Activities Packets Biology

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Miami-Dade County Public SchoolsDivision of Mathematics and Science Education

Activities Packet

BiologyRevised June 2006



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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Mr. Agustin J. Barrera, Chair

Ms. Perla Tabares Hantman, Vice Chair

Mr. Frank J. Bolaños

Evelyn Langlieb Greer

Dr. Robert B. Ingram

Dr. Martin Karp

Ms. Ana Rivas Logan

Dr. Marta Pérez

Dr. Solomon C. Stinson

Arielle Maffei, Student Advisor

Dr. Rudolph F. CrewSuperintendent of Schools



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MIAMI-DADE COUNTY PUBLIC SCHOOLSDIVISION OF MATHEMATICS AND SCIENCE EDUCATION

BIOLOGY ACTIVITIES PACKET

TABLE OF CONTENTS

ACTIVITIES PAGE NUMBER

1.* Laboratory Safety Rules 4

2.* Safety Contract 5

3. Fun with Bubbles 6

4. Peanut Observation 9

5. The Effects of Acid Rain 17

6. Enzyme Kinetics 18

7. Enzyme Catalysis Lab 22

8. Designing Food Chains and Food Webs 11

9. Competition Lab 13

10. Cell Model Project 24

11. Informational Poster and Presentation on Genetic Disorders 36

12. Organelle Graffiti 25

13. Differences in Similar Phenotypes 29

14. DNA Electrophoresis Simulation Lab 26

15. Natural Selection 35

* Teachers may substitute activities 1 and 2 with the activities found in the

Biology Laboratory Manual A



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LABORATORY SAFETY RULES

Know the primary and secondary exit routes fromthe classroom.

Know the location of and how to use the safetyequipment in the classroom.

Work at your assigned seat unless obtaining

equipment and chemicals. Do not handle equipment or chemicals without

the teachers permission.

Follow laboratory procedures as explained anddo not perform unauthorized experiments.

Work as quietly as possible and cooperate withyour lab partner.

Wear appropriate clothing, proper footwear, andeye protection.

Report all accidents and possible hazards to theteachers.

Remove all unnecessary materials from the workarea and completely clean up the work area after

the experiment. Always make safety your first consideration in the

laboratory.



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SAFETY CONTRACT

I will:

Follow all instructions given by the teacher.

Protect my eyes, face, hands, and body while participating in classactivities.

Carry out good housekeeping practices.

Know where to get help fast.

Know the location of the first-aid and firefighting equipment.

Conduct myself in a responsible manner at all times in a laboratorysituation.

I, _____________________________ , have read and agree to abide by

the safety regulations as set forth above and also any additional printed

instructions provided by the teacher. I further agree to follow all other

written and verbal instructions given in class.

Signature:_______________________________ Date: ______________



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FUN WITH BUBBLES

Student Directions

Question: Which solution makes the biggest bubbles?

Hypothesis: Use the space provided on the data sheet to write your own hypothesis.

Materials:

3 different kinds of clear dishwashing liquids

commercial bubble solution

water

glycerin

rulers

straws

plastic trash bags to cover tables

measuring containers that will hold at least 30 mL of liquid

Procedure:

1. Mix three bubble solutions in separate containers using the following proportions of liquids: 5 mL dishwashing liquid, 30 mL water, and 5 mL plain glycerin. Note: If youwant to make a lot of bubble solution, just use larger quantities of each ingredient,keeping them in the 1:6:1 proportions.

2. Put 40 mL of commercial bubble solution in a fourth container.

3. To test a solution, pour it onto the plastic trash bag on your table top, put your straw

into one of the small bubbles and blow more air into the bubble. Continue blowing air into the bubble until it bursts.

4. Using centimeters, measure the diameter of each bubble print left behind on the trashbag.

5. Repeat this procedure for each of the different solutions.

6. While you are doing this activity, make some observations about the colors and other physical characteristics of the bubbles.

7. Record your groups results on the data sheet.

8. Complete the class data table and write a conclusion for the activity.



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FUN WITH BUBBLES

DATA SHEET

Hypothesis: _____________________________________________________

_____________________________________________________

_____________________________________________________

Data: Which solution makes the biggest bubbles?(measured in centimeters)

Detergent 1Bubble Size



CommercialSolution

Bubble Size

Trial #1

Trial #2

Trial #3

Average

Conclusion:

1. Size: _____________________________________________

_____________________________________________

_____________________________________________

2. Color: _____________________________________________

_____________________________________________

_____________________________________________



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CLASS DATA TABLE FOR FUN WITH BUBBLES(bubble sizes measured in centimeters)

Group Hypothesis Solution#1

Solution#2

Solution#3

Solution#4

Size of

BiggestBubble

#1

#2

#3

#4

#5

#6

#7

#8

#9



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PEANUT OBSERVATION

Student Directions

Objective:

Careful observation is important in any science. The results you obtain from an experimentmust be replicable. Detailed observations and notes not only help to identify possible areas of error, but also allow others to duplicate and thus verify your work. This investigation is anexercise in observation.

Materials:

Unshelled peanuts in a bowl (one bowl for each group of 4 5 students)

Paper and pencil

Metric ruler

String

Balance

Procedures:

1. Your team will be given a bowl of unshelled peanuts. Without looking in the bowl,remove a peanut. If it is cracked, discolored, or broken, set it aside and removeanother. When you have found a peanut that is not discolored or broken, proceed tostep 2.

2. Observe the peanut carefully and record all of your observations in a list on a sheet of paper. Describe the shape of the peanut shell (or sketch it), measure it, and determineits mass. Do anything else necessary to help identify the shell except to mark or crack

it.

3. When you have recorded as many observations as you can, return the peanut to itsoriginal bowl. Mix up the peanuts and use your notes to find your peanut again.

4. If you had any difficulty locating your peanut, start over with another peanut. This timecompare your methods with some of the other students. Make your observations andmeasurements more specific so that you will not have difficulty finding the peanutagain.

5. When you have recorded your observations and measurements as completely and asaccurately as possible, switch observation lists with another student and attempt tolocate each others peanuts. This will be a realistic test of how careful you were inyour observations and note-taking.



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Discussion Questions:

1. What were the different ways found to distinguish one peanut from another?

2. What proved to be the most helpful information in finding a specific peanut?

3. What percentage of your class could locate their own peanut?

4. What percentage of your class could locate someone elses peanut based on the other persons data?

5. Account for the differences in percentage between questions 3 and 4.

6. What steps could be taken to improve both percentages?

7. How important were your observations and measurement notes in locating thepeanut? If your memory was a better guide, what does that say about your notes?

8. People often confuse observations with inferences. Observations are collected onthe scene, using your senses. Inferences are ideas or conclusions based on whatyou observe or already know. Based on this distinction, which of the followingstatements are observations and which are inferences?

The shell will crack easily.

The shell has a rough surface.

The shell is uniformly colored.

The shell has two lobes and the area between them is smaller in diameter.

The peanuts are roasted.

The surface markings on the shell are in rows, running lengthwise.

The shell has 13 rows of surface markings.

9. Now look at your notes and label any inferences that you included.



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DESIGNING FOOD CHAINS AND FOOD WEBS

Student Directions

Group Assignment

Work in small groups of 3 4 to draw each of the connections in a food web of a shorelinecoastal ecosystem of the Everglades (mangrove).

1. On a piece of butcher-block paper, construction paper, or poster board, write thenames of each shoreline organism randomly over the entire piece of paper. (Seeaccompanying list.)

2. Identify the role of each organism in the ecosystem by writing one of the followingletters beneath the name of the organism: (P) Producer, (C) Consumer, (D)Decomposer, (S) Scavenger, and (Dt) Detritivore.

3. Circle the name and letter of each organism (color optional).

4. Draw an arrow between each food source and the organism that eats that food.

Individual Assignment

1. Find and write as many food chains as you can from your teams food web (minimumof 6). Two of the food chains must include a producer and three levels of consumers(primary, secondary, tertiary). Label them.

2. Explain what would happen if all of the primary consumers became extinct. 3. Describe what would happen if all the decomposers became extinct. 4. Predict what would happen if a non-native species is introduced into the food web. 5. Explain why food webs with many species (biodiverse) are more resilient than those

with few species.

Derived from an activity written by Yleana Escobar, Felix Varela Senior High School

Miami-Dade County Public Schools



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DESIGNING FOOD CHAINS AND FOOD WEBS

Shoreline Organisms

Plants Red mangrove

White mangroveBlack mangroveButtonwoodSeaside DaisySeagrassGlasswort

AnimalsShrimp (arthropods)Lobster (arthropods)American Crocodile (reptile)Garfish (fish)

Raccoon (mammal)Opossum (mammal)Amphipods (zooplankton)Mysids (zooplankton)Copepods (zooplankton)Snook (fish)Mullet (fish)Snapper (fish)Crested Goby (fish)Barracuda (fish)Bull Shark (fish)Tarpon (fish)

Hermit Crab (arthropods)Osprey (bird)Great Blue Heron (bird)Egret (bird)Ibis (birdBald Eagle (bird)Lady Fish (fish)Seatrout (fish)Queen Conch (mollusk)Otter (mammal)Fiddler Crab (arthropods)Water Moccasin (reptile)

Bottlenose Dolphin (mammal)Mosquito Larvae (insect)

Other Algae (phytoplankton)ProtozoaBacteriaFungi



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COMPETITION LAB

Teacher Directions

Objective: To determine the effect of competition for resources on a population.

Materials:

Students

Large enough area in which students can run

Some type of ground marker

Data tableProcedure:

1. Mark 2 (8-10 meter) parallel lines along the ground about 6 meters apart.

2. Students count off by fours. All of the number ones line up along one line and all other groups line up along the second line.

3. All of the ones are now deer. All other groups represent essential components of ahabitat: food, shelter, or water.

4. Three symbols will be used during the game:

Hands over stomach: deer looking for food; student representing food

Hands over mouth: deer looking for water; student representing water

Hands together over head: deer looking for shelter; student representing shelter

5. The game will be played in rounds in which each round represents one year. A deer can choose to look for any one of the three essential components during each roundbut cannot change what it is looking for during a single round. It will use the handsymbols to show what it is seeking.

6. The habitat students will choose to represent an essential component during eachround and will use the hand symbols to show what component they are representing.

7. When each round begins, the deer will have their back to the habitat. The habitat willshow their symbols, and then the deer will show theirs. The instructor will signal thatthe round has begun, and the deer will turn around and run to the habitat to find whatthey are looking for (a matching symbol).

8. Once a deer finds what it is looking for, it will take the habitat student back to thedeer line, representing its survival. The habitat student will now become a deer for thenext round representing reproduction of the deer that has met its needs.

9. If more than one deer reaches the same habitat component, the student who arrivedthere first survives.

10. Any deer that does not successfully find what it is looking for will die and become partof the habitat line for the next round.

11. At the beginning and end of each round, the deer population will be recorded in theform of a data table.

12. At the end of 15 rounds, use the population data to create a line graph of the deer population over 15 years.



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Data: The data table goes in this section. The line graph should be drawn on the graphpaper provided on the next page.

Discussion Questions::

1. Discuss the line graph from your data section.

2. Discuss how your data illustrates competition within a population.

3. Discuss sources of error.

4. Discuss changes you would make to improve the activity.



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Graph Title: _____________________________________________________________





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THE EFFECTS OF ACID RAIN

Student Directions

Purpose: To determine the effects of acid rain on seed germination.

Materials:

Graduated cylinders Filter paper

Water 25 radish seeds

Medicine droppers pH meter

5 petri dishes Vinegar (acetic acid)

Procedure:1. Label one petri dish for each of the following treatments: 100%, 75%, 50%, 25%,

and 0%.

2. Place two pieces of filter paper into each dish.

3. Create the acid vinegar solutions. Use the following measurements to create thesolutions:a) 100% = 20 mL of vinegar b) 75% = 15 mL vinegar, 5 mL water c) 50% = 10 mL vinegar, 10 mL water d) 25% = 5 mL vinegar, 15 mL water e) 0% = 20 mL water

4. Add 5 mL of acid solution to the appropriate petri dish.

5. Place 5 seeds in each treatment.

6. Place the petri dishes in the box in the front of the room.

7. Use the pH meter to measure the acidity of each of the 5 solutions provided for testing, and record each reading on the chart.

8. After 5 days, remove the petri dishes and check to see how many seeds havegerminated (sprouted).

9. Record your data on the chart. Note any changes in the appearance of the seeds.

Data Table:

Percentage of Vinegar pH

Number of Seeds

Germinated

Changes in

Appearance100%

75%50%

25%

0%



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ENZYME KINETICSStudent Directions

Objectives:

1. Part A: Investigate the effect of variations in enzyme concentration on rate of reaction.2. Part B: Investigate the effect of variations in substrate concentration on rate of

reaction.

Background Information:Peroxide is a natural, toxic by-product of many cellular reactions. It decomposes by thefollowing reaction catalyzed by an enzyme named catalase:

2 H2O2 2 H2O + O2

This reaction is necessary to remove peroxide from cells. In living cells, the oxygen canbe used for cellular respiration and the water can be excreted. Enzymes are complexbiological molecules. They work very fast, often catalyzing thousands of reactions per minute.

The rate of reaction (R) is determined by using the equation:

R =1

t

where t = time

Hypothesis: A. As enzyme concentration increases, reaction rate increases, or B. As substrate concentration increases, reaction rate increases.

Safety Notes:1. Handle glassware with care to avoid breakage.

2. Wash hands before and after the experiment.3. When using acid or basic solutions, avoid contact with skin and clothes.4. If contact happens, thoroughly wash affected surface with water.5. Wear goggles throughout the experiment.6. If you use a hot plate, be careful not to burn yourself.

Materials:

Potatoes

Hydrogen peroxide

Disks punched from filter paper

Distilled water

Graduated cylinders

Beakers

Procedures:Part A: Enzyme Concentration

1. Preparation of the potato extract: a. Cut potato into chunks.b. Place in blender with 200 mL distilled water per potato



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c. Puree in blender. Collect with large beaker (it will be foamy).d. Pour potato puree through two layers of cheesecloth placed in filter funnel.

Squeeze the blended potato to collect as much fluid as possible. This fluidcontains the enzyme catalase, among many other things, that was storedinside the cells of the potato.

e. Add enough distilled water to bring the final volume to 200 mL per potato. Swirl

the flask to mix the solution. This will be arbitrarily designated as 100%catalase. Each team should have a beaker containing 100% catalase.

2. Together with your partners, prepare your enzyme concentrations in the beakers/cups.Refer to the chart for help in making dilutions.

a. Label the beakers/cups using tape and pen: 20%, 40%, 60%, 80% and 100%.b. Make the appropriate dilutions. For example, if you are preparing a 20%

solution of catalase enzyme, measure 8.0 mL of potato extract containing thecatalase using the graduated cylinder and pour it into the beaker/cup. Rinsethe graduated cylinder, measure 32.0 mL of water, and add it to the catalase.Mix well with the stirring rod. Make the rest of the solutions according to thechart below.

Table I

Preparation of Catalase Solutions

EnzymeConcentration

Volume of Extract(mL)

Volume of DistilledWater (mL)

1 20% 8 32

2 40% 16 24

3 60% 24 16

4 80% 32 8

5 100% 40 0

3. Obtain the flask of 1% hydrogen peroxide. This is the substrate for this part of the lab.Now you are ready to begin to measure the effects of enzyme concentration onenzyme activity.

4. Pour 30 mL of the 1% hydrogen peroxide solution into a clean beaker/cup labeledreaction beaker.

5. Decide who will watch the stopwatch/clock, who will watch the rising disk, and who willmanipulate the disk.

6. Pick up a filter paper disk with clean forceps.a. Using the forceps, place the disk in your 20% enzyme extract for FIVE

seconds, until the disk is uniformly moistened and not beaded with shiny drops

of liquid.b. Blot both sides of the disk on a paper towel for 1 second.c. The reaction is now ready to be started and timed.d. Using the forceps, place the filter disk (containing the enzyme) onto the bottom

of the reaction beaker containing 1% hydrogen peroxide.e. The person watching the disk should say START for the timer to begin when

the disk is on the bottom of the container. Watch the filter disk. You shouldsee tiny bubbles of oxygen being released as the hydrogen peroxide breaks



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down into water and oxygen upon catalysis by the catalase embedded in thedisk.

f. When the disk arrives flat on the top of the substrate, the team member watching should say STOP and the timer will record the time it took for thedisk to rise. Record the time in seconds for each of the three trials in the chartprovided. Be precise in your timing and recording.

g. Repeat the trial three times for each concentration of enzyme and record theresults in the chart provided. Use the same substrate for the three trials.

h. Throw away the substrate solution (hydrogen peroxide) after the three trials for each concentration of catalase. Measure a new supply for each set of threetrials. Take an average of time in seconds for each trial and record theaverage. Repeat this procedure for each concentration of the enzyme.

Plot both the team and class averages on graph paper for actual time of the reaction. The x-axis (independent variable) is designated concentration and the y-axis is time in seconds.You need one line for each set of data.

Plot both the team and class averages on graph paper for rate of reactions. You need one

line for each set of data. The x-axis (independent variable) is designated concentration,

starting at point 0. The y-axis is rate (=1

t

), so you have to do the math on this before you

graph your data.

Part B: Substrate Concentration

Dilute your hydrogen peroxide in the following manner:

Table 2

Peroxide Dilutions

PeroxideConcentration

Volume of Peroxide(mL)

Volume of DistilledWater (mL)

1 2.0% 20 10

2 1.5% 15 15

3 1.0% 10 20

4 0.8% 8 22

5 0.6% 6 24

6 0.3% 3 27

Follow the same directions as for Part A.: using forceps dip your paper disk into the 100%enzyme extract, and place that on the bottom of each beaker. Repeat three times for eachconcentration of peroxide.



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ENZYME KINETICS

Data Sheet

Trial Time(s)ClassRate Time (s)

1 20%

2 40%

3 60%

80%

AverageRate=1/t

100%

Questions:1. Did your results support or reject your hypothesis? Explain

2. Discuss factors that influence the rate of enzyme action.

3. Why did your team do the experiment in triplicate?

4. How did your team results compare to the class average?



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ENZYME CATALYSIS LAB

Student Directions

Background/Information:

The enzyme catalase speeds up the breakdown of hydrogen peroxide (H2O2) into water (H2O)and oxygen gas (O2). The reaction is described by the following equation:

2 H2O2 2 H2O + O2

Hypothesis: If the concentration of hydrogen peroxide decreases, then the reaction rate or time that it takes the filter to rise to the surface will decrease.

Independent Variable: Concentration of hydrogen peroxide.Dependent Variable: Time that it takes for filter to rise to surface.Control: Concentration of yeast solution.

Materials:

Yeast solution Eight 50 mL beakers

Hydrogen peroxide Distilled water

Filter paper disks Marking pencil

Forceps Paper towels

Procedures:

1. Prepare peroxide solutions in separate test tubes as outlined in Table 1.

Table 1

Concentration Hydrogen Peroxide Distilled Water

0 % Peroxide Solution 0 mL 35 mL





2. Using the forceps, dip a filter paper disk into the beaker containing the solution of activatedyeast. Keep the disk in the solution for 4 seconds, and then remove it.

3. Place the disk on a paper towel for 4 seconds to remove any excess liquid.4. Using the forceps, transfer the filter paper disk to the bottom of a rubber stopper.



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Note: The yeast solution contains the catalase enzyme and when the enzyme soaked diskcomes into contact with hydrogen peroxide, the reaction results in the formation of oxygenbubbles.

5. Insert the stopper into one of the test tubes and quickly invert the test tube. Have oneperson

in your group measure how long it takes for the bubbles to carry the disk to the top of thetest

tube. Record the time in a data table similar to the one shown below.6. Repeat steps 2-5 until you have a minimum of three trials for each peroxide solution.7. Calculate the average rising time for each of the peroxide solutions. Record this information

in your data table.8. Construct a graph plotting the concentration of hydrogen peroxide on the x-axis(independent

variable) and rising time on the y-axis (dependent variable).

Data:

Rising Time

Beaker Trial 1 Trial 2 Trial 3 Average

0 % Peroxide

25 % Peroxide50 % Peroxide

75 % Peroxide

100 % Peroxide

Analysis/Conclusion:

1. Suppose you had placed a filter paper disk in a 30% peroxide solution. Using your graph, predict how long it would take this disk to rise to the top.

2. In a paragraph describe how the concentration of peroxide affects the breakdown rateof hydrogen peroxide. Use the results of this experiment to justify your answer.

3. In a paragraph explain why your hypothesis was or was not supported.



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CELL MODEL PROJECT

Student Directions

Objective: To construct a model of an animal or plant cell.

Requirements:

1. One 3-D cell model (Plant or Animal Cell).2. The model must include all parts listed below, and parts must be LABELED!3. You must be able to locate parts on your model and explain their functions.

Cell Parts To Be Included:A. Cell MembraneB. Cell Wall (plant cell ONLY)C. Rough Endoplasmic Reticulum

D. Smooth Endoplasmic ReticulumE. Chloroplast (Plant cell ONLY)F. NucleusG. LysosomeH. VacuoleI. Centriole (animal cell ONLY)J. CytoplasmK. MitochondriaL. RibosomesM. Golgi apparatus

Grading Criteria:

Cell Model: Content: All parts represented and labeled (60 points).Creativity: Original representation (10 points).Presentation: Time and effort (5 points).

Cell Structure and Function Identification: You will be asked to identify 5 parts (at random) and explain their function. (25 points).



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ORGANELLE GRAFFITI

Teacher Directions

Objective:

This larger than life-size outdoor activity was designed in an effort to help students learn aboutthe various organelles of the cell and how they interact with one another. Each student groupis responsible for a particular organelle: its structure, function, and its interaction with other parts of the animal or plant cell to which it belongs.

Materials:

Jumbo-sized sidewalk chalk

Marking board Pen

Procedures:

1. Assign a cell organelle to each student group. Allow time for them to research their organelles structure and function within the cell.

2. Escort the class outside to the parking lot or basketball court.3. Provide students with a large container of jumbo-sized sidewalk chalk.4. The student responsible for the plasma membrane should be the first to begin drawing.

Draw the nucleus and then proceed to draw the other organelles.5. Once all organelles have been drawn (nucleus, nucleolus, DNA, RNA, rough

endoplasmic reticulum, smooth endoplasm reticulum, Golgi apparatus, lysosome,mitochondrion, ribosomes, peroxisome, cytoskeleton, junctions [tight, gap,desmosomes], centrioles, flagellum, vacuole, chloroplast, cell wall, andplasmodesmata), each group will describe their organelles job within the cell andanswer questions from other students.

6. Place students in groups of three and four and give each group a marking board andpen. Each group should try to find as many possible connections and interactionsbetween various organelles.

Derived from an activity written byBy Donna Light-Donovan,

Croton-Harmon HS,Croton-on-Hudson, NY 10520



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DNA ELECTROPHORESIS SIMULATION LAB

Objective:This activity involves students in a simulation of DNA electrophoresis. Using a football field

(available at most high schools) as a "gel," students discover that small groups of studentsand small pieces of DNA migrate farther than larger student groups and larger DNA fragmentsin a set amount of time.

Materials Required:1. Class of 15 - 35 students2. Football, soccer or other large grass field(It is important to use a grass field in case

students fall during the activity.)3. 50m or 100m measuring tape4. Stopwatch or other timing device

Time Required:

one 40 minute class period for the activity one 40 minute class period for graphing and discussion

Procedures:1. The class is taken out to the football field and assembled in the end zone.

2. One student is selected as the timer.

3. Two students are chosen as "spotters" to mark how far each group of students is ableto migrate in the 10-second time period.

4. Two students are selected to operate the measuring tape and determine how far each

group of students migrates in the 10-second time period.

5. All students will record the data on the table provided.

6. Select one student and have him/her line up on the goal line. Using the standard"ready, set, go" command, have the student run as fast as he/she can for 10 seconds.

7. Have the markers determine how far the student was able to travel in the 10-secondperiod. Finally, have the measurement team determine how far the student was able tomigrate in the time period. Have all students record the data.

8. For the next run, select 2-3 students and have them stand back-to-back and lock arms

tightly. Have this group of students migrate as far as they can in 10 seconds. Again,have the marking and measurement teams determine the distance traveled. Have allstudents record the data.

9. Repeat step 7 several more times, each time increasing the number of tightly lockedstudents in the group. For the last run, try to involve the entire class.

10. Using the assumption that each student = 1000 DNA base pairs, have the studentsplot the data on a graph. (y axis = # base pairs and x axis = distance traveled in



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meters). Students should then draw the curve of best fit. As an option, you may wantto have the students use semi-log graph paper as would be used with an actual gel.

11. Students then complete the attached worksheet.

Derived from activity by:Mike Basham

El Dorado High SchoolPlacerville, CA



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Name: _______________________

Period:_______________________

DNA ELECTROPHORESIS SIMULATION LAB

Worksheet

1. Construct a graph which plots the number of base pairs on the "Y" axis (remember each person represents 1000 base pairs on the DNA ladder) vs. distance traveled onthe "X" axis. Draw the "curve of best fit" to represent the data.

2. Draw a diagram of the "gel" of what this DNA fingerprint would look like in the boxbelow. Be sure to label each band (how many base pairs in each band).

3. Using your graph, how many base pairs would you predict there would be in a DNAsegment that traveled 36m?

4. How far would you expect a segment of DNA which was 600-base-pairs long tomigrate? Explain how you arrived at your answer.

5. How far would you expect a segment of DNA which was 6000-base-pairs long tomigrate? Explain how you arrived at your answer.



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DIFFERENCES IN SIMILAR PHENOTYPES

Student Directions

Objective:

Humans are classified as a separate species because of all the special characteristics thatthey possess. These characteristics are controlled by strands of DNA located deep insidetheir cells. This DNA contains the code for every protein that an organism has the ability toproduce. These proteins combine with other chemicals within the body to produce the cells,tissues, organs, organ systems, and finally the organism itself. The appearance of theseorgans, such as the shape of ones nose, length of the fingers, or the color of the eyes iscalled the phenotype. Even though humans contain hands with five fingers, two ears, or onenose, there are subtle differences that separate these organs from one another. There aresubtle differences in a persons genes that allows for these different phenotypes. In this labwe are going to observe some of these differences in phenotype and try to determine why

they happened.

Materials:

Metric ruler

Meterstick

Procedures:

Hand Measurement: All human hands look pretty much alike. There are genes on your

chromosomes that code for the characteristics making up your hand. We are going toexamine two of these characteristics: hand width and hand length.

1. Choose a partner and, with a metric ruler, measure the length of their right hand incentimeters, rounding off to the nearest whole centimeter. Measure from the tip of the middle finger to the beginning of the wrist. Now have your partner do the sameto you. Record your measurements in Table 1.

2. Have your partner measure the width of your hand, straight across the palm, andrecord the data in Table 1. Have your partner do the same to you.



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Table 1. Group Data on Right Hand Width and Length:

Name Name

Length of Hand___________________cm. Length of Hand____________________cm.

Width of Hand____________________cm. Width of hand _____________________cm.

Class Data:After the entire class has completed Table 1, have the students record their dataon the board in the front of the room. Use Table 2 below to record the data for your use.Extend the table on another sheet of paper if needed.

Table 2: Class Data on Right- hand Width and Length

Student Gender M/F

Hand Length in cm. Hand Width in cm.

M / F

M / F

M / F

M / F

M / F

M / F

M / F

M / F

M / F

M / F

M / F



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Tabulate the results of your class measurements by totaling the number of males and femaleswith each hand length and width and entering these totals in the tables below.

Table 3: Class Hand Length

Measurement of Hand Length

in cm.

# of Males # of Females Total No. of Males

and Females

Table 4: Class Hand Width

Measurement of Hand Lengthin cm.

# of Males # of Females Total No. of Malesand Females



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In order to form a more accurate conclusion, the collection of additional data is necessary.The teacher has the option to include the data from all the classes running this experiment.Below find tables that will allow the tabulation of several classes of data.

Table 5: All Classes Hand Length



Table 6: All Classes Hand Width



Bar Graph the data from Tables 5 and 6, and then answer the questions that follow. Use themeasurements of the width and length as your independent variable and the number of timesthat measurement appeared as your dependent variable.



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Graph Title: _____________________________________________________________



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Analysis/Discussion Questions:

1. Examine the graphs. What is the shape of the graph for handlength?______________________________________________________________

2. What is the most abundant measurement for hand length?_____________________ 3. What is (are) the least abundant measurement(s)?____________________________

4. If we are to assign letters to represent the various lengths, what value(s) would weassign to the dominant genotype (HH)?_______________, the recessive genotype(hh)?_________________, and the heterozygous genotype (Hh)? _______________.

5. What would be the phenotypic name for the (HH) genotype? ____________________.6. What would be the phenotypic name for the (Hh) genotype? ____________________.7. What would be the phenotypic name for the (hh) genotype? ____________________.8. What is the shape of the graph for hand width?______________________________.9. What is the most abundant measurement for hand width?______________________.10. What is (are) the least abundant measurement(s)? ___________________________.11. If we assign letters to represent the various widths, what value(s) would we assign to

the dominant genotype (WW)? _________________, the recessive genotype (ww)? ________________ and the heterozygous genotype (Ww)?____________________.

12. What would be the phenotypic name for the (WW) genotype?___________________.13. What would be the phenotypic name for the (Ww) genotype? ___________________.14. What would be the phenotypic name for the (ww) genotype?____________________.15. Are there any similarities in the graphs of the two characteristics?________________.16. If so, what are they? ___________________________________________________.17. Are there any differences in the graphs of the two characteristics?

___________________________________________________________________.18. If so, what are they? ___________________________________________________.19. Is there a difference in the length and width of the male and female hand?

____________________________________________________________________.20. Does the gender of a person have an effect on the phenotype of a trait?

____________________________________________________________________.

Explain: ______________________________________________________________

_____________________________________________________________________.



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NATURAL SELECTION

Directions

Purpose: To demonstrate natural selection within a population of bugs.

Materials: Red, spotted, and green beans (75 of each) to represent bugs

spoons for each player to represent beaks, and

cups for each player to represent stomachs

Data chart

Yarn to mark off habitat, grass

Procedures:

1. The gamekeeper uses the yarn to mark off a grid in the grass. Thegamekeeper spreads out 225 beans (75 each of three different colors) withinthe grid.

2. Players line up outside the grid and when the teacher calls start, players mayenter the grid to begin feeding.

a. Players must use their spoons to collect as many beans as possible.b. Collected beans are placed in the cups.c. Players are not allowed to directly touch a bean with their hand.d. Only one hand can be used.

3. When the teacher calls stop, players will return to their groups and count thenumber collected of each color of beans.

4. The gamekeeper records the data on the data chart and calculates the number of beans of each color remaining.

5. To represent reproduction, one new bean is added to the grid for eachremaining bean that survived.

6. After adding the beans, students return to the grids for round 2, following thesame rules as before.

7. The game continues through 4 rounds, representing 4 years.

Data:This section will include each groups data chart and a line graph of the changes in populationover the 4 years.

Conclusion:Write a paragraph discussing your findings from the lab. Include specific information fromyour data section to explain whether or not you achieved the purpose of the lab.



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INFORMATIONAL POSTER AND PRESENTATIONON GENETIC DISORDERS

Student Directions

Genetic Disorder : ____________________________ Due Date:_______________

THIS FORM MUST BE SIGNED AND TURNED IN ON THE PROJECT DUE DATE.

Information on your poster must be written IN YOUR OWN WORDS and include:1. The name of your disease. (Choose a genetic disorder from the next page.)2. Phenotypic characteristic: How do you recognize someone with your disease?3. Describe the genetics of the disease. For example:

a. What chromosome pair is affected?b. Is it a result of translocation?c. Is it sex-linked?d. Does it skip a generation?

4. What are the causes of your disease? How does it occur? Is it preventable? How?5. What are the symptoms and complications of your disease?6. Is the disease fatal? When? What is the life expectancy of an individual with the

disorder?7. What are current treatments for the disease? How effective are they?8. What questions are researchers currently attempting to answer?9. What are the social ramifications for those afflicted with the disease?10. What are the support groups that exist for this disease? List AT LEAST 1 support

organization.11. Bibliography with a minimum of FOUR references, TWO of which must be

from the internet.

Pictures, drawings and diagrams increase your grade.

Information MUST BE TYPED AND GLUED to a poster board.

GRADING: The final grade will have a value of 3 grades. The final grade will be calculatedbased on the following:

Poster Content (60 points)

Poster Presentation (40 points)

I have read and understand the guidelines for the poster project assignment. I understand that not turning in a poster will result in a zero grade. I also understand that if I do not present,the maximum number of points I can receive is 60, which will result in a D for the assignment.I also understand that the information on my poster board MUST be in my own words and not copied directly from the source!

STUDENT SIGNATURE: _______________________________________________

PARENT/GUARDIAN SIGNATURE: ______________________________________



GENETIC DISORDERS

Choose a disorder from this list for your group’s project.No two groups may choose the same topic.

AchondroplasiaAchromatopsiaAdrenoleukodystrophyCri Du Chat SyndromeCystic FibrosisFragile X SyndromeHemochomatosisHemophiliaHuntingtons DiseaseKlinefelter Syndrome

Krabbes DiseaseLeukodystrophyMarfan SyndromeNeurofibromatosisPorphyriaPrader-Willi SyndromeProgeriaSickle Cell DiseaseTay-Sachs DiseaseTrisomy XTurners SyndromeWilsons Disease

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Activities Packets Biology