural environment reduces people’s heart rate. First, they measured their heart rates while sitting in their laboratory classroom and found an average heart rate of 72 beats per minute. Then they walked to a nearby park where they found an average heart rate of 81 beats per minute. They concluded that, contrary to expectation, being in a natural environment increases heart rate.

1. Do you agree with their conclusion? What are some other possible interpretations of their results?

2. What additional information would you want to have about their experiment in order to evaluate which interpretation is probably correct?

3. What procedures could these students adopt so their experiment measured just the effects of being in nature without the confounding effects of other possible variables such as physical activity, posture, being in an unfamiliar environment, etc.?

This mini-experiment can be used at the end of the Measuring Heart Rate Accurately section.

It is important to recognize that small changes in procedure can significantly influence heart rate. The following experiment will test the effect of walking around the room vs. sitting still before a heart rate measurement. Have each person sit still for 3 minutes and then measure his or her heart rate. Then, have the person walk around the room once and measure his or her heart rate as soon as he or she sits down. Add your data to the class graph. What effect does walking around the room have on heart rate?For the analysis of this experiment, I recommend using graphs with Before versus After Walking Around the Room on the X axis and Heart Rate on the Y axis. Have the students plot the Before and After data points for each individual and connect each pair of data points with a line. This type of graph can help students see the trends in change in heart rate after walking around the room.

C. The following paragraph describes a procedure to increase accuracy of the experimental results. It should be noted that some students find this procedure very frustrating.

To ensure the accuracy of heart rate measurements, plan to have each subject's heart rate measured by two people simultaneously during each stage of the experiment. Each heart rate measurer should record his or her results in writing before comparing results with the other heart rate measurer. If there is significant disagreement between the two measurements of the same heart rate, it will be necessary to repeat the experiment for that subject in order to ensure the accuracy of your results.

D. The following question can be incorporated at the end of the lab write-up on the poster or used as a basis for discussion.If you were going to repeat your experiment, how could you improve your experiment?

Regulation of Human Heart Rate9

Part 1

9By Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, © 2013. A Word file (which you can edit), Teacher Preparation Notes, and additional activities are available at http://serendip.brynmawr.edu/sci_edu/waldron/.

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Introduction★ Why do you need to have a heart? Why do you need to have blood circulate to all the parts of your body?

★ How does your heart pump blood? What is a heart beat?

★ Does your heart always beat at the same rate?

★ List some activities or stimuli that you think may increase a person's heart rate. An activity is something a person does, and a stimulus is an input from the environment around a person.

★ Why would it be useful for the heart to beat faster during these activities or in response to these stimuli?

★ Are there any activities or stimuli that you think may decrease a person's heart rate?

Today, after you learn how to measure heart rate accurately, your group will design an experiment to test how a stimulus or activity affects heart rate. During the next laboratory period, you will carry out your experiment, analyze your data, and prepare a poster describing your experiment.

Measuring Heart Rate AccuratelyEach time the heart beats, blood is pumped into the arteries. As the blood surges into the arteries during a heart beat, each artery stretches and bulges. This brief bulge of the artery is called a pulse. To measure heart rate you will count the number of pulses in the artery in the wrist in a 30 second interval. To feel the pulse, find the artery in your partner's wrist. Place the tips of the first two fingers of one hand on the palm side of your partner's wrist, over toward the thumb side of his or her wrist. You may need to press quite firmly in order to feel the pulse of blood which each heart beat sends through the artery. Don't use your thumb to feel the pulse in the wrist, because your thumb has a pulse of its own.

Practice counting the number of pulses in 30 seconds. Multiply that number by 2 to get heart rate

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(number of heart beats per minute).

After you have practiced, it is important to check the accuracy of your heart rate measurements. Work in a group of four using the following procedure to test and improve the accuracy of heart rate measurements.

(1) Choose one person in your group to be the subject, one person to measure the pulse count in the left arm, and one person to measure the pulse count in the right arm. The fourth person in the group will use the stop watch to time a 30 second interval, and will indicate when the count of beats should begin and end.

(2) Both people who are measuring pulse count should write down the number of beats for the 30 second interval before saying the number out loud.

Pulse count in 30 seconds ______

Next, compare the results found by the two different people who were measuring pulse counts. Did you both count about the same number of pulses in the 30 second interval? If you got different results, can you figure out why?

(3) Try to improve your technique, and repeat step 2 until both people who are measuring pulse counts get the same number of pulses in the 30 second interval (or within 1 or 2 of the same number).

(4) Once you have accurate readings, use the final, accurate set of measurements to calculate the heart rate for this subject (beats per minute).

Heart rate = _____ beats per minute

(5) After this, you should switch roles. The people who were measuring pulse counts should now be the subject and the timer, and the people who were the subject and the timer should now measure pulse counts. Repeat steps 2-3 until the heart rate measurements are accurate.

Designing Your Experiment★ Discuss how you could test your ideas concerning activities or stimuli which may increase or decrease heart rate. Choose a hypothesis that your group would like to test in your next lab class. Write your hypothesis here.

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Plan your experimental procedure. Try to keep everything constant, except for the one stimulus or activity you want to test. This will allow you to measure the effect of the stimulus or activity you are testing, and minimize confounding effects due to any other factors that may influence heart rate. For example, unless you are measuring the effects of physical activity try to avoid any physical activity that could influence your results (e.g. changing seats or change in posture).

Plan to have each person in the group be a subject in the experiment, in order to see whether different people have the same heart rate response to your stimulus or activity.

★ In the space below, describe the procedure for your experiment. Be specific about what you plan to do to your subjects (the stimulus) or what you want your subjects to do (the activity). Specify when and how often you will measure heart rate; you will need to measure resting heart rate two or three times before your stimulus or activity, and you will need to measure heart rate during and/or after your stimulus or activity.

List of Specific Numbered Steps in Your Procedure

Your teacher will check your plan for your experiment, and make any suggestions that could improve the experimental procedure. Discuss these suggestions and, if you decide to make any changes in your experimental procedure, incorporate these changes in your description of your procedure.

Getting Ready to Do the ExperimentIf you need to bring anything to do your experiment next time, decide who will bring the necessary materials or equipment.★ Make a data sheet to collect the data during your experiment next time. The data sheet should include places to record the

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names of each student in the group resting heart rates (pulse counts) for each subject before the stimulus or activity, and the

heart rates during and/or after the stimulus or activity anything you notice which might affect the results, for example, other things which may be

happening in the room during your experiment or changes in each subject's mood during the experiment.

If you complete these activities before the end of the period, you can begin the Hypothesis and Methods sections of your poster. (See below.)

Part 2Doing Your Heart Rate Experiment★ Review your experimental plan from last time, and carry out the experiment for each subject in your group. Record your data in the data sheets you prepared.

Analyzing Your ResultsDiscuss the best way to analyze your data in order to test your hypothesis. You may want to use one of the following methods of analysis.

(1) For each subject, calculate the change in heart rate (difference between the resting heart rate and the heart rate during or after the stimulus or activity). Calculate the average change in heart rate for all subjects in the experiment. Make a table to show the individual values and the average change in heart rate.

(2) For each subject, graph the resting heart rate and the heart rate during and/or after the stimulus or activity. Calculate the average resting heart rate and the average heart rate during and/or after the stimulus or activity. Graph these averages. Be sure to label both axes of any graph that you make.

★ Each student should analyze the data and attach your table or graphs.

★ Do your results support your hypothesis? What conclusions can you draw from your experiment?

Poster

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Each group should prepare a poster on their heart rate experiment. This poster should explain your hypothesis, the basic procedures you used, your main results (summarized in a graph and/or

table), and your conclusions. http://couldvebeentahoe.files.wordpress.com/2013/02/labeled1.gif

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Invertebrate Diversity -- Teacher Preparation NotesDr. Jennifer Doherty and Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 201110

Teaching Points introduce students to some of the variety of animal form and function, including varied methods of

locomotion relate form to function, including the advantages of bilateral symmetry and cephalization distinction between similarities due to shared evolutionary history (animals in the same phylum) and

similarities related to having a similar lifestyle (burrowing animals)

Equipment and Supplies for 6-10 students: Containers to display the invertebrates in:

2-3 medium sized containers such as Gladware’s Soup & Salad size (3 cups)1 large sized container as large or larger than Ziploc’s large Rectangular Container (9.5 cups) to

allow room for crayfish movement1 gallon sized plastic bag1 plastic tray or plate

Magnifying glasses or hand lenses (4-6) and, if available, dissecting microscopesRulers (1-2)Dechlorinated tap water11

Gloves for each student (optional; if you do not have students use gloves, make sure they wash their hands after handling the animals.)

Purchase from local pet store (e.g. World Wide Aquarium & Pets, 7043 Ridge Ave, Philadelphia, PA 19128, Roxborough) (approximate prices)Crayfish (1-2) $1.79 for 2Crickets (5) $0.10-0.20 eachMealworms (5) $0.10-0.20 eachEarthworms (5) $2.59 for 24This set of animals is enough for approximately 10 students. You can reuse the animals all day but, depending on how many classes you teach, you may want to buy replicate sets to ensure freshness and mobility for each class.

For each 6-10 students, set up 2 stations 1. Place 5 mealworms in a medium container. Place 5 earthworms on a damp paper towel on the tray

or plate. Have 1 or 2 rulers available at this station and, if available, a dissecting microscope. When the students are not actively observing the earthworms it is very important to keep them moist by covering them with a wet paper towel.

2. Place 1-2 crayfish in a large uncovered container filled with dechlorinated tap water. Keep the crayfish separated overnight so they will not injure each other. Set out five crickets in 1-2 containers. Crickets are best viewed in a plastic bag that is expanded to full volume (either the bag they come in from the pet store or a plastic storage bag). However, you cannot keep them in a sealed bag overnight and must store them in a different covered container with a screen on top. Alternatively, you can display the crickets in a plastic container. Poke air holes in the bottom of 1-2 medium containers, place the crickets in the containers, put on the lid, and place it upside down. Be careful the crickets don’t jump away during transfer.

10 These teacher preparation notes and the related student handout are available at http://serendip.brynmawr.edu/sci_edu/waldron.11 You can dechlorinate tap water by leaving it out in the open containers overnight or by adding a commercial dechlorinator used for aquarium water. Alternatively, you can ask for extra from the pet store.

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Have several hand lens or magnifying glasses available at each station.

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Teaching Suggestions and Biology Background

Before beginning this activity, students should be familiar with basic concepts such as phylum, class, bilateral and radial symmetry. If you have a 40-50 minute lab period, you may want to plan to discuss the Follow-Up Questions in the next class period, so students will have plenty of time to observe the animals.

You may want to use the introductory section (page 1 of the student handout) as part of a lecture/discussion for the class period before the lab activity. This could include an introduction to the annelid, arthropod and chordate phyla, as well as major subphyla like the Crustacea, and examples of other animals included in these phyla, subphyla and classes.

Characteristics of Observed InvertebratesName Earthworm Mealworm Cricket Crayfish

External anatomy

segmentation visible,

clitellum*

legs, small antennae, very

small eyes, segmentation

visible

legs, wings, eyes,

antennae, segmentation

visible in abdomen

legs, claws (chelipeds),

eyes, antennae, segmentation

especially visible in abdomen

How does the

animal move?

hydrostatic skeleton;

alternating shortening and elongation of

different segments

walks on legs on the front of

the body

legs and wings (walking,

jumping and flying)

swims backwards with tail,

walks forward on legs

*The clitellum secretes material that makes the cocoon which surrounds the eggs and fertilizing sperm when they are released by the hermaphroditic earthworm after copulation.

The following figure from Biology, 6th Edition, by Campbell and Reece may be helpful for clarifying student observations concerning earthworm locomotion.

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You can use the comparison between earthworms and mealworms to contrast phylogenetic categories with non-phylogenetic common usage categories such as worms (animals with one dimension much longer than the other two). A phylogenetic category, such as a phylum, groups animals that share a common evolutionary ancestor and therefore share similarities in their fundamental biology. Evolutionary relatedness is judged based on characteristics that often are not obvious from the outside, so animals that have very different external appearance may be grouped in the same phylum (including larval forms such as mealworms and caterpillars which are grouped with all other insects in the Arthropod phylum). In contrast, animals that look similar but have very different internal anatomy may be grouped in different phyla (e.g. flatworms, roundworms, and segmented worms).

All of the animals in this activity are bilaterally symmetric. Bilaterally symmetric animals typically have a concentration of sensory organs at the head end of the animal, which allows the animal to gather information about the environment it is moving toward. (The concentration of sensory organs and much of the nervous system at the head end is called cephalization.) In contrast, radial symmetry is observed in organisms like jellyfish or hydra which drift slowly through the environment or are sessile; radial symmetry is associated with sensory organs distributed around the circumference which receive sensory information from all directions.

Follow-up Questions 3-6 guide students in thinking about similarities due to shared evolutionary history vs. similarities due to adaptations to similar environments. If your students have studied homology and analogy, you may want to link this discussion to homology (similarities due to shared evolutionary ancestors) and analogy (similar form for similar function due to convergent evolution). With regard to Follow-up Questions 4 and 5, both the worm shape and the absence of substantial eyes are related to the burrowing lifestyle. Earthworms live underground and consume decaying organic material, and mealworms live surrounded by what they eat (e.g. grain or grain products).

You may want to contrast the type of development in mealworms/Darkling beetles (complete metamorphosis) vs. in crickets (incomplete metamorphosis). Complete metamorphosis is observed in insects where the larval stages look completely different from the adult (e.g. mealworms or caterpillars) and the transformation from the largest larva to adult occurs in a pupa; the larval stages are specialized for eating and growing and the adult stage is specialized for dispersal and reproduction. Incomplete metamorphosis is observed in insects like crickets where the young resemble the adults, although they lack wings; each molt produces a larger insect with more nearly adult body proportions, and the final molt produces an insect with wings and mature reproductive organs.

For additional information on the anatomy, biology and care of these animals see the following websites:

Earthworm (e.g. Lumbricus terrestris)http://web.archive.org/web/20031209012204/http://www.icewatch.ca/english/wormwatch/resources/anatomy.htmlhttp://www.carolina.com/category/teacher+resources/care-guides/earthworms+and+redworms.do

Mealworm, larvae of Tenebrio molliter http://www.enchantedlearning.com/subjects/insects/beetles/mealworm/http://insected.arizona.edu/home.htm (click on “Using live insects in elementary classrooms”, then click on Information or Rearing sheets)http://www.carolina.com/category/teacher+resources/care-guides/mealworms.do

Cricket, Acheta domestica http://www.enchantedlearning.com/subjects/insects/orthoptera/Cricket.shtmlhttp://insected.arizona.edu/home.htm

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http://www.carolina.com/category/teacher+resources/care-guides/crickets.do

Crayfish (e.g. Procambarus or Orconectes species)http://www.enchantedlearning.com/subjects/invertebrates/crustacean/Crayfishprintout.shtmlhttp://www.carolina.com/category/teacher+resources/care-guides/crayfish.dohttp://www.carolina.com/category/teacher+resources/classroom+activities/crayfish+in+the+classroom+article.do

Unless you are very familiar with these organisms, we recommend that you have access to these sources or an invertebrate zoology textbook during the activity to help you answer student questions. Also, the figures from these sources can help students to interpret observed characteristics.

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Invertebrate Diversityby Dr. Jennifer Doherty and Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, © 201112

Vertebrates are animals that have a backbone. For example, you are a vertebrate.Invertebrates are animals that do not have a backbone. For example, an earthworm is an invertebrate.

1. Give some other examples of vertebrates and invertebrates.

Vertebrates Invertebrates

Today, you will observe four types of invertebrates: earthworms, mealworms, crickets and crayfish. At the end, you will compare these invertebrates with some familiar vertebrates. This chart shows the classification of these animals. (Some information has been omitted to keep things simple.)

Phylum Subphylum Class NameAnnelida EarthwormArthropoda

Insecta MealwormCricketCrayfish

Chordata Vertebrata Mammalia DogCatHuman

2. All vertebrates are in the phylum _______________.

Are all invertebrates in the same phylum?

How do you know?

3. The term "worm" is a description of an animal's body shape. A worm has a long thin body. Are all worms in the same phylum?

12 Teachers are encouraged to copy this student handout for classroom use. A Word file (which can be used to prepare a modified version if

desired), Teacher Preparation Notes, comments, and the complete list of our hands-on activities are available at http://serendip.brynmawr.edu/sci_edu/waldron/. Additional biology activities are available at http://serendip.brynmawr.edu/exchange/bioactivities.

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How do you know?

Today, at one station you will compare earthworms and mealworms, and at another station you will compare crickets and crayfish. Do not touch the animals, except as directed by the instructions.

Comparing Two Worms

Observe the external appearance and behavior of the earthworms and mealworms. You are encouraged to handle them, but please be careful and don't handle them too roughly. Turn them over and check out what's underneath. Look at them with a magnifying glass, hand lens, or dissecting microscope.

1. Complete the table.

Name SymmetryOther aspects of body form Other

ObservationsLegs? Eyes/ antennae?

Hard Surface?

EarthwormPhylum:

___________

Mealworm* Phylum:

___________

*A mealworm is a larva of a Darkling beetle. A mealworm turns into an adult beetle the same way a caterpillar turns into a butterfly.

2. Comparing the earthworm with the mealworm, what differences do you notice in appearance and body form?

3. Measure the length of the same earthworm several times. ______ ______ ______

Is the length of an earthworm always the same or does it change?

4. Describe how the earthworm moves. Is there a relationship between your observations for question 3 and how the earthworm moves?

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5. Notice the differences in how the mealworm and earthworm move. How does the mealworm move?Crickets and Crayfish

Observe the external appearance and behavior of the crickets and crayfish. You can pick up the container to examine the crickets, but do not open the container. You can gently prod the crayfish or turn them over (in the water).

1. Complete the table.

Name SymmetryOther aspects of body form Other

ObservationsLegs? Eyes/ antennae?

Hard Surface?

CricketPhylum:

___________

CrayfishPhylum:

___________

2. Describe the differences between the cricket’s back pair of legs and the front two pairs of legs. How does each pair of legs help a cricket move?

What is one other way that crickets can move?

3. Do there appear to be more sensory organs at the front end or back end of the crayfish?

Why is this location for the sensory organs useful?

4. How does the crayfish move forward?

How does the crayfish move backward?

Does the crayfish move faster when going forward or backward?

When would the fast motion be useful?

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5. What are two functions of the hard outer surfaces of crickets and crayfish?

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Follow-up Questions

1. Vertebrate animals (e.g. dogs and cats) and all of the invertebrate animals you observed have ___________________ symmetry, with a concentration of sensory organs at the_________ end.

Explain why this type of body form is useful for these animals.

Give an example of an animal with a different type of symmetry.

What type of symmetry does this animal have?

2. What parts of a human’s body have the same function as the hard outer surface of arthropods?

Where are these parts located in humans?

3. Use the animals in the following list to complete the second column of the table:cats, crayfish, crickets, dogs, earthworms, humans, mealworms

Next, complete the third column of the table.

Type of Skeleton Animals that have this type of skeleton

Phylum theseanimals are in

Skeleton on outside of animal*Skeleton inside the animalNo skeleton

*The hard outer surface you observed on some of the animals is a skeleton on the outside.

Your completed table should show that one characteristic that distinguishes different phyla is the type of skeleton they have.

4. Earthworms and mealworms have a somewhat similar appearance since they both have a long narrow body which is useful for burrowing through soil (earthworms) or grain (mealworms). Does the similar appearance of earthworms and mealworms mean that they are closely related evolutionarily? ___ yes ___ no

How do you know whether earthworms and mealworms are closely related evolutionarily?

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5. Which of the animals you studied today has no eyes?

Which has very small eyes?

How do you think the absence or very small size of eyes relates to where these animals live and how they find food?

6. Fill in the blanks with the best matches for the pair of animals shown (one match per blank).

mealworms and earthworms ____ ____ ____

mealworms and crickets ____ ____ ____

a. both burrowing animalsb. both in the same phylumc. both have a hard outer surfaced. both have a long narrow worm-shaped bodye. both have legs f. neither has big eyes

Notice that some similarities are due to shared evolutionary history (animals in the same phylum) and some similarities are related to having a similar lifestyle (burrowing anim

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Name_____________________________ Date________________Thanksgiving DINNER

Define the following terms related to ecology.

1) Ecology - _______________________________________________________________________________________________________________________

2) Ecosystem - _____________________________________________________________________________________________________________________________________________________________________________________

3) Autotroph/Producer - _____________________________________________________________________________________________________________________________________________________________________________

4) Heterotroph/Consumer - _____________________________________________________________________________________________________________________________________________________________________________________________

5) Herbivore - _____________________________________________________________________________________________________________________________________________________________________________________________

6) Omnivore - _____________________________________________________________________________________________________________________________________________________________________________________________

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7) Carnivore - ______________________________________________________________________________________________________________________________________________________________________________________

8) Photosynthesis - ______________________________________________________________________________________________________________________________

9) Food Chain - ______________________________________________________________________________________________________________________________

10) Food Web - ______________________________________________________________________________________________________________________________

11) Species - _____________________________________________________________________________________________________________________________________________________________________________________________

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A) Brainstorm with your group members and list all the different foods you’re planning on eating this Thanksgiving

# Food Plant or Animal

Ecology Terms Associatedw/ Food

1234567891011121314

B) In the chart above write if the food is made from plants or animals.C) In the chart above fill in the ecology terms that you defined that

are related to the food that you’re planning on eating.

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D) Draw a turkey below and list the life processes the turkey uses to stay alive. REMEMBER (Every Good Student Needs Their RREST)

*** The BEST TURKEY Drawing Wins A Prize***

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Is Yeast Alive?Adapted from “Is Yeast Alive?” by Penny Bernstein at Kent State University, Stark Campus

copyright 2011 by Dr. Ingrid Waldron and Jennifer Doherty, University of Pennsylvania Biology Department13

Humans use yeast every day. What is yeast, and what are some common uses of yeast?

You can buy yeast to make bread in the grocery store. This yeast consists of little brown grains. Do you think that these little brown grains of yeast are alive? Why or why not?

To find out whether yeast is alive, we first need to think about what makes something alive. What are some characteristics of living organisms?

To begin to answer the question, "Is yeast alive?”, you will test whether the grains of yeast have two characteristics of living things -- the ability to grow and the ability to use energy (referred to as metabolism).

Scientific Experiment to Test for Metabolism

We will carry out an indirect test for metabolism. In other words, we will be indirectly testing whether yeast can use energy, which is one of the characteristics of living organisms.

When yeast, humans, and other living organisms use energy, they break down high-energy molecules like sugar to get the energy they need and give off a gas called carbon dioxide as a by-product of this reaction.

We will test whether yeast can metabolize sugar and produce a gas which we will presume is carbon dioxide. Specifically, we will test whether yeast produces a gas when it has sugar available as a food vs. when no sugar is available.

13 Teachers are encouraged to copy this student handout for classroom use. A Word file (which can be used to prepare a modified version if desired), Teacher Preparation Notes, comments, and other hands-on activities are available at http://serendip.brynmawr.edu/sci_edu/waldron/. Additional biology activities are available at http://serendip.brynmawr.edu/exchange/bioactivities.

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Research Question: Does yeast metabolize sugar and produce a gas?

Predictions: Do you expect yeast to produce a gas when sugar is available? ______

Do you expect yeast to produce a gas when no sugar or other food is available? _____

Explain the reasons for your predictions.

Procedure to Test Your Predictions1. Set up four test tubes in a test tube rack.

2. Label each tube with a number, 1-4. Test tubes 1 and 2 will both have yeast, sugar and water. Test tubes 3 and 4 will both have only yeast and water, with no sugar.

3. Fill test tube 1 4/5 full with warm tap water. Add one packet of dry yeast a little bit at a time, mixing the yeast in thoroughly before adding more. Mix by putting your hand or thumb over the top of the test tube and shaking.

4. Pour the yeast solution so that there is an equal amount in each of the four test tubes.

5. Add ½ packet of sugar to test tube 1 and the other half to test tube 2. These tubes will be your experimental group. Do not add sugar to tubes 3 and 4.

6. Add warm tap water to each test tube, filling each test tube 4/5 of the way to the top.

7. Cover the opening of each test tube with a balloon to catch any gas that is formed. Using the balloon to seal the end of the tests tube, hold a finger over the end of each test tube and shake it vigorously to thoroughly mix the contents.

8. Observe the test tubes and record your observations carefully in the table on the next page. Then, every 5 minutes for 25 minutes, observe what occurs in the test tubes and any changes in the balloons which cover each test tube, and record your observations.

If the yeast grains are capable of metabolism, it will take some time to produce enough carbon dioxide to see the change in the balloons. While you are waiting for this change, set up the experiment to test growth (see page 4).

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Observations of Yeast Test Tubes0 minutes 5 minutes 10 minutes 15 minutes 20 minutes 25 minutes

Test tube 1(withsugar)

Test tube 2(withsugar)

Test tube 3(water)

Test tube 4(water)

9. Discuss the results you obtained with your group. How do you interpret your results? Do your results match your predictions?

10. Why is it better to have two test tubes with yeast, sugar, and water and two test tubes with just yeast and water, instead of only one test tube with each type of mixture?

11. When you make bread, if you just mix flour, sugar and water, the dough does not rise, and the bread will be flat and hard. If you include yeast in the bread dough, then the dough rises and the bread is bigger and fluffier. Can you explain how the yeast helps the bread dough to rise?

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Procedure to Test for Growth

Research Question: Can the little brown grains of yeast grow?

Instructions1. Obtain a Petri dish with yeast growth media, and label the bottom with your name, teacher,

and class period. (A Petri dish is a flat, covered dish used by scientists, and the yeast growth media in the Petri dish contains a mixture of substances that yeast requires to grow.)

2. Spread10-12 grains of yeast across your plate.

3. Add several drops of water on the grains of yeast.

4. Your plates will be incubated at 37° C until the next lab class. How warm or cold is that?37° C is equivalent to _______° F.

Observations5. At the next lab class, inspect your plate. Do you see any signs of growth on the plate?

Sketch what you see.

6. Take a sample of the growth and observe it under the microscope. Describe what you see.

Conclusions

Based on your findings, do you think the little brown grains of yeast are alive? Explain why or why not.

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You can purchase a variety of plastic test tubes at www.testtubesonline.com for approximately 10 cents each. You can also purchase test tube racks.

If you have only very limited budget, supplies, and equipment, you can omit the procedure to test growth and have the students do the introduction and test for metabolism using yeast, sugar, small water balloons,

and the plastic tubes used to hold single cut flowers or very small bottles which have narrow necks that will fit into the ends of the water balloons (making appropriate Teacher Preparation Notes for Is Yeast

Alive?by Dr. Ingrid Waldron and Dr. Jennifer Doherty, Department of Biology, University of Pennsylvania, 201114

Teaching Points The characteristics of life include using energy (i.e. metabolism), ability to grow and develop,

reproduction, homeostasis, response to the environment, evolutionary adaptation, composed of one or more cells, and has genetic material. (Only the first two are tested in this experiment.)

The first experiment indirectly tests for the ability to metabolize, i.e. utilize energy. When sugar is available, the yeast metabolizes the sugar and produces carbon dioxide, a gas which accumulates in the balloons and causes them to get bigger.

Replication of each experimental condition is useful to be more confident of your results, since experimental results are often variable even when you try to maintain the same conditions.

The second experiment tests for the ability to grow. Some things that look dead are actually alive in dormant forms that can survive long periods in

difficult environments (e.g. too dry or lacking in food), until the environment improves and provide the conditions needed for active metabolism and growth.

Equipment and Supplies: Baker’s yeast (preferably rapid rising super active; make sure the yeast has not reached its expiration date) (see Teacher Preparations 1, below)Sugar (see Teacher Preparations 1, below)Plastic zip-lock baggies (2 per group)Small water balloons (4 per group) (see Teacher Preparations 1, below)Test tubes, between 15-25 mL (4 per group) (see Test Tubes or Substitutes, below)Test tube rack (1 per group)Container for water that will hold at least 100 mL (1 per group)Gloves (optional, ~2 per group)Sharpies (1 per group)Sterile nutrient agar plate (1 per group) (see Sterile Nutrient Agar Plate Preparation, pages 2-3)Microscope(s), slides and coverslips (2-4 per group) (see Microscope Supplies, page 2)

Test Tubes or Substitutes:minor modifications in pages 1-3 of the student handout). Take care to keep the volume of whatever container you chose small enough so it and the balloons fill up with carbon dioxide within 25 minutes using a reasonable amount of yeast.

14 These teacher preparation notes and the related student handout are available at http://serendip.brynmawr.edu/sci_edu/waldron/. 253


Microscope Supplies:Purchase from Carolina Biological:632962 22 × 22 mm Coverslips $4.10 Box of 100632950 Microscope slides $7.50 Box of 72If you do not have access to reasonable quality compound microscopes (yeast cells are 5-10 μm in diameter), this lab activity can be done just as well by simply omitting step 6 on page 4 of the student handout.

Teacher Preparations:

1. You will need to experiment with your yeast and size of test tube to determine how much yeast you need for four test tubes. We have found that approximately 1 g of yeast and 1.5-2 g of sugar per 25 mL test tube provide good results. 1 sugar packet is 4.3 g of sugar. For best results, use small water balloons and make sure the seal between the test tube and water balloon is tight. If you use large test tubes (100ml or greater) regular sized balloons work well.

2. At least one day before class, prepare one Petri dish of yeast growth medium per group, as described in the following section.

3. At the beginning of class, have ready group kits of 4 test tubes, 4 balloons, 1 zip-lock bag with an appropriate amount of yeast and another zip-lock bag with an appropriate amount of sugar, together with a test tube rack, sharpie, and container for the students to get warm water. You may want the students to wear gloves then they shake their test tubes to mix the yeast.

4. For experiment 2, have the students use only 10-12 grains of yeast and a small amount of water. If incubating at room temperature allow 3-4 days for growth. If you can incubate at 37º C, then overnight will be sufficient.

Sterile Nutrient Agar Plate Preparation: There are three ways of obtaining sterile nutrient agar plates. Although options 1 and 2 are more expensive, we recommend them if you do not have experience preparing sterilized media.1. Buy plates that are pre-poured with sterile nutrient agar. About $2 per plate.

821862 Nutrient Agar, Prepared Media Plates 100 x 15 mm, Pack 10 $19.952. Buy solid sterile nutrient agar medium that you microwave to liquefy and then pour into sterile Petri

dishes. See pouring instructions below. About $1.45 per plate.821045 Nutrient Agar Media Kit for Preparing 20 plates $28.95

3. Prepare sterile nutrient agar from powder using an autoclave or a stove-top pressure cooker and then pour into sterile Petri dishes. Simply boiling the agar is not sufficient for sterilization and your plates will be contaminated with bacteria. Between $0.85-0.42 per plate.

789374 Nutrient Agar Dehydrated Media Set for preparing 40 plates $34.00or173651 Yeast-Extract Dextrose Medium for preparing 100 plates $19.00

or 173650 for preparing 25 plates $6.00741250 20 100 × 15 mm Petri dishes $5.65

To do this, add the appropriate amount of nutrient agar and distilled water (see table below) into a flask or glass bottle and cover with aluminum foil. When using an autoclave or pressure cooker always use a container that is twice the volume of the liquid you are sterilizing. To sterilize the solution you want to keep the autoclave or pressure cooker at 15 psi for 20 minutes. To use the pressure cooker, add about 1” of water to the pot, place the covered glass container in the pot, and close and lock the lid. Following the instructions for your pressure cooker, start timing 20 minutes after the pressure cooker has reached

254

the right pressure. After sterilizing, use caution when removing the pressure cooker lid so you do not get scalded with steam. Let the agar cool to 50oC before pouring plates.

Nutrient Agar + Distilled Water = YieldNutrient Agar Distilled Water Yield

23 g 1000 ml 50 plates11.5 g 500 ml 25 plates9.2 g 400 ml 20 plates4.6 g 200 ml 10 plates

Pouring Plates:When pouring sterilized media into sterile Petri dishes it is important to always keep the agar covered and the lid on the Petri dish unless you are actively pouring in agar in order to avoid contamination.1. Pour enough of the sterilized agar medium (cooled to approximately 50oC) into each sterile plastic Petri

dish to cover the bottom—about 1/8" to 1/4" deep. You do not need to remove the cover of the plate completely; you can just lift the lid enough to pour in the agar. When you have poured the plate lower the lid immediately. If the medium solidifies before you finish pouring, it can be reheated in the microwave.

2. Place the covered agar plates on a countertop to cool and solidify. Agar medium will set like stiff gelatin at room temperature.

3. The agar medium is now ready for storage or use. Storage: Do Not Freeze! Stack agar plates upside down in the refrigerator. The purpose of placing the plates upside down is to prevent condensation from dripping down onto the agar surface which could then facilitate movement of organisms between colonies. If plates have been refrigerated, set them out and allow them to warm to room temperature before using them.

Possible Addition to This ActivityIf your students can use boiling water, they can design additional experiments to test whether treating the grains of yeast with boiling water kills them and prevents subsequent metabolism and growth. This provides further evidence that the production of gas and growth occurred because the yeast grains were alive. However, this only works if the yeast grains are treated with water which is boiling or very close to boiling and not merely hot.

Related ActivitiesOne alternative activity, "Alcoholic Fermentation in Yeast", investigates the effects of sugar concentration and other variables on the rate of metabolism in yeast (available at http://serendip.brynmawr.edu/sci_edu/waldron/). Another activity, "Taste Test: Can microbes tell the difference?", measures the rate of yeast metabolism with different foods such as artificial sweeteners and different beverages (available at http://www.asm.org/Education/index.asp?bid=35292). Another activity, "Yeast on the Rise", tests the rate of rising in bread doughs that differ in the concentrations of sugar or other ingredients (available at http://www.microbeworld.org/resources/experiment/pgs62-65.pdf).

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Discussion of Metabolism

The yeast which is used to make bread is Saccharomyces cerevisiae. This yeast is a facultative anaerobe, which means that when oxygen levels are low or glucose levels are high, sugar is metabolized without using oxygen, resulting in the production of a small amount of ATP, as well as carbon dioxide and ethanol. As the bread bakes, the ethanol evaporates. Bubbles which contained carbon dioxide provide the fluffy texture of bread. Saccharomyces cerevisiae and other members of the same genus are used in making wine and beer, where, obviously, the production of alcohol is a major goal.

An alert and well-informed student may point out that in typical (aerobic) cellular respiration, although CO2 is generated, an equal number of molecules of O2 are consumed, so there is no net increase in gas molecules.

C6 H12O6 + 6 O2 ---->---->---->----> 6 CO2 +6 H2O \/

energy \/

n ADP + n Pi -- -- -- -- -- -- -- > n ATP (n <= 29)

To respond to this observation, it is important to understand the difference between aerobic respiration and anaerobic fermentation. As shown in the figure below, the first major step in producing ATP is glycolysis. What happens next depends on whether or not oxygen is available. When oxygen is available, cells can use the Krebs cycle (citric acid cycle) and the electron transport chain to make up to 27 ATP molecules. This is called aerobic respiration.

When oxygen is not available, yeast cells use a process called fermentation. Fermentation does not produce additional ATP, but it restores molecules needed for glycolysis to continue. Fermentation in yeast cells produces ethanol and CO2. Obviously, glycolysis plus anaerobic fermentation yields much less ATP per glucose molecule than aerobic respiration, but this process is very useful when O2 is not available.

(Figure revised from Johnson and Raven, 2004, Biology, Holt Rinehart and Winston, p. 110)

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Name___________________________________

Organ Match ActivitySeveral digestive organs and functions are listed below. They’re not matched yet. Your job is to cut out each organ and the functions. Once you have all the pieces cut out you can begin matching each cards by pasting or taping the organ on one side of an index card and the appropriate function to the other side.

Organ Function

Mouth

Organ where water is reabsorbed from undigested material. Stores undigested material until it is removed from the body.

Large Intestine Organ w/glands that produce enzymes that help break down carbohydrates (amylase), lipids (lipase) and proteins (protease). These enzymes pass into the small intestines. It also produces hormones (insulin and glucagon) that help regulate blood sugar levels.

Salivary

Glands

Stores a chemical called bile and secretes it into the small intestine to help with the

digestion of fats.

Stomach

Internal walls of this organ are covered in villi, which increases the surface area for the absorption of nutrients. Partially digested food from the stomach moves into this organ to be even further digested by the action of enzymes. The nutrients move from this organ into the blood for circulation to cells.

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http://www.justrec.com/wp-content/uploads/2012/03/119.jpg

Pancreas Largest solid organ in the body and has the ability to regenerate. It produces a compound called bile that aids in the digestion of fats. Helps breakdown other harmful chemicals in the body and stores energy in the form of sugar (glycogen).

Small Intestine

Muscular tube through which food passes from the pharynx to the stomach. Involuntarily contracts to move food down the tube. This involuntary contraction is called peristalsis.

Gallbladder

Last part of the large intestine, which provides temporary storage of the feces before they are expelled. The anus controls the expulsion of the feces through the use of the anal sphincter muscle.

Esophagus

A type of exocrine gland (with ducts) that secretes amylase into the mouth. Amylase is an enzyme that breaks down starch

The place where digestion begins. Includes mechanical (chewing) and chemical

(saliva).

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Rectum and Anus

Liver

Muscular organ that receives food from the esophagus. This organ secretes acid and enzymes that help digest the food. The most acidic part of the human body.

Post Lab Questions:259

1) Outline the pathway of flow of food. ______________________________________________________________________________________________________________________________

2) Put numbers on each card to represent the order of digestion for each organ. Ex. Mouth 1

3) Which organs are considered accessory organs? _____________________________________________________________________________________________________________________________________________________________________________________________

4) Describe what occurs in the mouth during digestion.

__________________________________________________________________________________________________________________________________

5) What is the involuntary action of the esophagus called? __________________

6) Describe the function of the liver. ________________________________________________________________________________________________________________________________________________________________

7) In which organ does the nutrients absorb into the blood. __________________________________________________________

8) Describe what happens in the large intestine.

Name_________________________ Date________

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Testing for carbohydrates (sugars and starches)

In this lab you’ll be testing common food products for the presence of different types of carbohydrates. You’ll use indicators to test for sugars and starches. Become familiar with your indicators before you begin the experiment to avoid making mistakes. You’ll use Benedict’s solution to test for the sugar glucose and Iodine to test for starch.

Fill in the chart using the foods you’ll be testing today.

Food Sample Do you think there will be a positive test for glucose?

Do you think there will be a

positive test for starch?

Benedict’s Test Positive or Negative?

Iodine TestPositive or Negative?

Control 1 (Distilled Water)

Control 2(Glucose Solution)

Control 3(Starch Solution)

Using Simple Chemical Indicators

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We can test for the presence of these important compounds in food by using chemical reagents that

react in predictable ways in the presence of these nutrients. Work in an area appropriate for handling chemicals that may stain furniture or the floor if spilled. Wear proper safety equipment including goggles, rubber gloves and a lab apron. Be especially careful with hot liquids and water baths. Do not cross contaminate pipettes or droppers.

Supplies Needed:

1) Test tubes – One for each test sample (10) 7) Glass marking pencil

2) Test tube rack 8) Hot water bath

3) Test tube holder 9) Indicators

4) Lab thermometer 10) Goggles

5) Droppers 11) Apron

6) Food samples 12) Gloves

Food Test 1: Sugar test-Benedict's solution

Benedict's solution is used to test for simple sugars, such as glucose. It is a clear blue solution that

changes color to green, yellow, and brick-red, depending on the amount of sugar. This indicator

needs to be heated in order to properly react with the sugar in a food sample.

What to do.

1. Mix small amount of each food sample with distilled water to make a test liquid.

2. To a test tube, add 40 drops of liquid to be tested.

3. If testing more than one liquid, label each test tube with a marker.

4. Add 10 drops of Benedict's solution to each test tube. Carefully heat the test tubes by suspending in a hot water bath at about 40-50 degrees Celsius for five minutes.

5. Note any color change. If sugar is present solution will turn green, yellow, or brick-red, depending on sugar concentration.

6. Record results in the data chart above.

7. Repeat steps 1-6 for each food sample you are testing.

Food Test 2: Starch test-Iodine solution

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Iodine solution is used to test for Starch. It is an amber colored solution that will change to a blue-black if starch is present in the food sample. This indicator does not need to be heated.

What to do.

1. Mix small amount of each food sample with distilled water to make a test liquid.

2. To a test tube, add 40 drops of liquid to be tested.

3. If testing more than one liquid, label each test tube with a marker.

4. Add 10 drops of Iodine solution to each test tube (Do Not Heat).

5. Note any color change. If starch is present solution will turn blue-black

6. Record results in the data chart above.

7. Repeat steps 1-6 for each food sample you are testing.

Post-Lab Questions1) Why are controls used when conduction experiments? ____________________________

2) Which indicator was used to test for glucose? _______________ Starch? ____________

3) Describe what a positive test for glucose looks like?

___________________________________________________________________________

4) Describe what a positive test for starch looks like?

___________________________________________________________________________

5) Which indicator had to be heated? _____________________________________________

6) How could you test for proteins?

___________________________________________________________________________

7) Why is important to label all your test tubes when conducting an experiment? ______________________________________________________________________________________________________________________________________________________

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8) What is the difference between glucose and starch? ______________________________________________________________________________________________________________________________________________________

9) Describe the importance of glucose and starch for the human body? ______________________________________________________________________________________________________________________________________________________

9) Explain what happens to starch before it is transported around your body? ______________________________________________________________________________________________________________________________________________________

10) Which chemical reaction creates glucose? _________________________________

11) Which type of organisms use the chemical reaction mentioned in # 10? ___________________________________________________

12) How do we get glucose into our cells? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

http://www.biotopics.co.uk/nutrition/footes.html retrieved 8/17/13

http://www.sciencecompany.com/Food-Chemistry-Experiments-W151.aspx retrieved 8/17/13

Name___________________________ Date___________

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http://www.sciencecompany.com/Food-Chemistry-Experiments-W151.aspx%20retrieved%208/17/13

http://www.biotopics.co.uk/nutrition/footes.html%20retrieved%208/17/13

Poverty RESEARCH

Use the internet to answer the following questions about poverty.

Define the following terms.

1) Poverty - _________________________________________________________________________________________________________________________________________

Malnutrition - ____________________________________________________________________________________________________________________________________

Low-Income - ____________________________________________________________________________________________________________________________________

Economics - ______________________________________________________________________________________________________________________________________

Socioeconomic status -- ____________________________________________________________________________________________________________________________

World Health Organization (WHO) - ___________________________________________________________________________________________________________________

2) List the top ten poorest countries in the world.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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3) Describe 5 reasons that contribute to an individual’s chances of being poor.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) What is a first world country? ________________________________________________________________________________________________________________________________________________

5) What is a third world country? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6) What is the average daily salary in the third world countries? ________________________________________________________________________

7) How is a person’s health affected by living in poverty? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8) What is a common nutritional disorder to affect people living in poverty?

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________________________________________________________________________________________________________________________________________________

9) Why is the spread of infectious disease so common in third world countries?________________________________________________________________________________________________________________________________________________________________________________________________________________________

10) What is the world population? ___________________________________________

11) How many people are estimated to be living in poverty in the world today? ___________________________________________________________

12) What is the human population in the United States? _________________________

13) How many people are considered poor in the United States? __________________

14) What kinds of programs do we have to help the poor in the United States? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15) How are these programs funded? ________________________________________________________________________________________________________________________________________________

16) How does the United States provide assistance to other countries regarding poverty issues? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17) How many people worldwide die each day from poverty related issues?

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18) How does education relate to poverty? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

19) Do you think we should provide assistance to other countries suffering from poverty? Yes or No

Why or Why not? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

20) Write down 5 interesting facts about poverty. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Organelle FunctionAl

l cel

ls

Ribosomes Control center of the cell. Contains Chromosomes which are composed of genes.

Lysosome Modifies and ships proteins

Mitochondria Stores water and nutrients and waste. Referred to as a storage container.

Nucleus Controls what enters and leaves the cells. Selectively permeable. Found in every cell.

Vacuole Breaks down waste using enzymes. Referred to as the garbage can of the cell.

Cell Membrane/Plasma

Membrane

ATP is synthesized in this organelle. Referred to as the powerhouse of the cell. There are more of these in muscle

cells than in fat cells.

Golgi Apparatus/Body

Synthesizes proteins by bonding amino acids together. Gets instructions from DNA to build the proteins.

Plan

t Cel

ls Chloroplast Provides protection and support. Found in plant cells. Surrounds the cell membrane.

Cell Wall Involved in animal cell division (mitosis and meiosis)

Anim

al

Cells Centrioles

Where photosynthesis occurs. Contains chlorophyll that absorbs the energy from the sun so that photosynthesis can

occur.

Organelle Function

269

All c

ells

Plan

t Cel

lsAn

imal

Ce

lls

Post Lab Questions:270

1) What is an organelle? ________________________________________________________________________________________________

2) List the 2 organelles found in plant cells but not animal cells. ________________________________________________________________________________________________________________

3) Describe the function of the cell membrane. ________________________________________________________________________________________________________________________________________________________________________

4) What would happen to a single-celled organism if their cell membrane was destroyed?________________________________________________________________________________________________________________________________________________________________________

5) Why are the ribosomes so cool? _______________________________

________________________________________________________________________________________________________________

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6) Which cell process would happen if the ribosomes of a cell were destroyed? _____________________________________________

7) In which organelle does the energy in food get converted into a usable form? ______________________________

8) On the organelle flash cards you made draw a picture of each organelle using the textbook as a reference.

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Name___________________ Date________________

Summertime Fun in Living Environment

Organisms Name: _______________________

Organisms Age: _________________________

Organisms Habitat: _________________________

Organisms Kingdom: _________________________

Organisms Species: _________________________

Organisms Closest Living Common Ancestor: _____________________

Organisms Energy Source: ____________________

Organism Role in the Food Web: Autotroph or Heterotroph

Organisms Role in the Food Web: Herbivore, Omnivore or Carnivore

Organisms Impact on the Ecosystem: Positive, Negative or Both

Profile for Your summertime Role in the Ecosystem:

Think about all the organisms you came in contact with this summer, all the organisms in your ecosystem. List them below.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________

Select two of the organisms above and describe how you have you had a positive impact on them.

1) ___________________ -----

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2) ___________________ ----- ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Select two of the organisms above and describe how you have you had a negative impact on them.

1) ___________________ ----- ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2) ___________________ ----- _______________________________________________________________________

________________________________________________________________________

________________________________________________________________________Brainstorm with your group members and come up with 5 ways to make your ecosystem a better place. Write them below.

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NYS Biodiversity Lab ChartSpecies

Structural Char of Plants

Structural Char of Seeds

Microscopic Stem Structure

Paper Chromatography

Test for Enzyme M

Differences in Amino Acid Sequence

Gel Electrophoresis Banding Pattern

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New York State Diffusion Lab Group Responsibilities

Group # Student Job

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Pulse Rate per minute (range of averages)

< 51 51 - 60 61-70 71-80 81-90 >90

Number of students in this range

Activity Level <60 61-70 71-80 81-90 91-100 >100

Resting

Exercising

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Making Connections NYS Lab (Student Written Report Organizer)

Name___________________________ Date___________

Final Report

Title: ______________________________________________________________

Hypothesis: __________________________________________________________________________________________________________________________________________________________

Methods & Materials (Experiment): _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

***DO YOUR EXPERIMENT***

Data Collected (Make a Chart Below)

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Discussion & Conclusions:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Further Research: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Documents

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