Week of June 5 - June 12

The final for Science II is a performance based project where students design and carry out an experiment. While students may work in groups of up to 4 students, each student must prepare and turn in their own formal write-up.

Final Lab and Self Evaluation

Lab write up format

OBSERVING THE EFFECTS OF SOLAR UV RADIATION ON CELLS - Each person creates their own report!

Big Idea:  UV is a high energy light frequency

Background Information: Use information from your research and your notes that you think are the most pertinent for your background information. Include information about the product or material you will test, mutant sunsensitive yeast, what is UV light (UVA, UVB, UVC) , how does it affect DNA, why is it beneficial to humans, why are some people more vulnerable to sun damage, etc. Be sure to include the source for each piece of information.

Research Question:  What can you test about a sun protectant produce?

Hypothesis: What do you think will happen, why?

Safety:  Follow aseptic technique.  Wash tables and hands before and after handling slants and plates.  Wear goggles when preparing petri dishes with yeast. Do not look directly into the sun when positioning your plates.

Experimental Design: Complete all parts of experimental design. Include the steps in the procedures below.

Include the materials list in your experimental design

tube containing mutant yeast 2 YED petri dishes/ table

Sterile pipette

Sterile Q-tips for spreading yeast Materials you will use to test product

Procedures:

____1. Remove books, all other materials from tables, tie back hair.

____2. Disinfect table and wash hands.

____3. Swirl your stock tube that contains the mutant yeast solution.

____4. Use the sterile pipette to drop 10 drops of the yeast/water solution all over the YED Petri dish. Use the clam shell technique when you open the Petri dish to prevent contamination.  

____5. Use a sterile Q-tip to gently spread the yeast solution all over the plate.  

____6. Cover the dish with dark paper while you repeat finish the procedures.

____7.  Repeat steps 2-6 to make a second plate if you need this for a control.

____8. You are now ready to set up the plates for your UV experiment. Keep them covered until you are ready to expose them to sunlight.

____9. Generally exposures will be between 5-7 minutes.  Note the start and finish time to find out exposure time. Also note conditions, such as sunny, cloudy etc.  Set out the plates so that they face directly into the sun.  You can check this by holding plates to minimize shadows.

____10. After exposure, wrap plates in aluminum foil, and label.  They will incubate overnight in the incubator.

Data:  Make a table to record data and draw a picture of your petri dishes

Description of Results:  Describe your data in graphs or picture form.

Conclusions:  

Follow conclusions protocol in notebook

Constraints and Limitations: One for each category

1. Conditions of experimental system that could lead to error: why is this not exactly like your skin?
2. Conditions of experimental procedures that could lead to error.

Next Research Question:

Self Evaluation:  Must be complete for a grade! If your evaluation is not accurate, one full grade will be subtracted from your score.

____  Research Question is logical and contains both independent and dependent variables ( 0-2 pt)

____  Background information contains at least 5 pieces of information from notes and additional sources ( 0-5 pts)

____  Hypothesis relates to problem and is stated in the if, then, because format ( 0-3 pts)

____  Safety is clearly stated, and all procedures followed (0-1 pt)

____ Steps for your experiment are clearly written in a way that someone else could set up your experiment, including a picture of your set-up (0-5 pts)

____ Experimental Controls are listed (0-5 pts)

____ Data is accurately recorded in a neat chart or drawing (0-2 pts)

____ Description of actual results clearly summarizes information contained in data chart (0-1 pts).

____ All four portions of conclusions are complete.  Response to hypothesis, data, compare data,  how it relates to background information (0-5 pts)

____ Limitations are thoughtful and complete (0-2 pts)

____ Next Research question contains both an independent and dependent variable. (0-1 pts)

____ Report is word processed and neatly organized. (0-5 pts)

May 26 - June 4

Week of May 26-June 3

Date	Classwork	Eval	Homework	Assessment Criteria
May 26	Respiration Results/ Redesign Collection System		EC EOC prep	Describe a redesign of a solution given a solution to a technological design problem and the results of a test of that solution.
27/28	Mitosis, Meiosis review and table top comparision Lego Meiosis Amoeba Sisters: Mitosis Amoeba Sisters Mitosis Best Meiosis Video Mitosis Rad After watching the videos above, describe similarities and differences between Mitosis and Meiosis in your notebook.  Be sure to include processes and purposes. Use chalk to draw diagrams on your table that demonstrate the concepts above.			Describe the process of mitosis (e.g., the genetic information is copied and each of two new cells receives exact copies of the original chromosomes) and/or the product of mitosis (e.g., two cells each with the same number of chromosomes as the original cell). Describe the process of meiosis (e.g., each egg or sperm cell receives only one representative chromosome from each pair of chromosomes found in the original cell) and/or product of meiosis (e.g., egg and sperm cells with only one set of chromosomes).
29	CSI - Murder in the science room!			Describe how science and/or technology might influence society or the development of cultures and/or how society might influence science
June 1	CSI - Continued			Describe the relationships among DNA, chromosomes, genes, amino acids, proteins, and/or traits
2	CSI Results!			Evaluate an investigation in terms of validity (e.g., answered the investigative question with confidence; the manipulated variable caused the change in the responding variable). 2 MC SA (2) Evaluate an investigation in terms of reliability (e.g., reliability means that repeating an investigation gives similar results).
3/4	Catch-up/Make-up and EOC test

Parent/Guardian

Extra Credit - EOC Prep

Use the following links to explore your understanding of the cell membrane and its function.

An interactive link regarding cellular transport: http://www.teachersdomain.org/resource/tdc02.sci.life.cell.membraneweb/

The following links will help explore your understanding of DNA, proteins, and their functioning.

Learn the basics: http://learn.genetics.utah.edu/content/begin/tour/

Build a DNA Model: http://learn.genetics.utah.edu/content/begin/dna/builddna/

Protein to DNA: http://learn.genetics.utah.edu/content/begin/dna/

Answer these questions in your notebook:

1. What is the structure of a cell membrane? What molecules does a membrane contain?

2. What is the difference between active transport and passive transport?

3. Describe the importance of osmosis.

4. What is the basic structure of DNA (consider a diagram)?

5. What is the relationship between DNA, chromosomes, genes, amino acids, proteins, and traits?

6. Describe the overall process of protein synthesis (consider a diagram as well).

Week of May 15 - 22

Week of May 15 - 21

Date	Classwork	Eval	Homework	Assessment Criteria
May 15	Finish Digestion Activity,			Describe cellular respiration as the process cells use to change the energy of glucose into energy in the form of ATP and/or the process that provides the energy source for most living organisms.
18	Draw diagram in notebook
19	Prepare for Cellular Respiration Lab		Finish Experimental Design	Describe a plan to answer a given question for a controlled experiment with the following attributes:  At least two controlled variables  One manipulated (independent) variable with three or more conditions  One responding (dependent) variable  Experimental control condition, when appropriate  Additional validity measure  Data to be gathered and recorded from multiple trials  Logical steps
20/21	Carry out Respiration Lab		Finish Conclusions and Constraints	Collect, analyze, and display data using calculators, computers, or other technical devices when available.

PR - Parent/Guardian Signature and Comments:

Extra Credit

Check out the following links.

The following links will help you visualize the process of mitosis.

Mitosis http://cellsalive.com/mitosis.htm

This site contains an activity that allows you to identify the steps of mitosis. http://learngenetics.utah.edu/

The following links will help you visualize the process of meiosis.

Meiosis: http://cellsalive.com/meiosis.htm

Meiosis: How Chromosomes are passed from Parent to offspring http://www.contexo.info/DNA_Basics/Meiosis.htm

This site contains an activity that allows you to identify the steps of meiosis. http://learngenetics.utah.edu/

Answer these questions in your notebook:

1. Describe the overall process of mitosis.  Address why mitosis occurs, in what types of cells it occurs, and chromosome numbers for parent and daughter cells.

2. Diagram how DNA replication occurs and mention why DNA replication is an essential part of the cell cycle.

3. How do sex cells differ from regular body cells?

4. Why are the offspring of two parents different than one another?

5, If two parents are both heterozygous for two traits, what is the chance their offspring be homozygous recessive for both traits?

6. A cell is about to divide by meiosis.  The cell has 6 chromosomes:  2 Long, 2 medium, and 2 short.  Draw in the combinations of chromosomes that would be in the 4 sex cells (sperm or egg) after meiosis.

Week of May 11

Date	Classwork	Eval	Homework	Assessment criteria
May 8	How are Humans Related to other Hominidae - Continued		none	Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific
11	How are Humans Related to other Hominidae - Collect Data
12	How are Humans Related to other Hominidae - Make conclusions		Activity Questions if not finished in class.
13/14	Digestion Activity			(1) Describe that large molecules in food are broken down into smaller molecules by cells to provide energy or building blocks (2) Describe that cells build large molecules required for cell functions from smaller molecules  (3) Describe enzymes as proteins that regulate reactions that break down and/or build molecules needed by cell structures and/or functions.

PR - Parent/Guardian signature:

Extra Credit : EOC Prep

Check out these resources

https://www.dropbox.com/home/BIOLOGY%20EOC%20%26%20COE%20Boot%20Camp?preview=4++Carbohydrates+to+Sugars.docx

Carbon Cycle: http://earthobservatory.nasa.gov/Features/CarbonCycle/page3.php

Cellular Respiration Application: http://www.teachersdomain.org/resource/oer08.sci.life.reg.exercise/

http://www.teachersdomain.org/asset/oer08_vid_exercise/

Cellular Respiration Simulation:  http://www.teachersdomain.org/asset/lsps07_int_cellenergy/

Answer these questions in your notebook:

1. What is the big picture of cellular respiration? What are the inputs and outputs (both matter and

energy)?  What is the equation for respiration? What is the purpose of respiration?

2. How is it that carbon is an atom that allows organisms to both store and release energy?

What are two reasons that large biomolecules are broken down into smaller biomolecules in organisms?

3. What are the subunits that the following molecules made from or broken down into

a. Proteins                           b. Fats                  c. Carbohydrates                              d. Nucleic acids (DNA)

4. Explain how enzymes break large food molecules down into smaller molecules and how these molecules become available for the cell to make new molecules.

Week of May 4

Date	Classwork	Eval	Homework	Assessment Criteria
May 4	Finish Field Investigation Review for test		Review for test on Chapters 12 and 14
5	How are Humans Related to other Hominidae		Review for test	(1) Explain that species alive today have diverged from a common ancestor
6	Video - Take notes - Record evidence to support that this is a new species and evidence to support that it is a dwarf human		Review for test	PR +Ride your bike to school (or anything that reduces your carbon footprint)
7	Test		None - Turn in notebook
8	How are Humans Related to other Hominidae		None	Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific

Parent/Guardian Signature:

Extra Credit - EOC Test Prep: 1) I can describe the cycle of nitrogen through ecosystems (e.g., nitrogen in air is taken in by bacteria in soil, then made directly available to plants through the soil, and returned to the soil and atmosphere when the plants decompose).

2) I can identify inputs and/or outputs of matter and/or energy in photosynthesis using words and/or chemical formulas (i.e., inputs are carbon dioxide, water and energy. The outputs are C6H12O6 + Oxygen)

These website provide information on the nitrogen and carbon cycles. http://www.classzone.com/books/ml_science_share/vis_sim/em05_pg20_nitrogen/em05_pg20_nitrogen.swf

http://earthobservatory.nasa.gov/Features/CarbonCycle/page3.php

Testing for Understanding:

1. Trace a carbon atom from a rotting log in the forest to a black bear in the forest
2. What role does nitrogen play in living things? What are nitrogen sources in the environment?
3. How does energy move from the sun through living things? As energy moves through an ecosystem, what transformations can be identified?
4. How do carbon and nitrogen cycles bring essential elements from the environment to living things?

Complete EOC Review document All standards are covered in this 18 page document