Download Smiley Biology Lesson

Name: Beverly Smiley
School: Hall High School
Grade Level: 10th , 11th , and 12th grade Biology.
Title: Lunch anyone?
Topic: Diet preferences of ants.
Summary of lesson: When studying the chemistry of cells, students will learn the four
classes of organic compounds: carbohydrates, lipids, proteins, and nucleic acids. They
will use their knowledge about these compounds to form a hypothesis regarding the
preferred diet of ants.
Each group of students will be given a container of ants. They will have a variety
of lipids, proteins, amino acids, and carbohydrates, along with the necessary items for
feeding the ants and measuring time. They will design an experiment that will provide
them with data to be analyzed for the purpose of accepting or rejecting their hypothesis.
The students will present their results to the class and discuss possible further
investigations.
Concepts: Scientific method, four classes of organic compounds, foods as fuel, and data
analysis.
Objectives: At the conclusio n of this lesson the student will be able to:
- distinguish between carbohydrates, lipids, and proteins
- graph and analyze data obtained during experimentation
- draw conclusions about the reasons behind results
- discuss possible further investigations for their experiment
Creativity: Students can be creative when selecting organic compounds to compare.
Test choices include: water, sucrose solution, sucrose with various amino acids, starch
solution, protein, and lipids (saturated or unsaturated). They may also choose their time
intervals at which they will count the amounts of ants feeding.
Background for teachers: Nearly 70 percent of our bodies are made of water with the
rest being made of organic compounds. There are four principal classes of organic
compounds: carbohydrates, lipids, proteins, and nucleic acids. They contain carbon
atoms that are covalently bonded to other elements, such as hydrogen, oxygen, and other
carbon atoms.
Nucleic acids are found in every cell and there are two types: deoxyribonucleic
acid (DNA) and ribonucleic acid (RNA). DNA is found on the chromosomes inside the
cell and stores heredity information (genes). RNA transfers this information to be used
for the purpose of making proteins determining the traits of an individual (gene
expression).
Most of our foods contain a mixture of carbohydrates, lipids, and proteins to be
used as an energy source by the body.
Carbohydrates are a key source of energy. There are three types:
1. Monosaccharide - single sugars; the building blocks of carbohydrates.
Glucose and fructose (found in fruit) are both single sugars.
2. Disaccharides - double sugars, formed when two single sugars are joined.
Sucrose (common table sugar) is a double sugar formed from glucose and
fructose.
3. Polysaccharides - chains of three or more monosaccharides. They can
function as a storehouse of energy for some organisms. Examples of
polysaccharides include starch, made by plants, and glycogen, made by
animals. Cellulose is also a polysaccharide that provides structure and
support for plants.
Lipids are nonpolar molecules that are not soluble in water. They include:
1. Fats – lipids that store large amounts of energy. There are two types of
fats: saturated and unsaturated. Saturated fats are generally solid at room
temperature (ex, butter, vegetable shortening). They are saturated with
hydrogen so the molecules are packed closely together. Unsaturated fats
are generally liquid at room temperature (ex, cooking oils). They are not
saturated with hydrogen so the molecules cannot pack tightly enough to
solidify.
2. Phospholipids – major components of cell membranes. Phospholipids are
composed of a hydrophilic head and two hydrophobic tails. They are
arranged in a bilayer to form a boundary between the cell and its external
environment.
3. Steroids – includes cholesterol and many hormones produced in
organisms.
Proteins are important in almost everything organisms do. They work as enzymes
to regulate metabolism by speeding up chemical reactions in the cell or they can be
metabolized for energy. They also are used for storage, structural support, transport,
signaling within an organism, and defense against foreign substances.
Proteins are composed of amino acids. There are twenty amino acids that are
used to build thousands of proteins. Some of these are only available in foods (essential
amino acids) and others are made by the body (nonessential amino acids). The essential
amino acids include: Tryptophan, Methionine, Valine, Threonine, Phenylalanine,
Leucine, Isoleucine, and Lysine.
There are over a hundred described species of ants in Arkansas alone and most are
terrestrial. A lesson or video on the feeding behavior and development of ants should be
given or shown before the lab. Video recommendation: Ants; Little Creatures Who Run
the World, 1995. Series: Nova. ISBN# 1-8874738-35-4. Information on ant rearing can
also be found at http://insected.arizona.edu/antrear.htm.
There are three types of ants: workers, queens, and soldiers. The queens and
workers are both female, but the workers are sterile. The soldiers are male and their
purpose is to protect the nest. The queens lay eggs while the workers are responsible for
caring for the eggs and raising the larvae. If a queen is not collected, the workers will
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continue to collect food. The workers are the smallest in comparison to the queen and
soldiers.
Background needed by students: Students should have background knowledge about
organic compounds. They should have some familiarity with ants. They should
understand the concept of experimental design and be able to interpret their collected
data.
Materials:
- a set number of ants per group of students (at least 25 ants would be ideal).
- the ants may be contained in a plastic container about the size of a shoe box
- petroleum jelly should be placed around the top of the container to prevent the
ants from escaping. (fluon may be used instead of petroleum jelly, but it is
more expensive) (see website: http://www.thewildones.org/Curric/safari.html)
- the container can be placed in a pan of water for added security (see website:
http://entowww.tamu.edu/academic/ucourses/ento489/lesson_plans.html)
- water must be kept in the container or the ants will die; a test tube can be filled
with water and a cotton ball stuffed in the end so the ants can get it as needed
- paintbrushes or forceps to move ants if necessary
- containers for feeding can vary:
- soda bottle caps or small Petri dish lids can be used
- cotton or paper towels should be soaked in the solution and placed
inside them (this allows ants access to the solution but prevents them from
drowning)
- timing device for each group
- feeding variables may include:
- Water
- Sucrose solution
- 1 molar solution: dissolve 342 g sucrose in water and bring
volume to one liter.
- Sucrose solution with added amino acids
- Amino acids may be purchased through a biological supply
company and added at different concentrations.
- One mimic of flower nectar includes adding up to 230 mg of
amino acids per liter to the sucrose solution.
- Starch solutions
- 10 g soluble starch and distilled water can be mixed to make a
smooth paste. The paste should then be poured into 1 L of
boiling water while stirring. Cool before use.
- Ordinary spray starch can be generously sprayed into distilled
water to make a starch solution.
- Protein
- Protein powders can be bought at local nutrition stores. Follow
instructions on container depending on which brand is bought.
Be sure to buy products that do not have carbohydrates added.
- Fats including liquids and solids
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All the solutions listed above may be diluted to form different concentrations.
Sugar solutions can also be made with glucose and fructose. Food products may also be
used as feeding variables. Students should be aware of which organic compounds are
present in the foods.
Management suggestions :
1. Students should work in groups of 2-3.
2. Ant colonies may be dug up at site of nest.
3. Ants must have access to water or they will die. Fill a test tube with water and
stuff a cotton ball in the end to give them access to the water as needed.
4. Ants should not be placed in the sun because the heat will kill them.
5. When placing the soaked cotton or paper towel into the feeding containers, be
sure there is not room for the ants to drown in the solution.
6. Students should place food choices in the same area so that distance does not
become an issue in the ants’ preference.
7. The ants should not be used for more than one class period in a day to ensure
they will be hungry for each experiment.
Safety cautions : Ant colonies may be dug up at nest site or ordered from a biological
supply company. Some common ants are: Pheidole, Aphaenogaster, Tapinoma,
Monomorium, Camponotus, and Formica. Photos may be observed at the website:
http://ant.edb.miyakyo-u.ac.jp/IndexE/.
It is very important to be familiar with the appearance of the red imported fire ant
(Solenopsis invicta) since this is one species that will sting. Photos and information may
be observed at the website:
http://uts.cc.utexas.edu/~gilbert/research/fireants/faqans.html#import. Camponotus
(carpenter ants) may spray a small amount of formic acid but it is harmless unless rubbed
in the eyes or into an abrasion. Students should be advised to wash hands thoroughly
after the experiment.
Students should be advised to keep the ants in the container to avoid losing them
in the classroom.
Procedures:
This lab should follow a lesson on the four classes of organic compounds and
some background information on ants and their feeding patterns. Assignments which
could be given to help prepare students for this lab include reporting on eating habits of
animals (the organism could be assigned or student may choose) or have students select a
number of food items and report on which organic compounds are found in them. This
will help them in developing their lab and deciding on comparison to be made.
Students should be allowed class time to brainstorm with their group and decide
on which solutions they would like to test on the ants. They should be given a rubric
prior to the experiment (See Appendix B). This will guide them in collecting their data
and planning for their presentation to the class.
Students should compare the numbers of ants feeding at two different foods.
They should collect data at close time intervals to prevent having too much time in
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between. It may be necessary to collect the data during one class period and then
interpret the data during the next class period. Students should graph their results and
then present them to the class along with their ideas for continued study. Some
interesting comparisons include: water/sugar solution, sucrose/glucose, glucose/fructose,
fructose/sucrose, sugar solution/sugar with amino acids, water/starch, starch/sugar
solution, starch/protein, protein/sugar, protein/water, fats/sugar, fats/protein, or fats/sugar
with amino acid.
Extensions :
1. This lab may be conducted using other organisms. See website:
“Insects in the Classroom”
http://entowww.tamu.edu/academic/ucourses/ento489/lesson_plans.html.
2. Students may wish to study ant behavior in a future experiment. See website:
“The Wild Ones Teacher Connection”
http://entowww.tamu.edu/academic/ucourses/ento489/lesson_plans.html.
3. Students may choose to study the specific species of ant used in the
experiment. This may include looking at the ants’ diet in nature to understand
the preference exhibited in the classroom.
4. Students may study the chosen organic compound and why it might be
preferred over the other.
5. Students may experiment with light and temperature to determine effects of
these on diet.
6. This lesson can lead into the topic ATP, the main energy currency of cells.
Students can describe the structure and function of this molecule and how
energy is stored from food molecules.
7. This lesson can lead into the topic of enzymes and the chemical reactions that
occur in our bodies.
8. This lesson can lead into the topic of bacteria growth on foods and the
optimum temperature in which they grow.
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Appendix A: Correlation to National Standards
Content Standards: 9-12
A: As a result of activities in grades 9-12, all students should develop abilities
necessary to do scientific inquiry and understandings about scientific inquiry.
B: As a result of their activities in grades 9-12, all students should develop an
understanding of the structure and properties of matter.
C: As a result of their activities in grades 9-12, all students should develop an
understand ing of matter, energy, organization in living systems, and behavior of
organisms.
G: As a result of their activities in grades 9-12, all students should develop an
understanding of the nature of scientific knowledge.
Teaching Standards
A: Teachers of science plan an inquiry-based science program for their students.
B: Teachers of science guide and facilitate learning.
C: Teacher of science engage in ongoing assessment of their teaching and of
student learning.
D: Teachers of science design and manage learning environments that provide
students with the time, space, and resources needed for learning science.
E: Teacher of science develop communities of science learners that reflect the
intellectual rigor of scientific inquiry and the attitudes and social values
conducive to science learning.
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Appendix B
Scoring Rubric
Use the outline of requirements listed below when designing your experiment,
analyzing data, and presenting your work.
____ Participation
5 – student is actively involved in all aspects of the experiment
3 – student is involved in some aspects of the experiment
1 – student is present for all aspects of experiment but does not participate
0 – student is not involved in experiment
____ Ability to Work with Group
3 – worked well with group, good attitude
2 – worked well with group and good attitude most of the time
1 – worked well with group and good attitude some of the time
0 – did not work well with group
____ Statement of Experimental Question
5 – question is clearly stated
3 – question is somewhat clearly
1 – question is vaguely stated
0 – question is not stated
____ Measured Variable
3 – two variables were chosen for comparison
1 – only one variable tested, no comparison
0 – no test completed
____ Lab Safety
2 - students performed experiment following all lab and safety requirements
0 – students did not follow all lab and safety requirements
____ Methods
5 – methods discussed in detail
3 – methods discussed lacking some detail
1 – methods briefly discussed
0 – methods not discussed
____ Data Recorded and Displayed
5 – data are recorded neatly and displayed in a graph or table
3 – data are recorded and displayed in a graph or table but work is not done neatly
1 – data are recorded but not displayed in a graph or table
0 – data are not recorded and not displayed in a graph or table
____ Data Interpretation
5 – data completely and correctly interpreted
3 – data interpretation incomplete
1 – data interpretation wrong
0 – data not interpreted
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____ Concept
3 – presentation includes concept information discussed before lab was performed
and shows understanding by students (ex, 4 classes of organic compounds and
drawing of their structures)
1 – presentation includes concept information but does not show understanding by
students
0 – presentation does not include concept information
____ Conclusion
2 – students draw correct conclusions about results of experiment
1 – students draw conclusions but are incorrect
0 – students do not draw conclusions about results of experiment
____ Improvements
2 – students discuss possible improvement or improvement not needed
1 – weak discussion
0 – no improvements discussed
____ Further Research Suggested
5 – students suggest at least three possibilities for future research
3 – students suggest at least two possibilities for future research
1 – students suggest only one possibility for future research
0 – students do not suggest possibilities for future research
____ Oral Presentation
5 – presentation loud, clearly understood, good eye contact
3 – presentation missing one of the points listed above
1 – presentation missing two of the point listed above
0 – no presentation
____ Total Points (50 possible)
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Appendix C
Source: The source of my idea for this lesson was my memory of several diversity labs
that I performed while in college. Foods were used to attract different organisms and
they were counted to determine diversity in a certain area. One of these labs was
performed using ants.
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