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S. Smith – October 27, 2011
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October 27, 2011 Sheila Smith – Presenter
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Biology I Academic Vocabulary
Inquiry Biochemical Basis of Life
Living Organisms and Their Environment
Biological Organization
Heredity Diversity and Biological Changes
Assessment
Observations Inorganic /Organic Abiotic Characteristics of Life
Dominant Taxonomy Conduct
Inquiry Macromolecules Biotic Prokaryotic Recessive Binomial nomenclature Formulate Process Skills Carbohydrates Ecosystem Eukaryotic Genotype Linnaeus’ Classification
System Apply
Scientific Method Biochemical Reaction
Population Phenotype Cladogram Construct
Problem Monomers Community Nucleus Homozygous Kingdoms Analyze
Hypothesis Lipids Habitat Cytoplasm Heterozygous Domains Recognize Experiment Proteins Niche Organelles Mendel Dichotomous Keys Communicate Data Amino Acids Predators Levels of
Organization Chromatin Variations Defend
Analysis Peptide Bond Prey Active Transport Haploid Adaptations Evaluate Results Enzymes Symbiosis Passive Transport Diploid Natural Selection Predict Conclusion Product Mutualism Multiple Alleles Invertebrate Explain Variable Substrates Parasitism Diffusion Incomplete
dominance Vertebrate Compare
Independent Variable Nucleic Acids Producers Osmosis Codominance Camouflage/Mimicry Contrast Dependent Variable pH Consumer Hypertonic Sex Linkage Mimicry Classify X-Axis Water Herbivore Hypotonic Sex Determination Homologous Provide Y-Axis Polarity Carnivore Isotonic Mutations Types of Evolution Critique Graphs Photosynthesis Omnivore Concentration
Gradient DNA Darwin Differentiate
Inference Cellular
Respiration Food Chain Endocytosis RNA Lamarck Draw
conclusions Predictions Aerobic Food Web Exocytosis Transcription Diversity Describe Controlled Experiment Anaerobic Pyramid Unicelluar Translation Survival of the Fittest Develop Theory ATP Water Cycle Multicellular Codon Fossil Record Examine Safety Rules Lactic Acid Carbon Cycle Mitosis Anticodon Vestigial Investigate Microscopes Glycolysis Oxygen Cycle Meiosis Pedigree Speciation Provide Wet Mounts Electron Transport
Chain Nitrogen Cycle Cell Cycle Karyotype Gene Pool Justify
Magnification Ionic Bond Succession Cytokinesis DNA Fingerprinting
Bacteria Demonstrate
Resolution Covalent Bond Biome Cancer Electrophoresis Viruses Utilize Safety Molecule/ions Biosphere Chromosomes Punnett Squares Protist Discuss Experimental Design Hydrogen Bond Detritivores Vascular Trait Fungi Critique Equipment Acids/bases Trophic Level Nonvascular Genes Plants/Animals Research Substrate Energy Pyramids Binary Fission Probability Animals Summarize Scientific Investigation Autotrophs Biomass Crossing Over Genetic Code Angiosperm Scientific Validity Heterotrophs Niche Selective Breeding Gymnosperm Accuracy/Precision Energy Flow Commensalism Monohybrid Cross Evolutionary
Relationship
Dihybrid Cross Species Cladogram Endosymbiotic
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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.
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 __________.
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
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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 Timer Paper towel 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
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
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Station 1 Plant Cells
vs. Animal Cells
Station 2 Molecular Transport
Station 3 Cell Diagram
Station 4 Organelle Transport
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
Plant Cell Animal Cell Station 2: Molecular Transport
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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. 10X B. 4X C. 100X D. 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
Four-Square Vocabulary Strategy
Four-Square Vocabulary Strategy
Four-Square Vocabulary Strategy
1. Vocabulary Word 2. Example
4. Define in your own words 3. Non-Example
1. Vocabulary Word 2. Example
4. Define in your own words 3. Non-Example
1. Vocabulary Word 2. Example
4. Define in your own words 3. Non-Example
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. What did the Hershey-Chase blender experiment help prove? A. DNA is a double helix. B. Pneumonia causes dead mice. C. Histones are made of DNA. D. The genetic material is made of DNA.
2. The molecule that caused transformation in Griffith’s pneumonia/mouse experiment was ______________. A. DNA B. a bacteriophage C. a protein D. RNA
3. Name the woman whose X-ray images of DNA helped James Watson and Francis Crick to figure out the structure of DNA.
4. Draw the general outline of DNA and describe the shape of the molecule.
5. _______________ and _____________ Received a Nobel Prize for determining the structure of DNA.
Bonus Name this subunit used to build DNA and RNA.
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DIHYBRID GENETICS PROBLEM Name _________________ Date _____________ 1 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. carnivores B. omnivores C. herbivores D. 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
