Course title
712 BiologyPre-requisite
N/ACourse description
The Biology course is an in depth look at the fundamental characteristics of living organisms. It is designed to promote scientific inquiry and discovery. The students will be introduced to the structure; function; diversity; and evolution of living matter. This is a course with real relevance. It encourages curiosity and provides opportunity for students to work on hands on lab activities and develop a broad understanding of the living world. Engaging in the study of biological science broadens the picture of the world around us.
Unit 1 – Biology and You
Scientific Method in Action
Variables and Graphs
Tools and Measurement
Measurements Lab - HO
Microscope Interactive Lab - V
Communication Point
Unit 2 – Chemistry of Life
Macromolecules
Catalase demonstration - HO
Enzyme Lab - V
Communication Point
Unit 3 – Cell Structure
Inside a Cell Activity
Plant Cell Lab - V
Animal Cell Lab - V
Cell City Analogy
Cell Analogy Writing
Communication Point
Unit 4 – Cell Function
Diffusion Activity
Osmosis Activity
Photosynthesis Activity
Cellular Respiration Activity
Metabolism in Yeast - HO
Egg Osmosis Lab - HO
Unit 5 – Cell Division
Cell Cycle Interactive - V
Mitosis Activity
Meiosis Activity
Modeling Mitosis - HO
Unit 6 - Heredity
Investigating Inherited Traits: Variations of the Human Face - HO
Punnett Square Practice
Pedigree Practice
DNA Replication and RNA Synthesis
Biology 2
Unit 1 – Evolution
Molecular Connection Activity
Understanding Evolution Activity
Natural Selection Activity
Speciation Lab - V
Communication point
Unit 2 - Ecology
Biome Comparison
Symbiosis Activity
Ecology Lab Interactive - V
Global Warming Analysis
Changes in earthworm responsiveness Lab - HO
Communication Point
Unit 3 – Microbes
Bacteria Concepts
Virus Concepts
Paramecium Concepts
Amoeba Concepts
Fungi Concepts
Charting Exponential Growth in Bread Mold - HO
Unit 4 – Plant Diversity
Flower Structure Concepts
Comparing Monocots and Dicots
Leaf Anatomy Concepts
Tree Growth Concepts
Flower Dissection Lab – HO
How are Stem Cross-Section and Stem Height Related? - HO
Unit 5 – Introduction to Animals
Earthworm Dissection Interactive - V
Frog Dissection Interactive – V
HO denotes Hands-on labs
V denotes Virtual labs
Examples of Hands-on Labs:
Biology and You (Biology 1 – Unit 1)
Measurements
1) Examine a ruler.
2) Determine the "least count;" or the smallest difference that can be measured by the ruler.
3) Measure four small objects with the ruler; writing down the measurements as you do them.
4) Then do the measurements one more time; without referring to your previous measures.
5) Compare your two measures and determine the precision of the measurements.
6) Name the object along with its measurement. (Example: cracker 5.6 cm)
Chemistry of Life (Biology 1 – Unit 2)
Catalase demonstration
1. Using a blunt (not sharp) scraper or your fingernail; scrape a little sample from a non-skin surface; such as your ear or your tongue; that would include a few live cells.
2. Spread the sample onto a glass or ceramic plate. Add two or three drops of the hydrogen peroxide solution. Check for bubble formation.
3. A strong reaction will have vigorous bubbling; a weak reaction will have only a few bubbles. A negative reaction has no bubbles.
4. Note the strength of the reaction.
2)Design experiment to test effect of heat on catalase: Does cooking or processing deactivate enzymes? In this lab; you will design your own way of answering the question. We will pass along some tips on doing so; but you will have to do most of the design of the lab yourself.
Cell Function (Biology 1 Unit 4)
Egg Osmosis Lab
Objective:
In this investigation; you will use a fresh hen's egg to determine what happens during osmosis & diffusion across membranes.
Materials:
1-2 fresh hen eggs in their shells
masking tape & marker
water
sugar syrup (Karo or pancake syrup; for example)
vinegar
clear jar or cup
plastic wrap or tin foil
tongs
paper towels
paper
pencil
Procedure:
Day 1
1. Record observations of your egg in the data table. You can make visual observations only or use a ruler or fabric tape measure if you have one to make measurements.
2. Carefully place the egg (uncracked) into the jar/cup & cover the egg with vinegar. Place a piece of tape at the level of the vinegar.
3. Loosely cover the jar/cup with plastic wrap or tin foil & allow the jar to sit for 24 to 48 hours until the outer calcium shell is removed.
Day 3 (Do not move on to these procedures until your egg’s shell is gone)
1. Note the level of the vinegar from where your tape was. Record whether there was a gain/loss or no change in level.
2. Uncover the jar/cup & pour off the vinegar.
3. Use tongs (or fingers) to carefully remove the egg to a paper towel & pat it dry.
4. Record the size & appearance of your egg in your data table. You can record this just using visual observations or you can use a ruler or fabric tape measure if you have them to record measurements.
5. Clean the jar/cup.
6. Carefully place the egg into the jar & cover the egg with water. Place a piece of tape at the level of the water.
7. Loosely re-cover the jar/cup & allow it to sit for 24 hours.
Day 4
1. Note the level of the water from where your tape was. Record whether there was a gain/loss or no change in level.
2. Open the jar/cup & discard the water.
3. Use tongs (or fingers) to carefully remove the egg to a paper towel & pat it dry.
4. Record the size & appearance of your egg in your data table.
5. Clean the jar/cup.
6. Carefully place the egg into the jar/cup & cover the egg with syrup. Place a piece of tape at the level of the syrup.
7. Loosely re-cover the jar & allow it to sit for 24 hours.
Day 5
1. Note the level of the syrup from where your tape was. Record whether there was a gain/loss or no change in level.
2. Open the jar/cup & pour off the syrup.
3. Use tongs (or fingers) to very carefully remove the egg & rinse off the excess syrup under slow running water.
4. Pat the egg dry on a paper towel.
5. Record the size & appearance of your egg in your data table.
6. Clean up your work area & put away all lab equipment.
Data:
RESULTS OF DIFFUSION
Measurements (can be visual) Estimate size of egg Measurements (can be visual) Estimate size of egg Appearance of Egg Gain/loss or no change in level
UNTREATED (day 1)
VINEGAR (day 3)
WATER
(day 4)
SYRUP
(day 5)
Questions & Conclusion:
1. Vinegar is made of acetic acid & water. Explain how it was able to remove the calcium shell.
2. (a) What happened to the size of the egg after remaining in vinegar?
(b) Was there more or less liquid left in the jar?
(c) Did water move into or out of the egg? Why?
3. (a) What happened to the size of the egg after remaining in water?
(b) Was there more or less liquid left in the jar?
(c) Did water move into or out of the egg? Why?
4. (a) What happened to the size of the egg after remaining in syrup?
(b) Was there more or less liquid left in the jar?
(c) Did water move into or out of the egg? Why?
5. Was the egg larger after remaining in water or vinegar? Why?
6. Why are fresh vegetables sprinkled with water at markets?
7. Roads are sometimes salted to melt ice. What does this salting do to the plants along roadsides & why?
Cell Function (Biology 1 Unit 4)
Metabolism in Yeast: Signs of Metabolic Activity
1. Examine the contents of a packet of yeast (Brewer's or Baker's). Note if there are any signs of metabolic activity; such as gas production or changes in shape.
2. Add the contents to one cup of water. Note any signs of metabolic activity.
3. Add 2 tablespoons of brown sugar. Wait five minutes. Note any signs of metabolic activity.
2) Yeast in Bread
1. Mix 1 cup water; 3 tablespoons of sugar; and 1 teaspoon of yeast in a mixing bowl.
2. Put the bowl in a warm place for 10-15 minutes.
3. Note how the appearance of the yeast changes.
4. Mix in 2 cups of flour.
5. Put the bowl in a warm (NOT HOT) place for 30 minutes.
6. Describe the changes in the mixture.
7. Examine a slice of bread from a bakery or store. Note the texture.
Cell Division (Biology 1 – Unit 5)
Modeling Mitosis
Before You Begin
The cell cycle includes all of the phases in the life of a cell. There is a repeating sequence of cellular growth and division during the life of an organism. Mitosis is one of the phases in the cell cycle. Mitosis is the process by which the material in a cell’s nucleus is divided during cell reproduction. In this lab; you will build a model that will help you understand the events of mitosis. You can also use the model to demonstrate the effects of nondisjunction and mutations.
Answer these questions on a separate piece of paper in complete sentences
1. Write a definition for each boldface term in the paragraph above and for the following terms: chromatid; centromere; spindle fiber; cytokinesis; homologous.
2. Where in the human body do cells undergo mitosis?
3. How does a cell prepare to divide during interphase of the cell cycle?
4. How is the cell cycle controlled?
Procedure
1) Cell cycle: Create a full page (8 ¬Ω X 11) labeled diagram of the cell cycle. Describe what happens in each stage.
2) Mitosis: Using different colors of yarn (to represent the homologous chromosomes – one from dad; one from mom); create 4 cards showing each step of mitosis. Glue the chromosomes in place; draw the parts of the cell that are relevant to mitosis; labeling all parts. Use 2 homologous pairs of chromosomes.
3) Write the name of the step on the back along with a description of what occurs during that stage.
Analyze and Conclude
Answer these questions on a separate piece of paper in complete sentences
1. Analyzing Results How do the nuclei you made by modeling mitosis compare with the nucleus of the model cell you started with? Explain your result.
2. Evaluating Methods How could you modify your model to better illustrate the process of mitosis?
3. Recognizing Patterns How does the genetic makeup of the cells that result from mitosis compare with the genetic makeup of the original cell?
4. Inferring Conclusions How is mitosis important?
Heredity (Biology 1 – Unit 6)
Investigating Inherited Traits: Variations of the Human Face
(Ugly Baby Lab)
Introduction
Read the entire investigation before you begin.
Heredity is the passing on of traits; or characteristics; from parent to offspring. The genetic makeup of an individual is known as its genotype. The physical traits you can observe in a person are his or her phenotype. Phenotype is a result of the genotype and the individual’s interaction with the environment. The units of heredity are called genes. Genes are found on the chromosomes in a cell. An allele is one of two or more forms of a gene. When the two alleles of a pair are the same; the genotype is homozygous; or pure. When the two alleles are not the same; the genotype is heterozygous; or hybrid. In nature; specific combinations of alleles happen only by chance. Some alleles are expressed only when the dominant allele is absent. These alleles produce recessive phenotypes. Alleles that are expressed when the genotype is either homozygous or heterozygous produce dominant phenotypes. An allele that codes for a dominant trait is represented by a capital letter; while an allele that codes for a recessive trait is represented by a lowercase letter. Sometimes when the genotype is heterozygous; neither the dominant nor recessive phenotype occurs. In this case; called incomplete dominance or codominance; an intermediate phenotype is produced. In humans; the sex of a person is determined by the combination of two sex chromosomes. People who have two X chromosomes (XX) are females; while those who have one X chromosome and one Y chromosome (XY) are males. In this investigation; you will see how different combinations of alleles produce different characteristics.
Problem How are traits inherited?
Pre-Lab Discussion. Answer the following questions on a separate piece of paper using complete sentences.
1. What does a single side of the coin represent?
2. What are the chances that any coin or disk tossed will land heads up?
3. How is a coin toss like the selection of a particular allele?
4. For the traits in this investigation; do all heterozygous pairs of alleles produce an intermediate phenotype?
5. Can you accurately determine a person’s genotype by observing his or her phenotype? Explain.
Materials (per pair) 2 coins; colored pencils
Procedure
1. Obtain two coins. Label one coin “Dad” and the other coin “Mom”. You will flip your coins to determine the traits in a hypothetical offspring.
2. Start by determining the sex of the offspring. Flip the coins. If both coins land the same side up; the offspring is a female. If the coins land different sides up; the offspring is a male. Record the sex of the offspring in the blank on the worksheet.
3. For the rest of the coin tosses you will make; heads will represent the dominant allele and tails will represent the recessive allele.
4. You should now flip your coins at the same time to determine the phenotype of the first trait; the shape of the face. Note: The coins should be flipped only once for each trait. After each flip; record the trait of your offspring on the appropriate line on the worksheet.
5. Continue to flip the coins for each trait listed in the table in Figure 1. Note: Some information in Figure 1 has been simplified. Some listed traits are actually produced by two or more genes.
6. Using the recorded traits; draw the facial features for your offspring on a separate piece of unlined paper in color.
‚ÄÉ
Analysis and Conclusions
Answer the following questions on a separate piece of paper using complete sentences.
1. Calculating What percent chance did you and your partner have of “producing” a male offspring? A female offspring? Explain your answer.
2. Predicting Would you expect the other pairs of students in your class to have an offspring completely similar to yours? Explain your answer.
3. Inferring What are the possible genotypes of the parents of a child who has wavy hair (Hh)?
4. Classifying List all the traits in this investigation that showed incomplete dominance.
5. Drawing Conclusions Do you think that anyone in your class has all the same genetic traits that you have? Explain your answer.
6. Drawing Conclusions How might it be possible for you to show a trait when none of your relatives shows it?
Relatives might be heterozygous; one or more masked recessive genes could be passed to you.
As a homozygous recessive for that trait; you would display the recessive trait.
Going Further
Repeat this investigation with your partner to “produce” your second offspring. After completing all of your tosses; make a drawing of the offspring. Answer the following questions on a separate piece of paper using complete sentences.
1. What similarities exist between your first and second offspring?
2. What differences?
3. Would you expect a third offspring to resemble either the first or the second offspring? Explain your reason.
Turn in the following:
1. ϑThe worksheet for both your ugly babies
2. The drawing of the ugly baby you drew
3. The answers to Pre-Lab Discussion; Analysis and Conclusions and Going Further (make sure you note which answers are to which set of questions). All answers must be in your own words.
4. Name ___________________________________________ Period __________
Partner’s name ______________________________________________
Data Table for Baby #1 Baby’s name
Trait Dad’s gene Mom’s gene Baby’s genotype Baby’s phenotype
Sex X
1. Face shape
2. Cleft chin
3. Hair type
4. Widow’s peak
5. Eye spacing
6. Eye shape
7. Eye position
8. Eye size
9. Length of eyelashes
10. Eyebrow shape
11. Eyebrow position
12. Size of nose
13. Shape of lips
14. Size of ears
15. Size of mouth
16. Freckles
17. Dimples
Baby’s total genotype: ______________________________________________________________
Describe what your baby will look like in words (their phenotype):
Data Table for Baby #2 Baby’s name
Trait Dad’s gene Mom’s gene Baby’s genotype Baby’s phenotype
Sex X
1. Face shape
2. Cleft chin
3. Hair type
4. Widow’s peak
5. Eye spacing
6. Eye shape
7. Eye position
8. Eye size
9. Length of eyelashes
10. Eyebrow shape
11. Eyebrow position
12. Size of nose
13. Shape of lips
14. Size of ears
15. Size of mouth
16. Freckles
17. Dimples
Baby’s total genotype: ______________________________________________________________
Describe what your baby will look like in words (their phenotype):
Ecology (Biology 2 Unit 2)
Changes in earthworm responsiveness
Introduction
An animal’s responsiveness to a particular stimulus can often show changes in the short term. In these investigations you can study changes in the earthworm’s responsiveness to the stimulus of touch.
Lesson Organization
The worms have to be left for significant periods of time between stimulations in this investigation. Students could complete a study exercise during these times; although they need to pay some attention to their test subject (the worm) to ensure it does not experience dehydration or unnecessary stresses from being tested. If you have access to a suitable video camera; you could record the investigation in the first year and use the recording as evidence in future years.
Apparatus And Chemicals
Earth worms; in a suitable temporary vivarium; see notes 1 and 2
Materials:
Flat glass dish; 1
Water in a dropper bottle
Unsharpened pencil; 1
Stopwatch; 1
Liner for glass dish to simulate rough surface of inside of burrow; see note 3
Health & Safety
Take sensible hygiene precautions after handling worms or the soil in which they have been kept.
Technical Notes
1 Purchase the worms well in advance. Excessive handling will render the worms unresponsive and they must be allowed time to recover before the start of the experiment.
2 Keeping worms: Set up a box (or bucket) with ventilation holes and add some moist soil (not compacted) with some added leaf litter and/ or potting compost. Keep in a cool place and make sure it does not dry out. Set up smaller containers (such as beakers or plastic cups) containing pieces of moist sphagnum moss to hold the worms in immediately before and during practical investigations.
3 Liner to simulate the burrow: Mix some coarse grit or sand with a similar volume of artists’ clay or use some lightly compressed garden soil. Make a ring of liner around the edge of the glass dish; or in a ring within a crystallizing dish. If there are short tunnels in the liner long enough for the worm to burrow into; but not to hide itself completely; you can still stimulate the part of the worm’s body that is still exposed.
Ethical issues
Students should be careful to maintain an ethical attitude towards the subject animals and not a simply an instrumental one. Although they are simple organisms that may not 'suffer' in the same way as higher animals; they still deserve respect. Animals should be returned promptly to their natural environment or a suitable holding tank after being tested. This supports ethical approaches in field work where animals are returned to their habitat after observations have been made. Please see more information at http://asab.nottingham.ac.uk/ethics/guidelines.php.
Procedure
Preparation
a Collect some worms for the investigation (note 1).
Investigation
b Moisten the inside of a flat glass dish with several drops of water; place the worm in it; and leave for at least 15 minutes under dim illumination.
c Stimulate the worm by touching it for one second with an unsharpened pencil; and note the response.
d Investigate the effect of repeated stimuli by giving the worm stimuli at fixed intervals of between 10 and 20 seconds; keeping the duration and strength of the stimuli as similar as possible. It is important that the worm is stimulated in about the same place on its body each time and that the light intensity is at a low and unvarying level. Observe and record the worm’s response each time. Continue until the worm has ceased to respond to five stimuli in succession.
e Once the worm has become unresponsive to a particular stimulus; continue to stimulate in a new position on the body. Record all responses as before.
f Allow an unresponsive worm a period of 10-20 minutes without stimulation. Stimulate it again and if the response has recovered; continue as in step d. If recovery does not take place; allow a longer rest period.
g If possible; repeat the test procedures on subsequent days with the same individuals; returning them to a suitable holding tank in between tests.
The effect of dual stimulation on responsiveness
h The contact of the worm’s body with the walls of its burrow is a source of stimulation that operates when specific stimuli are applied. Repeat the procedure as in step d above using a worm whose body wall is in contact with the rough surface. As much as possible of the body wall should be touching the surface. Stimulate as before; recording the responses until the worm ceases to respond.
i Vary the light intensity to see if this modifies the worm’s responsiveness. Record how you were able to change the light intensity without a large change in temperature
Microbes (Biology 2 – Unit 3)
Charting Exponential Growth in Bread Mold
1. Obtain a slice of bread; preferably old; but soft. You will use it to study the pattern of mold growth. (If you saved the bread you made in Lesson 14; use it.)
2. Examine it closely; noting the texture and color; and the presence or absence of mold. If mold is present; measure the diameter of the mold spot.
3. Leave the bread in a warm; moist environment for a minimum of two days. Write a report on the growth of the mold on the bread. Mention how big it is; how quickly it grew; and; if it did not grow; what you think will help it grow.
Plant Diversity (Biology 2 – Unit 4)
How are Stem Cross-Section and Stem Height Related?
The purpose of the this lab is to see if there is a relationship between stem cross-section and height in plants.
1)Choose five different plants around your house that have roots; stems; and leaves.
2)Using the ruler or other measuring device; measure the diameters of each stem. Write the measures down.
3)Using the same device; measure how high the plant is above the ground. Again; write the measures down.
4)Calculate the cross-sectional area of each stem (3.14 x the radius squared. The radius is one-half the diameter.) For example; if the diameter is 1.0 centimeters; the radius is 0.50 centimeters. The cross-sectional area is 3.14 x 0.50 x 0.50; or 0.79 square centimeters.
5) Make a table showing the height; the diameter; and the cross-sectional area of each plant.
6) Analyze the data. Does your data show any relationship between the cross-sectional area and the height?
Plant Diversity (Biology 2 – Unit 4)
Flower Dissection Lab
The angiosperms are seed-bearing plants that produce flowers. The seeds; which contain the plant embryo; are produced in the flower. All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process. Flower parts are arranged in circles called whorls. They are attached at the enlarged base of the flower; the receptacle.
Flower structures can be divided into two groups: the essential organs and the accessory organs. The essential organs are the reproductive structures; which include the stamens (male) and the pistils (female). The accessory organs are the sepals and petals; which surround and protect the essential organs.
The stamen is the male reproductive organ and consists of two parts: the anther and the filament. The anther is the enlarged structure at the top of the stamen. Inside the anther are pollen sacs. Special cells within the pollen sacs undergo meiosis to form pollen grains. Each pollen grain contains two sperm nuclei. When the pollen grains mature; the pollen sacs split open to release the dust-like pollen. The filament is a thin stalk that supports the anther.
The pistil is the female reproductive organ and consists of three parts: the stigma; style; and ovary. The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature. The style is the middle portion of the pistil. It can be long and slender; short; or even absent; depending upon the species. The ovary is the enlarged structure at the bottom of the pistil. The ovary contains one or more hollow compartments called locules. Each locule contains one or more ovules. Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei.
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there. The pollen grain germinates and a pollen tube emerges from the grain. It releases special enzymes that digest a cell the wall on the surface of the stigma. The pollen tube grows down through the style to the ovary and enters the ovule; making a continuous passageway for the two sperm nuclei to enter the ovum. Fertilization occurs when the sperm nuclei join the egg nuclei.
The fertilized egg becomes an embryo. The wall of the ovule thickens and forms a seed; thus enclosing and protecting the embryo. The ovary wall also thickens and develops into a fruit. In some plants such as apples; the ovary walls become fleshy and contain stored sugars and starches. In other plants such as walnuts; the ovary walls become dry and hard.
Purpose
1. To study the structure of a typical flower.
2. To study the male and female reproductive organs needed for sexual reproduction in flowering plants.
Materials
fresh flower plastic knife or butter knife clear tape
plain paper metric ruler toothpick
Procedure
1. Obtain a single flower and observe its parts carefully. Flower parts are arranged in a circular pattern. Each circle is called a whorl. The whorls are attached at the enlarged receptacle located at the base of the flower.
Please read this overview before you begin your flower dissection:
As you examine your flower; you will be carefully removing parts beginning with the outer whorl and working your way in towards the pistil. You will arrange each whorl in a circle on the plain paper; beginning with the sepals as the largest outermost circle. As you proceed with your dissection; you will carefully tape each whorl of flower parts into position and label them.
On a piece of paper set up a chart as follows:
Flower Part Function Observations
Sepals
Petals
Stamen
Pistil
As each whorl is observed and removed; you will complete the appropriate information in the Observations column of the chart. Use the information in the handout to complete the Function column of the chart. You will not turn in the drawings or the chart; but you will use them to answer the discussion questions.
2. The sepals form the outermost whorl of the flower. The sepals are leaf-like structures that are usually green in color. Sometimes; the sepals are the same color as the petals; or appear to be another set of petals of a different color. The function of the sepals is to protect the inner part of the flower before it blossoms. Gently remove the sepals; tape them into position onto the paper; and label them. On the chart; record the following observations:
a) How many sepals does your flower have?
b) Describe the appearance of the sepals (color; markings; etc.).
3. The petals are found directly under the sepals. The color and odor of the petals help to attract birds and insects to the flower for pollination. Gently remove the petals; tape them into position onto the paper; and label them. On the chart; record the following observations:
a) How many petals does your flower have?
b) Describe the appearance of the petals (color;
School Country
United StatesSchool state
ArizonaSchool city
PhoenixHigh school
pvONLINE High SchoolSchool Address
15002 N 32nd Street Phoenix, AZSchool zip code
85032Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology