Download Biology I Best Practices Suppoting Documents

S. Smith – October 27, 2011
October 27, 2011
Sheila Smith – Presenter
[email protected]
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S. Smith – October 27, 2011
Biology I Academic Vocabulary
Inquiry
Biochemical
Basis of Life
Observations
Inorganic /Organic
Living
Organisms and
Their
Environment
Abiotic
Inquiry
Process Skills
Macromolecules
Carbohydrates
Biotic
Ecosystem
Scientific Method
Population
Problem
Biochemical
Reaction
Monomers
Community
Hypothesis
Experiment
Data
Lipids
Proteins
Amino Acids
Habitat
Niche
Predators
Analysis
Results
Conclusion
Variable
Peptide Bond
Enzymes
Product
Substrates
Prey
Symbiosis
Mutualism
Parasitism
Independent Variable
Dependent Variable
X-Axis
Y-Axis
Graphs
Nucleic Acids
pH
Water
Polarity
Photosynthesis
Producers
Consumer
Herbivore
Carnivore
Omnivore
Inference
Cellular
Respiration
Aerobic
Anaerobic
ATP
Lactic Acid
Glycolysis
Electron Transport
Chain
Ionic Bond
Food Chain
Osmosis
Hypertonic
Hypotonic
Isotonic
Concentration
Gradient
Endocytosis
Food Web
Pyramid
Water Cycle
Carbon Cycle
Oxygen Cycle
Nitrogen Cycle
Covalent Bond
Molecule/ions
Hydrogen Bond
Acids/bases
Substrate
Autotrophs
Heterotrophs
Energy Flow
Predictions
Controlled Experiment
Theory
Safety Rules
Microscopes
Wet Mounts
Magnification
Resolution
Safety
Experimental Design
Equipment
Scientific Investigation
Scientific Validity
Accuracy/Precision
Biological
Organization
Heredity
Diversity and
Biological Changes
Assessment
Characteristics of
Life
Prokaryotic
Eukaryotic
Dominant
Taxonomy
Conduct
Recessive
Genotype
Formulate
Apply
Phenotype
Binomial nomenclature
Linnaeus’ Classification
System
Cladogram
Nucleus
Homozygous
Kingdoms
Analyze
Cytoplasm
Organelles
Levels of
Organization
Active Transport
Passive Transport
Heterozygous
Mendel
Chromatin
Domains
Dichotomous Keys
Variations
Recognize
Communicate
Defend
Haploid
Diploid
Multiple Alleles
Incomplete
dominance
Codominance
Sex Linkage
Sex Determination
Mutations
DNA
Adaptations
Natural Selection
Invertebrate
Vertebrate
Evaluate
Predict
Explain
Compare
Camouflage/Mimicry
Mimicry
Homologous
Types of Evolution
Darwin
Contrast
Classify
Provide
Critique
Differentiate
RNA
Lamarck
Exocytosis
Unicelluar
Multicellular
Mitosis
Meiosis
Cell Cycle
Transcription
Translation
Codon
Anticodon
Pedigree
Karyotype
Diversity
Survival of the Fittest
Fossil Record
Vestigial
Speciation
Gene Pool
Draw
conclusions
Describe
Develop
Examine
Investigate
Provide
Justify
Succession
Cytokinesis
Bacteria
Demonstrate
Biome
Biosphere
Detritivores
Trophic Level
Energy Pyramids
Biomass
Niche
Commensalism
Cancer
Chromosomes
Vascular
Nonvascular
Binary Fission
Crossing Over
DNA
Fingerprinting
Electrophoresis
Punnett Squares
Trait
Genes
Probability
Genetic Code
Selective Breeding
Monohybrid Cross
Viruses
Protist
Fungi
Plants/Animals
Animals
Angiosperm
Gymnosperm
Evolutionary
Relationship
Species
Cladogram
Endosymbiotic
Utilize
Discuss
Critique
Research
Summarize
Diffusion
Dihybrid Cross
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Construct
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Foldables
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Vocabulary Menu
Students will practice their vocabulary in a way that matches their learning
styles.
Draw vocabulary
pictures.
Act out your vocabulary
words.
Your Choice:
Come up with your own
unique way to study
vocabulary words. (You
must have the approval
from your teacher
first!)
Create a rap, song, or
poem using your
vocabulary words.
Work with a study partner
to say, hear, and coach
each other on the
vocabulary words.
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Case Studies – Reading Comprehension
Tragic Choices: Autism, Measles, and the MMR Vaccine
Abstract:
This case explores the purported connection between vaccines in general, and the
MMR vaccine specifically, and autism. Students examine results from the 1998
Lancet article that ignited and still fuels the anti-vaccine movement; students are
then asked to design a better study to test the causal relationship between the
vaccine and the disorder. This case was developed to help science-phobic
undergraduates understand the distinctions between good science, bad science, and
pseudoscience. Most importantly, the case shows how "thinking scientifically" is a
learnable skill that can empower students to make intelligent choices for themselves
and their families. As such, the case would be suitable for any course introducing
students to the nature of science, good (vs. not-so-good) experimental designs,
appropriate interpretations of data, science as a self-correcting process, etc.
Opportunities exist to expand the case to focus on issues related to research ethics,
responsible journalism, and the interface between science, society, and the law.
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=576&id=576
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Directions: Read the following material, examine and line graph the
data, then answer the questions that follow.
Ethylene is a plant hormone that causes fruit to mature. The data below
concerns the amount of time it takes for fruit to mature from the time of
its first application. Line graph the data and answer the questions that
follow.
Amount of ethylene in ml/m2
Winesap Apples
Days to Maturity
Golden Apples
Days to Maturity
Gala Apples
Days to Maturity
10
14
14
15
15
12
12
14
20
10
9
12
25
8
7
10
30
8
7
8
35
8
6
7
Graph Title: _____________
1. What is the dependent variable?
2. Of the three groups of apples which one(s) seem(s) to have room for shortening
the maturation time using ethylene? Explain your answer.
3. What is the total mean maturation time of the three groups of apples?
4. What is the mode of the Golden Apples?
5. What dosage of ethylene seems to produce the best results for each of the
three groups of apples?
Winesap ______ Golden Apples_________Gala Apples __________.
6. If you were going to ship apples to HEB, and expect them to have a shelf life of
one week, how much ethylene would you use for each of the three types of apples
mentioned above? Apples remain fresh two weeks after maturation.
Winesap ______ Golden Apples_________Gala Apples __________.
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Ketchup Lab
Problem: Which brand of ketchup is the thickest?
Hypothesis:
If ______________________ brand is the thickest, then it will go down
the ramp the slowest.
Materials:
3 brands of ketchup Wax paper
Eye drops
Book
Paper towel
Timer
Procedure:
1. Cover the book with wax paper.
2. On the wax paper, draw a line at the top of the wax paper, and then a
second line 15 cm below it. This is your racetrack for the ketchup.
3. Put five squirts of ketchup, one on top of the other, on the top line.
4. Hold the book so it is perpendicular to the table.
5. Time how long it takes to get to the second line. Record the time in
seconds.
6. Repeat 4 more times.
7. Repeat steps 4-6 with the other brands of ketchup.
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Data:
Brand
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Average
1. What was the independent variable?
2. What was the dependent variable?
3. What were the controls?
4. What are some other ways you could have tested ketchup to
determine which one was the best?
5. Is there a correlation between cost and movement? Explain.
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Create a bar graph of your average data.
Conclusion:
_______________________________________________________
_______________________________________________________
_______________________________________________________
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Graph Analysis
The rate of respiration of a freshwater sunfish was determined at different temperatures.
The rate of respiration was determined by counting the number of times the gill covers of
the fish opened and closed during 1-minute intervals at the various temperatures. The
following data were collected.
Directions: Using the information in the data table, construct a line graph on the grid
provided on the next page, following the directions below.
1. Label the x-axis and indicate the units.
2. Mark an appropriate scale on each axis.
3. Plot the data from the data table. Surround each point with a small circle and connect
the points.
4. According to the data, what happens to the rate of respiration as the temperature
increases?
A. increases steadily
B. decreases steadily
C. increases, then decreases
D. decreases, then increases
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Nature of Science Learning Stations
Station 1
Safety Symbols
Station 2
Measurement I
Station 3
Microscope
Station 4
Measurement II
Station 5
Ketchup Lab
Station 6
Life Savers Lab
Station 7
Experimental Scenarios
Station 8
Writing in Biology
Station 9
Teacher Talk
Cell Review Stations
S. Smith – October 27, 2011
Station 1
Plant Cells
vs.
Animal Cells
Station 4
Organelle Transport
Station 2
Molecular Transport
Station 3
Cell Diagram
Station 5
Passive Transport
Station 6
Cell Membrane
Station 7
Interactive Cells
Station 8
Assessment
Station 9
Teacher Talk
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Station 1: Plant Cells vs. Animal Cells
Station 2: Molecular Transport
Plant Cell
Animal Cell
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lecu
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Station 3: Cell Diagram
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Station 4: Organelle Memory - Match each organelle with its function in the cell.
Nucleus
Controls cellular
activities
Cell wall
Provides structure to
plant cells
Ribosome
Assembles proteins
Nucleolus
Constructs the parts
that make ribosomes
Golgi apparatus
Modifies, stores, and
routes proteins
Vacuole
Storage organelle
Lysosome
Contain digestive
enzymes to break
down nutrients and
bacteria
Chloroplast
Performs
photosynthesis in plant
cells
Mitochondria
Produces energy in
the form of ATP
Cytoskeleton
Holds organelles in
place inside the
cytoplasm
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Station 5: Passive Transport
Use the diagram below to answer the questions that follow.
1. What type of solution is in beaker A as compared to the red blood
cells?
2. In what direction will water molecules travel in beaker A?
3. Will the blood cell gain or lose mass when submerged in beaker B?
4. What type of solution is in beaker C as compared to the red blood
cells?
5. What process will occur in the beakers when the red blood cells are
transferred to them?
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Station 6: Cell Membrane
1.
Phospholipids form a bilayer because the tails of the molecules are
_________________.
2.
Which structure in the diagram above is involved in facilitated
diffusion?
3.
Which structure in the diagram above aids in cell to cell recognition?
4.
Which of the structures in the diagram above is a type of steroid?
5.
What term refers to the process of moving large molecules from the
cytoplasm to the outside of the cell?
6.
Which of the following is not a function of the cell membrane?
a. Regulates traffic in and out of the cell
b. Defines the boundary of the cell
c. Produces energy in the form of ATP
d. Aids in communication between cells
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Station 7 – Interactive Activity
Complete each online activity listed below.
http://www.cellsalive.com/quiz1.htm
http://learn.genetics.utah.edu/content/begin/cells/insideacell/
Station 8 – Assessment
Create an assessment (SATP2 Biology I formatted) for this station.
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Exit Ticket (Daily Learning Stations)
Student Name ___________________________ Date ___________
You must complete this ticket before leaving the classroom each day:
Learning Station Number
Minutes at Station
Name of Activity
What did I learn at each station? Write in complete sentences.
What I am still confused about?
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Visual Writing Prompts
Analyze the diagram in the picture or diagram in the first column. Write a summary of what is happening in the
picture or diagram.
Picture/Diagram
Summary
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Comprehensive Quiz – October 28, 2011
1. (1a)
A student wants to view cells under the compound microscope at a total magnification of
400X. If the eyepiece is 10X, which of the following objective lenses should be used?
A.
B.
C.
D.
10X
4X
100X
40X
2. (3b)
Some plant roots grow with mycorrhizal fungi. The fungi absorb water and minerals and
pass them on to the plant and receive carbohydrates from the plant.
Identify the type of relationship.
A. mutualism
B. competition
C. predation
D. parasitism
3. (2d)
Which of the following macromolecules are a prominent part of animal tissues that
function in insulation, helping animals conserve heat?
A. Carbohydrates
B. Lipids
C. Proteins
D. Nucleic acids
4. (1c)
A scientist designed an experiment to test the effect of temperature on bacterial
growth. He grew three different cultures of the bacterium E. coli under three heat
lamps at different temperatures.
What was the independent variable in this experiment?
A. Length of the experiment
B. Number of bacteria
C. Reproduction rate
D. Temperature
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Four-Square Vocabulary Strategy
1. Vocabulary Word
2. Example
4. Define in your own words
3. Non-Example
Four-Square Vocabulary Strategy
1. Vocabulary Word
2. Example
4. Define in your own words
3. Non-Example
Four-Square Vocabulary Strategy
1. Vocabulary Word
2. Example
4. Define in your own words
3. Non-Example
Four-Square Vocabulary Strategy
1. Vocabulary Word
2. Example
4. Define in your own words
3. Non-Example
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FOOD CHAINS GAME
Materials you need:




Laminated cardboard
Die
Sheet of paper
Pen
How to play:
1. Play with a partner.
2. Throw a die. The number tells you on which plant to
start.
3. Work out the longest possible food chain that includes
this plant.
4. Ask your partner to check your food chain.
5. Add up your score for all the organisms in your food
chain.
6. Now it’s your partner’s turn.
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7. At the end of the game, the person with the highest
score is the winner.
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EXIT TICKET
GIVE ME FIVE!
1.
2.
3.
What did the Hershey-Chase blender
experiment help prove?
The molecule that caused transformation
in Griffith’s pneumonia/mouse experiment
was ______________.
A. DNA
B. a bacteriophage
C. a protein
D. RNA
Name the woman whose X-ray images of
DNA helped James Watson and Francis
Crick to figure out the structure of DNA.
4.
5.
Bonus
Draw the general outline of DNA and
describe the shape of the molecule.
_______________ and _____________
Received a Nobel Prize for determining the
structure of DNA.
Name this subunit used to build DNA and
RNA.
A.
B.
C.
D.
DNA is a double helix.
Pneumonia causes dead mice.
Histones are made of DNA.
The genetic material is made of
DNA.
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DIHYBRID GENETICS PROBLEM
1
Name _________________ Date _____________
In garden peas, tall (T) vine is dominant over short (t) vine, and round pea pod (R) is dominant over wrinkled
pea pod (r). Cross a homozygous tall, round pea plant with a homozygous short, wrinkled pea plant. Show the
genotypes and phenotypes of the F1 offspring, and the probability of each.
__________ Genotype of the homozygous tall, round pea plant
__________ Genotype of the homozygous short, wrinkled pea plant.
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Multiple Choice Test-taking Strategies
Multiple choice questions are one of the most common types of questions
that you will encounter, particularly on standardized exams.
There are many strategies for maximizing your success on multiple choice
exams. The best way to improve your chances, of course, is to study
carefully before the exam. There is no good substitute for knowing the right
answer. Even a well-prepared student can make silly mistakes on a multiple
choice exam, falling to distractors, incorrect answers in a multiple choice
question, that look very similar to the correct answer.
1. Read each question completely to make sure that you know what the
question is asking you to identify. Think about what is being asked. If
a drawing or diagram goes with a question, study it carefully to help
you answer the question.
2. Anticipate the answer. Use what you know to guess what you think
the answer should be. Then look to see if your answer, or one much
like it, is given as an option. Here’s an example:
Which of the following is a costal wetland?
A. oxbow
B. salt marsh
C. reservoir
D. tributary
Before you even read the choices, think of what you know about the
coast and wetlands. You may immediately think of a salt marsh as an
example of a coastal wetland. Even if you don’t know the answer right
away, you may be able to infer the answer by using what you do know.
For example, most people associate the word salt with the ocean and
therefore the seacoast. The word salt is therefore a clue that choice
B, salt marsh, is the correct answer.
3. The process of elimination can be one of the most useful techniques in
answering a question correctly. Because the multiple choice questions
in the MCT2 and SATP exams give you four answer choices from which
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to choose-and only one of the choices is the correct answer- figuring
out which three answer choices are incorrect is just as helpful as
figuring out which one answer choice is correct. If you are able to
eliminate only one or two of the answer choices, you still greatly
improve your chances of getting the correct answer, even if you end
up having to guess from the choices that remain. Here’s an example:
Which of the following belongs to the first trophic level in all food
chains?
A.
B.
C.
D.
carnivores
omnivores
herbivores
photosynthetic autotrophs
Read the question carefully. Look for key words, such as tropic level
and food chains. Did you remember that the first trophic level in all
food chains is populated by producers? Producers are capable of
making their own food. Now look at each answer choice individually
and eliminate the ones that you know are wrong. Carnivores are
animals that cannot make their own food and have to eat other animals
for energy. They comprise the third and fourth trophic level of a
food chain. Therefore, you can eliminate (A). Omnivores also cannot
produce their own food and get their energy from eating both animals
and plants. Therefore, you can eliminate (B). Herbivores are animals
that cannot produce their own food and feed on plants. They are part
of the second trophic level in a food chain. You can eliminate (C).
Photosynthetic autotrophs can produce their own food, which supports
(D) as the correct answer. That leaves (D) as the only possible answer
choice. Photosynthetic autotrophs are the only organisms listed that
are capable of producing their own food.
4. If you cannot answer a question, mark it and go back to it later. Go on
to the questions you are able to answer. You may find that as you
answer other questions on the test you are reminded of a concept
that helps you answer a skipped question. Be careful when you skip a
question. Make sure to leave a blank space on your answer sheet for
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that question so that you can come back later and make your best
guess. Questions left unanswered are marked incorrect.
5. Because the test is not timed, you will have plenty of time to complete
it. Nonetheless, it is still important to pace yourself. Pacing yourself
will help you keep from dwelling on questions that give you trouble and
will also help keep you from selecting answer choices too rashly. Keep
an even, steady pace and work carefully and conscientiously. Answer
the questions you know and return to any that give you trouble once
you reach the end of the test.
6. If you find two correct answers, you may need to reread the question
to see whether it is asking for the “best” answer, or for “all that
apply.” Also, compare them for differences and then refer to the
stem to find your best answer.
7. Beware of words that change or limit the meaning of other words:
always, only, most, all, sometimes, usually, rarely, some, except.
8. Read carefully when a question contains words or prefixes that make a
negative construction: no, cannot, not, im-, in-, il-. Be especially
careful if there are two or more negatives in the same sentence or
passage.
9. For a statement to be correct, all of the information in the statement
must be correct. For a statement to be false, only one bit of
information needs to be inaccurate.
10. Once you have completed all of the questions, go back and review your
answers. This is a great way to avoid from losing points because of
careless errors you may have made.
Interactive Biology Study Sites
http://www.classzone.com/cz/books/bio_09/resources/htmls/interactive_review/bio_intrev.html
Cell part identification interactive: http://www.wisc-online.com/objects/ViewObject.aspx?ID=AP11403
ATP to ADP animation: http://www.biologyinmotion.com/atp/index.html
Good pictorial of six kingdoms: http://www.ric.edu/ptiskus/Six_Kingdoms/Index.htm
An interactive food chain tutorial:
http://www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml
Mitosis tutorial: http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/main.html
A good tutorial on the chemistry of life: http://www.biology.arizona.edu/biochemistry/biochemistry.html
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