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BiologyActivityBook

TobecompletedwithEdgenuityBiologyA&B

Developedwithfundingfrom

www.kbsgatewayproject.weebly.com

TableofContents

1.PlopPlopFizzFizz ScientificProcess 42.TheEnormousLetter‘E’ IntrotoUsingCompoundMicroscope 73.FermentationinaBag CellularRespiration 114.MitosisInvestigation CellDivision 135.PlantPaternityTest Heredity 166.PepperedMothScavengerHunt NaturalSelection 237.HowMuchFood? CyclingofMatter 268.CuttingDowntheRain HumanImpactontheEnvironment 30Glossary 33

UsetheQRcodestoaccessavideoforeachactivity

PlopPlopFizzFizzScientificProcess

EdgenuityUnit:ScientificKnowledge Lesson:AnalyzingData/DrawingConclusionsTime:30‐60minutes http://kbsgatewayproject.weebly.com/plop‐plop‐fizz‐fizz.htmlLearningTargetIcanmakepredictionsbasedonpriorknowledge,testthemusinganexperiment,andanalyzemyresults.Materials

3Alka‐Seltzertablets 3plasticcups(18oz.) Salt Teaspoon

Vinegar Water Stopwatchorclockwithsecondhand

ThefizzingyouseewhenyoudropanAlka‐Seltzertabletinwateristhesamesortoffizzingthatyouseefrombakingpowder.Abakingpowderreactioniscausedbyanacidreactingwithbakingsoda(sodiumbicarbonate).IfyoulookattheingredientsforAlka‐Seltzer,youwillfindthatitcontainscitricacidandsodiumbicarbonate(bakingsoda).Whenyoudropthetabletinwater,theacidandthebakingsodareact‐‐thisproducesthefizz.Thequestionforthisinvestigationwillbe:“WhatfactorswillmakeanAlka‐Seltzertabletdissolvefaster?”Youwillcompare3factors:

Roomtemperaturewater Acidicwater Saltwater

Thecontrolgroupisthegroupthatisseparatedfromtherestoftheinvestigation;thefactorswillnotinfluencethisgroup.Whatshouldbeyourcontrolgroup?Theindependentvariableisthefactorthatchangesbetweengroups,forthisinvestigationtheindependentvariablewillbethetypeofwater(acidic,salt,etc).Thedependentvariableiswhatchangesorisdifferentbecauseoftheindependentvariable.Basedontheoriginalquestion,whatwillyouobserveasthedependentvariable?Developyourhypothesisbycompletingthisstatement:Alka‐Seltzerwilldissolvefastestin____________water,andslowestin____________water.Ithinkthisbecause___________________________________________________________.Procedures:Labelandfillthe3cupshalfway(~9oz.)withthefollowing:

1‐Roomtemperaturewater 2‐Roomtemperaturewaterwith2tsp.vinegar 3‐Roomtemperaturewaterwith1tsp.salt

DroponeAlka‐SeltzertabletintoCup1andusethestopwatchtokeeptrackhowlongittakestodissolvecompletely.Recordyourresultshere:

TypeofWater DissolveTime

RepeatwithCups2and3.WhatfactorsmadetheAlka‐Seltzertabletdissolvefaster?Inacompletesentence,answerthequestion:Didyourresultssupportyourhypothesis?Whyorwhynot?

Source:www.sciencebuddies.org

TheEnormousLetter‘E’IntroductiontoCompoundMicroscope

EdgenuityUnit:CellBiology Lesson:PlantandAnimalCellsTime:30‐60minuteshttp://kbsgatewayproject.weebly.com/the‐enormous‐letter‐e.htmlLearningTarget1.Icanidentifythefunctionalpartsofacompoundmicroscope2.IcandemonstratehowtoprepareawetmountslideMaterials

Compoundmicroscope Smalltweezers Letter‘e’s Clearmicroscopeslides

Coverslips Eyedropper Handlens

Thecompoundmicroscopewasfirstusedinthelate1500s,butwasnotusedinbiologyuntilahundredyearslater.Atfirstitwasjustanovelty,butin1660,ItalianMarcelloMalpighiusedthemicroscopetoviewbloodcapillariesinthetailsoflivefish.Thefirstcompoundmicroscopescouldmagnifyover100x,butthequalityoftheglassinlenseswaspoorandobjectscouldnotbeseenclearly.Anopticalcompoundmicroscopedevelopedin2011canmagnifyanobjectover6,500x.Procedures:Beginbybecomingfamiliarwithalllabelsonthemicroscope.(Alwayscarrymicroscopewith2handsbyholdingthearmandbase.)Turnmicroscopelightonandsetmagnificationtolowestpower:

a. RED–4x(lowest)b. YELLOW–10xc. BLUE–40xd. WHITE–100x(highest)

Credit:www.biologycorner.com

Thelargestknobcontrolsmajoradjustments(startwithstageaslowaspossibleandthenadjust),thesmallerknobcontrolsfine‐tuning.Cleanamicroscopeslidewithwaterandtissue.(CAREFUL!Theybreakeasily.)Useaneyedroppertoplaceonesingledropofwaterinthemiddleoftheslide.Usetweezerstoplacetheletter‘e’rightsideupontopofthedropofwater.Gentlyplacethecoverslipontheedgeofthedropofwaterandthenlowerthecoverslipovertheletter‘e’(Watchthevideoacoupletimesforthisone!)Beforeyouusethemicroscope,useahandlenstoobservetheslide.

Drawapictureofwhatyouobservebelow:Placetheslideontothemicroscopestageandfocustheimageonthelowestpower(4x).Drawapictureofwhatyouobserve:Viewtheletter‘e’withahighermagnification.(Changethepowertoyellow,blue,orwhite.)10x(Yellow):Source:MagnificentMicroworldAdventures,AIMSEducationFoundation

40x(Blue):100x(White):Whyisimportanttouseacleanslideandcoverslip?Whichmagnification(power)gaveyoutheclearestimageoftheletter‘e’?Whatisthedifferencebetweenacompoundmicroscopeandasimplemicroscope?Whataresomereasonsthatscientistswoulduseacompoundmicroscope?

FermentationinaBagCellularRespiration

EdgenuityUnit:CellBiology Lesson:EnergyinCells

Time:~60minuteshttp://kbsgatewayproject.weebly.com/fermentation‐in‐a‐bag.htmlLearningTargetIcanconstructanexplanationfortheproductionofgasduringfermentation.Materials

Dryactiveyeast Sugar 100mLgraduatedcylinder

Teaspoon Snack‐sizeZiplockbags Baglabels

Toreleasestoredenergyfromglucose(sugar)molecules,humansandotheranimalsuseatypeofcellularrespirationcalledaerobicrespiration.Thisprocessrequiresoxygen(aerobicmeans"withoxygen").Someorganismsdonotuseoxygen,however.Inthiscase,therespirationisanaerobic.Fermentationisthemetabolicprocessusedbyyeastandotherlivingorganismswithoutoxygen(anaerobic).Yeastusethisprocesstoconvertsugarintoethylalcohol(withcarbondioxideasabyproduct).Theethylalcoholcanthenbedistilledintopureethanolthatcanbeusedtofuelvehicles.WhilemostfuelethanolintheUSiscurrentlymadefromcorngrain,theGreatLakesBioenergyResearchCenterisstudyingtheuseofcornstalksandothercellulosicbiomass(likegrassesfromprairies)asanalternativesource.Procedures:Inapre‐labeledZiplocksnackbag,combine1tsp.ofsugarand1tsp.ofyeast.Add50mLofwarmtapwaterandzipthebagclosed,removingasmuchairaspossible.

Mixgently.Laybagonaflatsurfaceandwatchforresults(15‐20minutes).Observeandanswerthefollowingquestions:Ifthebagisinflating,whatisfillingitup?Warning:thebagwillexpand‐itmayevenpop!Besuretomonitorthebagandreleasethegasifitbecomestooinflated.Areyouobservingfermentation?Howdoyouknow?Wherearethenewgasparticlescomingfrom?Discardbagandcontentsintogarbageandmakesureanymessiscleanedup!Source:GreatLakesBioenergyResearchCenter

MitosisInvestigationCellDivision

EdgenuityUnit:CellProcesses Lesson:MitosisTime:~30minuteshttp://kbsgatewayproject.weebly.com/mitosis‐investigation.htmlLearningTargetIcanidentifyandlabelthestepsofmitosis.

Materials Compoundmicroscope Preparedslidesofonionroottips

Cellsdivideinmulticellularorganismsforgrowthandtoreplacedeadcells.Cellsdividethroughaprocesscalledmitosisthatmakessureeachnewcellcontainsanucleusandchromosomesidentical

totheoriginalcell.Theregularsequenceofeventsforcellsiscalledthecellcycle:Eachcellgoesthroughfivemainsteps:

Interphase Prophase Metaphase Anaphase Telophase

Turnonmicroscopeandadjusttothelowestpower(4x–

Red).Holdaslidewithonionroottipsuptothelight(therewillbethreeroottipsonaslide).Lookforthepointedendswherethecellswereactivelydividing.Placetheslideonthemicroscopestagewiththeroottipspointingawayfromyou.Usethelow‐powerobjectivetofindaroottipandfocuswiththecoarseadjustment(largeknob)untilitisclearlyvisible.Justabovetheroot“cap”isaregionthatcontainsmanynewsmallcells.Thesecellswereinprocessofdividingwhentheslidewasprepared.Centertheimageandswitchtohighpower.Observethebox‐likecellsthatarearrangedinrows.Thechromosomesofthesecellshavebeenstainedtomakethemeasilyvisible.Selectonecellwithchromosomesthatareclearlyvisible.(Remembertoonlyusethesmallknobfineadjustmentwhenusinghighpower.)Sketchthecellthatyouselectedintheboxbelow:

Credit:HartnellCollegeBiology

2. Lookattherestofthecellsandselectfourcellswhoseinternalappearancesaredifferentfrom

eachotherandthefirstcellthatyousketched.Sketchthesefourcellsintheremainingboxes.

3. Usethepicturesbelowtoidentifyandlabelthephasesofeachsketch.

Credit:NancyClarkBiology

4. Lookattherowsofcellsinthemicroscopeandcounthowmanyareineachdifferentphase.Use

thedatatabletorecordthenumbersforeachphase.

StageofCellCycle NumberofCells

Interphase

Prophase

Metaphase

Anaphase

Telophase

Whatstagewasthemajorityofcellsin?Whatevidenceshowsthatmitosisisacontinuousprocessinsteadofaseriesofseparateevents?Source:NancyClarkBiology

PlantPaternityTestHeredityInvestigation

EdgenuityUnit:Heredity Lesson:LawsofInheritanceTime:7weeks~45minutesperweekhttp://kbsgatewayproject.weebly.com/plant‐paternity‐test.htmlLearningTargetIcanexplaintheinheritanceofatraitinFastPlants.Materials

WisconsinFastPlantseedso Non‐purplestem(P1)o Purplestem(P2)o F1non‐purplestem

4delicontainergrowingsystemso 16ozdelicontainero 8ozdelicontainero Wickingcordorstring

Lightbox–growinghouseo 2crateso Aluminumfoilo Hanginglightfixtureo 24wattCFL

Pottingsoil WisconsinFastPlantfertilizer Labels Q‐tips

GenesEverycellinplantsandanimalscontainsDNAthatismadeupofthousandsofgenes.Everycell(exceptgametes)hastwocopiesofeachgene(onefromeachparent)andthetwosetsofgenesaredifferentfromeachother.Cellswithtwocopiesofgenesarecalleddiploid.Duringmeiosis,eachgenepairisspiltapartrandomlysothattheresultinggametes(eggsorsperm/pollen)haveasinglecopyofreassortedgenes.Cellsthathaveonlyonesetofgenesarecalledhaploid.Duringmating,twoparentseachcontributeasinglegamete.Thetwogametesfuseandcreateasinglediploidoffspring.AllelesEachgenecanhaveadifferentform,calledanallele.Differentallelesarerepresentedbythesameletter,butcodedbycapitalization.Dominantallelesarecapitalizedandrecessiveallelesarelowercase(e.g.Pp).Theinteractionofpairedalleles,alongwithenvironment,determinesthephenotype(thegene’sexpression)oftheoffspring.Recessiveallelesareexpressedwhenpairedwithanotherrecessiveallele(pp).Thisactivitywillinvestigateapurplepigmentfoundinmanyplants,Anthocyanin(anl),andhowthegeneispassedfromparentstooffspring.Itisbestobservedwhenplantsarebetween4and7daysold.YouwillbetestingtheinheritanceofaspecifictraitbygrowingFastPlantsfortwogenerations.

Procedure:Day0

1. Planttheseedsfromthemotherplants(P1)in1containerandplantseedsfromfirstgeneration(F1)in3containersusingthefollowingdirections:

2. Pokeaholeinthecenterofthebottomofthe8oz.delicontainer.3. Cutawick12‐14cmlong,wetthoroughlywithwaterandinsert2cmintothebottomof8oz

delicontainer.4. Pour¼cup(2oz.)ofsoilintothe8oz.container.5. Spread18pelletsoffertilizerevenlyontopofthesoil.6. Add½(4oz.)cupofsoilontopoffertilizerpellets.7. Sprinklewateroversoiluntilitisdrippingfromthewick.8. Labelcontainersbasedontheseedsthatwereplanted.9. Place5seedsinacirclepatternontopofthesoil.10. Coverseedswith¼cupofsoil.11. Pour1cup(8oz.)ofwaterintothe16oz.delicontainer.12. Setthesmallcontainerontopofthelargercontainer.13. Placeinlightboxandcoverfront(theplantswillneedplentyofwaterand24hoursoflight!)

Days4‐7

1. ObservethestemandleafcoloroftheyoungP1andF1plants.2. Recordthenumberofindividualswitheachtraitinthetablebelow.

Listeachphenotype

Purplestem Greenstem Purpleleaf Greenleaf

P1generation

F1generation

3. DiscardtheP1plantsbutcontinuetomaintaintheF1plants.4. ThinF1plantsto2percontainer.5. ExplainhowyouthinkstemandleafcolorsareinheritedinFastPlants.

6. Predictthefather’s(P2)stemandleafcolorsbasedonyourexplanation.

Days15‐17

1. PollinatetheentirepopulationofF1plantsfor3days.UseQ‐tipstospreadpollenfromoneflowertoanother.Makesureallflowersreceivepollenfrommorethanoneplant.

FastPlantsrequireoutcrossingtoreproduce.Thiscanhappeninthewildwithhelpfrompollinators(likebees)orcanbeaidedbywind.

2. Basedonyourhypothesis,predictthestemcolorofthesecond‐generationoffspring(F2)thatwillresultfromthepollinationyoudidtoday.

Day18

1. CutoffanynewflowerbudsthatwerenotpollinatedonpreviousdaysDay37

1. Stopwateringplants.LetthemdryoutforafullweekDay44

1. HarvesttheseedsfromtheF1plants(thesewillbetheF2seeds)2. PlacetheF2seedsinamanilaenvelopeandlabelthem3. Removeplantsfromthefirstgenerationandcleandelicontainersanddry(sotheycanbe

reusedthenextday)Day45

1. PlanttheF2seedsfollowingthegrowingdirectionsfromDay0Day49

1. ObservethestemcoloroftheyoungF2plants

2. Recordthenumberofindividualswitheachtraitinthetablebelow

Listeachphenotype Purplestem Greenstem Purpleleaf Greenleaf

F2generation

3. Putyourclaimstothetest!WastheratioofthephenotypesintheF2generationwhatyou

predicteditwouldbe?Wasitevenclose?Aχ2(chi‐squared)testwillcompareyourobservationswithyourhypothesis.

Chi‐squareisastatisticaltestcommonlyusedtocompareobserveddatawithdatawewouldexpecttoobtainaccordingtoaspecifichypothesis.Forexample,if,accordingtoMendel'slaws,youexpected10of20offspringfromacrosstobemaleandtheactualobservednumberwas8males,thenyoumightwanttoknowaboutthe"goodnesstofit"betweentheobservedandexpected.Werethedeviations(differencesbetweenobservedandexpected)theresultofchance,orweretheyduetootherfactors.Howmuchdeviationcanoccurbeforeyou,theinvestigator,mustconcludethatsomethingotherthanchanceisatwork,causingtheobservedtodifferfromtheexpected.Thechi‐squaretestisalwaystestingwhatscientistscallthenullhypothesis,whichstatesthatthereisnosignificantdifferencebetweentheexpectedandobservedresult.Step1.Whatisyournullhypothesis?Step2‐DeterminetheratioofphenotypesyouexpectedintheF2generation,basedonyourhypothesis.Phenotype ExpectedNumberofPlants(e)1.____purplestem_________ _________________2.____greenstem__________ _________________3.____purpleleaf___________ _________________4.____greenleaf____________ _________________Step3‐RecordtheratioofphenotypesyouobservedintheF2generation.Phenotype ObservedNumberofPlants(o)1.____purplestem_________ _________________2.____greenstem__________ _________________3.____purpleleaf__________ _________________

4.____greenleaf___________ _________________Step4‐Filloutthefollowingtable.Note:Foroandevalues,usetheactualnumbersofplants,notpercentagesorratios.

ListEachPhenotype: 1 2 3 4

Observedvalue(o)

Expectedvalue(e)

Deviation(d)=o‐e

Deviationsquared(d2)

d2/e

Addallofthed2/evaluestogethertogettheχ2value.

Step5Calculatethedegreesoffreedombysubtractingonefromthenumberofphenotypes.degreesoffreedom=(Numberofphenotypespossible)–1Step6Determinewhethertoacceptorrejectyourhypothesis.Findtheprobabilitythatthedeviationoftheobservedvaluesfromtheexpectedvalueswasachanceoccurrence.Lookupyourdegreesoffreedominthetablebelow.Findwhereyourχ2valuefallsinthatrow.

Probabilityvalue:Iftheprobabilityis5%orgreater,thenyoucanacceptyourhypothesis.Iftheprobabilityislessthan5%,thenrejectyourhypothesis.Doyouacceptorrejectyournullhypothesis?Why?Whatdoesitmean?Day501. PlanttheP2seedsfollowingthegrowingdirectionsfromDay0.Day531. ObservethestemcoloroftheyoungP2plants.Recordyourobservationsinthetable.

Listeachphenotype Purplestem Greenstem Purpleleaf Greenleaf

F1generation

Doesthisactivityshowhowtraitsarepassedfromparentstooffspring?WhyorWhynot?Source:WisconsinFastPlants

PepperedMothInvestigationNaturalSelection

EdgenuityUnit:Evolution Lesson:FactorsAffectingNaturalSelectionTime:30‐60minuteshttp://kbsgatewayproject.weebly.com/peppered‐moth‐investigation.htmlLearningTargetIcanexplainhownaturalselectionimpactsphenotypesandgenotypesofaspeciesovertime.Materials

Paperpunch 2smallplasticcups

Twosheetsdarkgraypaper Twosheetsmediumgraypaper Twosheetslightgraypaper

Beforetheyear1845,inthecityofManchester,EnglandapopulationoflightgraycoloredmothsknownasPepperedmothslivedinthesurroundingforests.Theywouldclingtothetrunksoftreesthatwerethemselvescoveredwithalightgraycoloredbark.Thefactthatthesemothswereabletoblendinwiththislightgraybackgroundservedasanadvantage,providingprotectionintheformofcamouflagefrombirds(predators).However,agenecontrolsthecolorationofmothswithallelesthancanbeexpressedindifferentshadesofgray.Becauseofthisgeneticvariation,darkandmediumgraycoloredmothsweresometimesborn.Around1845thecitystartedbecomingmoreindustrialized,withfactoriespouringblackcoalsmokeintotheair.Thispollutionfellintothesurroundingforestsandslowlyturnedthebarkofthetreestoadarkergraycolortherebymakingthelightergraymothsmorevulnerabletopredation.Suddenlythedarkgraycoloredmoths

possessedanadvantage.Asaresult,overaperiodofapproximatelyfiftyyearsthemothpopulationexperienceda“shift”inthefrequencyoftheallelesthatdeterminemothcoloration.Inthisexample,thetraitofcolorationisthetargetedselectionwhiletheagentofselectionisthepredation.Thisinvestigationwillallowyoutorole‐playasthepredator.

Procedures:Labelthefollowingpapersononeside:

LightGray–Environment1. MediumGray–Environment2. DarkGray–Environment3.

WikipediaCommons:Khaydack

Fillaplasticcupwithroomtemperatureorcoolwater.Punchout30circleseachfromthethreeUNLABELEDsheets.Askaneighborortheteachertoplace10dark,10medium,and10lightgraydotsontheEnvironment1sheetwithoutyouwatching.

Whenyourassistantisfinishedsettingup,dipyourpointerfingerinthecupofwater.You’llbeusingthisfingertopickupthedots.Beginwith“Environment1”andpickupasmanydotsasyoucanin10secondswithyourwetfinger.Placetheseintoanemptyplasticcupandrecordthecolorsinthetablebelow:

LightGrayDots MediumGrayDots DarkGrayDotsLightGray

Environment1

MediumGrayEnvironment2

DarkGrayEnvironment3

RepeatwithEnvironments2&3andrecordinthetable.

Completethefollowingquestionsrememberingthatdotsrepresentedpepperedmoths.

WhatcolorwasthemajorityofpepperedmothsinManchesterbefore1845?Wastheshiftcoloration,fromlightgraytodarkgray,abeneficialchangeforthemothpopulationasawhole?Whyorwhynot?Inthisinvestigation,which“moths”hadthebestchanceforsurvivalinenvironment1?Why?Inthisinvestigation,which“moths”hadtheworstchanceforsurvivalinenvironment1?Why?

Inthisinvestigation,which“moths”hadthebestchanceforsurvivalinenvironment2?Why?Inthisinvestigation,which“moths”hadthebestchanceforsurvivalinenvironment3?Why?Whatdoyouthinkwouldhappentothepepperedmothpopulationifaftertheindustrialrevolutionthetreeschangedbacktotheiroriginallightgraycoloredbark?Inyouropinion,isnaturalvariationwithinapopulationbeneficialtothelong‐termsurvivalofapopulation(orspecies)asawhole?Pleaseexplain,whyorwhynot.

InvestigatingPlantNutritionFastPlantsandFertilizer

EdgenuityUnit:Ecology Lesson:CyclesofMatterTime:4weeks 60minutesonDay0and~5minutesperdayafterhttp://kbsgatewayproject.weebly.com/feed‐your‐plants.htmlLearningTargetIcandesignanexperimenttodeterminethebestamountofnutrientstoaddforplantgrowth.Materials

WisconsinFastPlantseeds(standard) 4delicontainergrowingsystems

Lightbox–growinghouseo 2crates

o 16oz.delicontainero 8oz.delicontainero Wickingcordorstring

Labels Q‐tips

o Aluminumfoilo Hanginglightfixtureo 24wattCFL

Pottingsoil WisconsinFastPlantfertilizer

Greenplantsmaketheirownfoodthroughtheprocesscalledphotosynthesis,buttheyalsorequirenutrientstheyobtainfromthesoil.NutrientsinFastPlantfertilizerarenitrogen,phosphorus,andpotassium.Farmersneedtodecideeachseasonhowmuchfertilizertheyshouldaddtotheirfields.Iffertilizeradditionsaredoubled,willthecropsproducemorethanpreviousyears?Fertilizercanbeexpensive–willtheadditionalyieldcoverthecostsofmorefertilizeruse?Fertilizerthatisnotusedbyplantscanhaveharmfulenvironmentalimpacts,includingeutrophication.Duringeutrophication,nitrogenandphosphorousarewashedintolakesandcausetoomuchalgaetogrow,whichcandecreasetheamountofoxygenavailabletorestofthelivingthings.NotesonNutrientsinFertilizer Nitrogen

o Optimum:Plantsarerichgreenandproteincontentincreases.o Deficient:Plantsarestuntedandlightgreenincolor;lowerleavesareyellow,stemis

slender.o Excessive:Plantshaveverylushfoliagewithsappy,softstems;floweringisdelayed.

Phosphorous

o Optimum:Plantshaveavigorousstartduetostimulatedrootformationandgrowth;phosphorusalsostimulatesfloweringandaidsinseedformation.

o Deficient:slowergrowthanddelayedflowerandpoddevelopment;leavesaredarkgreenanddull;rootsystemispoorwithlittlebranching;stemisslender.

o Excessive:Plantshaveverylushfoliagewithsappy,softstems;floweringisdelayed. Potassium

o Optimum:plantshaveincreasedvigoranddiseaseresistant.o Deficient:Leavescanbemottled;flowersdonotachievevibrantyellowcolor;stemis

slender.o Excessive:Plantshavedarkfoliageandstiffstemsandleafbranches.

Day01. Answerthequestionsbelow:Ifnutrientsareimportantforyourplantstogrow,develop,andreproduce,istheresomeparticularamountoffertilizerthatisbestfortheplants?

InthepreviousinvestigationwithFastPlants,therewasasuggestedamountoffertilizertoadd.Doyouthinkthatthereisaminimumamountoffertilizerthatplantsmusthavetogrow,develop,flower,andproduceseed?Howcanyoufindout?Iffertilizerisgoodforplants,ismorefertilizeralwaysbetter?Howcanyoufindout?Whataresomecharacteristicsthatyoucouldobservetodeterminethebestamountoffertilizertoadd?Circletheonecharacteristicthatyouwillobserve.2. Completethetoprowofthedatatablebywritinginthecharacteristicthatyouwillbeobserving.

Youwillcompletetherestofthetablewithyourdailyobservations.Days Characteristic: Days Characteristic:

1 15

2 16

3 17

4 18

5 19

6 20

7 21

8 22

9 23

10 24

11 25

12 26

13 27

14 28

Procedures:3. Planttheseedsin4containersusingthefollowingdirections:4. Pokeaholeinthecenterofthebottomofthe8oz.delicontainer.5. Cutawick12‐14cmlong,wetthoroughlywithwaterandinsert2cmintobottomof8oz.deli

container.6. Pour¼cupofsoilintothe8oz.container.7. Labelcontainersbasedontheamountoffertilizerthatwasadded.(0,2,4,10)8. Spreadfertilizerpelletsevenlyontopofthesoil.Putadifferentamountineachcontainer(as

labeled)andmakesurethatonecontainerhasNOfertilizeradded.9. Add½cupofsoilontopoffertilizerpellets.10. Sprinklewateroversoiluntilitisdrippingfromthewick.11. Place5seedsinacirclepatternontopofthesoil.12. Coverseedswith¼cupofsoil.13. Pour1cupofwaterintothe16oz.delicontainer.14. Setthesmallcontainerontopofthelargercontainer.15. Placeinlightboxandcoverfront(theplantswillneedplentyofwaterand24hoursoflight!)Days1‐281. Makeanobservationeachdayandrecorditintheprevioustable.Day281. Compareyourobservationstoyourpredictionsbeforeyoustarted.Answerthefollowing

questions:Ifnutrientsareimportantforyourplantstogrow,develop,andreproduce,isthereaparticularamountoffertilizerthatisbestfortheplants?Whatevidencebacksupyouranswer?Doyouthinkthereisaminimumamountoffertilizerthatplantsmusthavetogrow,develop,flower,andproduceseeds?Whatevidencebacksupyouranswer?

Iffertilizerisgoodforplants,ismorefertilizeralwaysbetter?Whatevidencebacksupyouranswer?Source:WisconsinFastPlants

CuttingDowntheRainHumanImpactontheEnvironment

EdgenuityUnit:Ecology Lesson:HumanImpactandtheEnvironmentTime:2weeks 30minutesonDay0and15‐30minutesonDays14&15http://kbsgatewayproject.weebly.com/cutting‐down‐the‐rain.htmlLearningTargetIcanexplainanexampleofhumanimpactandtheaffectonecosystems.Materials

WisconsinFastPlantseeds(standard) 4delicontainergrowingsystems

o 16oz.delicontainero 8oz.delicontainero Wickingcordorstring

2sandwichZiplockbags 2binderclips Scissors

Lightbox–growinghouseo 2crateso Aluminumfoilo Hanginglightfixtureo 24wattCFL

Pottingsoil WisconsinFastPlantfertilizer

Thedestructionofthetropicalrainforestsgetsalotofmediacoverage.Thisbiomeisingreatdangerastreesarebeingcutorburneddownatanalarminglyfastrate.Manyspeciesofplantsandanimalsarealsodisappearingwiththeforests.ThechangingofoneecosystemontheEarthcanhavearippleeffectontherestoftheworld.Inthisactivity,youwillinvestigatethedifferencebetweenecosystemswithdifferentamountsofleafsurfacearea.YouwillbeusingFastPlantsthatareabout2weeksold.Iftherearenoneavailable,beginbyfollowingthedirectionstogrowtheplants(SkiptoDay14ifyouhaveplantsthatareready).Planttheseedsin2containersusingthefollowingdirections:1. Pokeaholeinthecenterofthebottomofthe8oz.delicontainer.2. Cutawick12‐14cmlong,wetthoroughlywithwaterandinsert2cmintobottomof8oz.deli

container.3. Pour¼cupofsoilintothe8oz.container.4. Labelcontainersbasedontheamountoffertilizerthatwasadded.5. Spreadfertilizerpelletsevenlyontopofthesoil.Putadifferentamountineachcontainerand

makesurethatonecontainerhasNOfertilizeradded.6. Add½cupofsoilontopoffertilizerpellets.7. Sprinklewateroversoiluntilitisdrippingfromthewick.8. Place5seedsinacirclepatternontopofthesoil.

9. Coverseedswith¼cupofsoil.10. Pour1cupofwaterintothe16oz.delicontainer.11. Setthesmallcontainerontopofthelargercontainer.12. Placeinlightboxandcoverfront(theplantswillneedplentyofwaterand24hoursoflight!)13. Checkonwaterdaily.

Day71. Keepthe3bestplantsineachcontainerandremoveallothers.Day141. Covertheplantsinonecontainerwithaplasticbag.Securebagwithbinderclip.Becarefulnotto

breakordamagetheplantwhileputtingonthebag.Theseplantsrepresentanintacttropicalrainforest.

2. Usingthescissors,snipoffalltheleavesontheplantsintheothercontainer.Covertheseplantsasinstep2.Theywillrepresentanareainwhichthetropicalrainforesthasbeencutdown.

3. Returntheplantstothelightbox.

Day151. Observetheplantstoanswerthefollowingquestions:

Whatarethedifferencesbetweenthe“ecosystems”thatyouobserved?Wheredoyouthinkthewateronthebagcamefrom?Ifthe“ecosystem”withleavescycledmorewaterintotheatmosphere(bag),whatcanyouinferabouttheamountsofwatercycledintotheairbyundisturbedforestscomparedtoclearedareas?Explainwhythedestructionofforestsmightleadtochangeinrainfall.

Whyshouldpeoplewholiveinotherareasoftheworldbeconcernedaboutclearingoftropicalrainforests?

GlossaryAerobicrespiration–AformofcellularrespirationthatrequiresoxygeninordertogenerateenergyAllele–OnememberofapairofgenesoccupyingaspecificspotonachromosomethatcontrolsthesametraitAnaerobicrespiration–AformofcellularrespirationthatoccurswhenoxygenisabsentorscarceAnaphase–Thestageofmitosisormeiosisbeginningwiththeseparationofsisterchromatids(orhomologouschromosomes)followedbytheirmovementtowardsthepolesofthespindleBiome–AmajorecologicalcommunityoforganismsadaptedtoaparticularclimaticorenvironmentalconditiononalargegeographicareainwhichtheyoccurCapillaries–ThesmallestvesselswhichcontainoxygenatedbloodCellcycle–Sequenceofgrowthanddivisionofacell;consistsofInterphase,MitosisandCytokinesis

Cellularrespiration–Seriesofmetabolicprocessesthattakeplacewithinacellinwhichbiochemicalenergyisharvestfromorganicsubstance(i.e.glucose)andstoredasenergycarriers(ATP)foruseinenergy‐requiringactivitiesofthecellCellulosicbiomass–ProcessedplantmaterialcontaininghighlevelsofcellulosethatmaybeusedforethanolChromosome–StructurewithinthecellthatbearsthegeneticmaterialasathreadlikelinearstrandofDNAControlgroup–GroupinascientificexperimentwherethefactorbeingtestedisnotappliedsothatitmayserveasastandardforcomparisonagainstanothergroupwherethefactorisappliedDependentvariable–AfactorwhosevaluechangeswhentheindependentvariableischangedDiploid–AcelloranorganismconsistingoftwosetsofchromosomesDistillation–AlabtechniqueusedtopurifyasubstanceDominant–Analleleorgenethatisexpressedinanorganism’sphenotype,maskingtheeffectoftherecessivealleleorgenewhenpresent.Ecosystem–AsystemthatincludesalllivingorganismsinanareaaswellasitsphysicalenvironmentfunctioningtogetherasaunitEvolution–Changeingeneticcompositionofapopulationoversuccessivegenerations,whichmaybecausedbynaturalselection,inbreeding,hybridizationormutation.Fermentation–AnanaerobiccellularprocessinwhichorganicfoodsareconvertedintosimplercompoundsandchemicalenergyisproducedGamete–AreproductivecellorsexcellthatcontainsthehaploidsetofchromosomesGene–Fundamentalunitofheredityonaspecificsiteonachromosomethatisresponsibleforthephysicalandinheritablecharacteristicsorphenotypeofanorganism.Geneticvariation–Variationsofgenomesbetweenmembersofspecies,orbetweengroupsofspeciesthrivingindifferentpartsoftheworldasaresultofgeneticmutationGenotype–Asetofallelesthatdeterminestheexpressionofaparticularcharacteristicortrait(phenotype)Haploid–Acelloranorganismhavinghalfofthenumberofchromosomesinsomatic(non‐gamete)cells

Hypothesis–Asuppositionortentativeexplanationthatmaybetested,verifiedoransweredbyfurtherinvestigationorexperimentIndependentvariable–ThevariablethatismanipulatedinanexperimentInheritance–TheacquisitionoftraitsgeneticallytransmittedfromparentstooffspringInterphase–ThephaseinthelifecycleofacellwhereinthecellisnotundergoingcelldivisionMeiosis–Formofcelldivisionhappeninginsexuallyreproducingorganismsbywhichtwoconsecutivenucleardivisions(meiosisIandmeiosisII)occurwithoutthechromosomalreplicationinbetween,leadingtoproductionoffourhaploidgametesMetaphase–Thestageofmitosis(andmeiosis)followingprophaseandprecedinganaphase.Atthisstage,condensedchromosomeshavealignedalongthemetaphaseplateMitosis–Processwhereasinglecelldividesresultingingenerallytwoidenticalcells,eachcontainingthesamenumberofchromosomesandgeneticcontentasthatoftheoriginalcellMulticellular–HavingorconsistingofmanycellsormorethanonecelltoperformallvitalfunctionsNaturalselection–Processinnatureinwhichorganismspossessingcertaingenotypiccharacteristicsthatmakethembetteradjustedtoanenvironmenttendtosurvive,reproduce,increaseinnumberorfrequency,andtherefore,areabletotransmittheirDNAtooffspringNucleus–Thelarge,membrane‐boundorganellethatcontainsthegeneticmaterialintheformofDNAcalledchromosomesOrganism–Alivingthingthatcanreacttostimuli,reproduce,growandmaintainhomeostasisPhenotype–PhysicalappearanceorbiochemicalcharacteristicofanorganismasaresultoftheinteractionofitsgenotypeandtheenvironmentPhotosynthesis–Themakingofglucoseusingcarbondioxide,water,andlightenergyPopulation–AgroupoforganismsofonespeciesthatinterbreedandliveinthesameplaceatthesametimePredation–AformofsymbioticrelationshipbetweentwoorganismsofunlikespeciesinwhichoneofthemactsaspredatorthatcapturesandfeedsontheotherorganismthatservesasthepreyProphase–Firstphaseofmitosis(ormeiosis)inwhichthechromosomescondenseandbecomevisible

Reaction–Arearrangementoftheatomsormoleculesoftwoormoresubstancesthatcomeintocontactwitheachother,resultingintheformationofoneormorenewsubstancesRecessive–AgeneorallelewhosephenotypicexpressionismaskedbyadominantgeneoralleleSpecies–Agroupoforganismshavingcommoncharacteristicsandusuallyarecapableofmatingwithoneanothertoproducefertileoffspring.Telophase–Finalstageofmitosisormeiosis,whenchromosomeseparationiscompleted.