Survey of Domains and Kingdoms Cladistics Organism Cards and Linnaean Table (in student packet) Clear (see-through) plastic bags – 7 per group 3 x 5 cards or sticky notes Scissors Printer paper Color pencils or markers Plant Structure and Function Teacher Section Tea leaves or tea bag (Leaf One fruit (any kind) (Flower) Celery plant (Stem and Leaf) Carrot or onion (Root) Live green plant (in a pot) Student Section Student handout Part 2A Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape) Microscope Microscope slides Part B Plant roots (monocot and dicot) Microscope Microscope slides Part C Plant stems (monocot and dicot) Microscope Microscope slides Exploring Flower Structure Stereo and compound microscopes Brassica rapa or similar type of flowers Forceps Scissors index cards (4” x 6” or bigger) pencil tape microscope slides cover slips water disposable pipettes rubber stopper Properties of Water glass of water paperclip penny soda straw glass slide glass test tube a strip of jeans paper strip with a marker dot wax paper Investigating the Effects of Light Intensity on Photosynthesis Test tube Source of bright light Sodium bicarbonate solution (Baking Soda) Watch or clock with second indicator 400-mL beaker Plastic gloves Sprig of evergreen or Elodea/Anacharis (Fresh Water Aquarium Plant) Hand lens Forceps
Invertebrate handouts (pictures) Invertebrate specimen samples Dichotomous key Cell Model Project recyclable household items Making Karyotypes Scissors Glue or transparent tape Differences in Similar Phenotypes Metric ruler Meter stick Building a DNA Model Project 2 strips of cardboard, 38 cm x 3 cm Metric ruler Toothpicks Crayons Tape Colored gumdrops Modeling clay Digital camera (optional; if available) DNA Electrophoresis Simulation Football, soccer or other large grass field (It is important to use a grass field in case students fall during the activity.) 50 m or 100 m measuring tape Stopwatch or other timing device Protein Synthesis: Transcription and Translation Pencils DNA strands worksheet Identifying Organic Compounds test tubes Test-tube rack Test-tube holder Masking tape Glass-marking pencil 10-mL graduated cylinder Bunsen burner or hot plate Iodine solution 20 mL Honey solution 20 mL Egg white and water mixture 20 mL Corn oil 20 mL Lettuce and water mixture 20 mL Gelatin and water 20 mL Melted butter 20 mL Potato and water 20 mL Apple juice and water mixture 20 mL Distilled water 20 mL Unknown substance 10 Dropper pipettes Paper towels 600-mL Beaker Brown paper bag Sudan III stain Biuret reagent Benedict’s solution
Human Impact on the Environment & Sustainability NGSSS: SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (AA) Purpose of the Lab/Activity: Evaluate the environmental impact caused by coal mining and coal consumption. Discuss the difference between the total amount of coal available and the amount that can be practically obtained. Explore the difference between nonrenewable and renewable energy sources. Predict the role of renewable energy sources in the future. Prerequisites: Students should be familiar with the ecosystems interactions and energy transfer. Students should be able to use laboratory equipment to measure liquids. Materials (per group): Biodiversity Cards 1000 mL graduated cylinder (or beaker) 100 mL graduated cylinder 10 mL graduated cylinder 50 mL beaker 10 mL vegetable oil Chocolate chip cookie (large chocolate chip type) Paper clip or toothpick Paper plate or napkin Small paper cup Chocolate Chip Reserves Chart Procedures: Day of Activity: Before activity: What the teacher will do: It is important for activate student’s prior knowledge on human impact, positive and negative, on ecosystems before beginning the investigation. Read Dr. Seuss children’s book aloud to your students and/or have them watch the animated cartoon (Time: 25 minutes) Dr. Seuss’ The Lorax presents an opportunity to have a conversation about the inherent value of forests and importance of sustainable management. Given the many threats to America’s private and public forests due to climate change, pests and pathogens, and land conversion, the story of Dr. Seuss’ The Lorax can start a dialogue about what is being done in America to protect the health and productivity of our forests now and for the future. Ask students “WHAT IS CHANGING?” in the story. Give them some thinking time, and then choose two or three volunteers to say one answer each. They will probably suggest elements such as “truffula trees,” or “thneeds.” Urge them to be specific, asking follow-up questions if necessary or saying “tell more about that element of the story.”
Part B: Comparative Anatomy Look closely at the scapula, sternum, tail, and feet of all 3 skeletons (Figure 1 and the Deinonychus’ casts). Note that both the Deinonychus and the bird have an extra toe that points backward. Fill in data in Table 1 by checking off which features you observe in each skeleton. Part C: Homologous Structures Carefully examine the drawings of the bones shown in Figure 2. Look for similarities among the various animals. Color each part of the human arm a different color. (Note: All bones of the wrist should be a single color; all the bones of the hand should be a different single color, etc.). Then color the corresponding bone in each of the other animals the same color as the human bone. Complete the Data Analysis/Results section of laboratory. + Part D: Analogous Structures Examine the butterfly wing and the bird wing shown in Figure 3. Complete Data Analysis/Results section of laboratory. Part E: Vestigial Structures Gradual changes have occurred through time that have in some cases reduced or removed the function of some of the body structures and organs. The penguin's wings and the leg bones of snakes are examples of this phenomenon. Examine the cavefish and minnow shown in Figure 4. They are related, but the cavefish is blind. Complete the Data Analysis/Results section of laboratory. Part F: Human Vestigial Structures Read the list of human vestigial structures shown in Table 3. Suggest a possible function for each structure and explain why it became vestigial. Record your answers in the table. Complete the Data Analysis/Results section of laboratory. Part G: Comparative Embryology Examine the embryos in Figure 5 and list the similarities of each embryo in Table 4. Complete the Data Analysis/Results section of laboratory. Data Analysis/Results: Part B: Comparative Anatomy Figure 1 Table 1 Characteristic Alligator Bird Deinonychus Narrow scapula (shoulder blade)
Beak Variation % Frequency in Round 3 (A) % Frequency in Round 1 (A) Change in % Frequency (A – B) Spoon Fork Knife Data Table 3 Round 4 Round 5 Round 6 Beak variation Pop. Size % Frequency Pop. Size % Frequency Pop. Size % Frequency Spoon Fork Knife Total Data Table 4 Beak Variation % Frequency in Round 6 (A) % Frequency in Round 4 (A) Change in % Frequency (A – B) Spoon Fork Knife Data Analysis/Results: Was there one beak phenotype that was more successful than another in rounds 1-3? If so, which one? One the same x- and y-axes, plot three line graphs representing the success of each beak variation throughout the six rounds. Plot rounds 1 - 6 on the x-axis. Plot the percent frequency of each variation on the y-axis. Be sure to title your graph and label the axes and the three graph lines. Conclusions: Describe the pattern of change for each beak type as displayed in your graph. Identify the most successful beak type or types and suggest reasons for the success. Did the frequency of the different beak variations change when the food supply changed? Relate this to what you learned about the finches on Daphne major. How do you think the results of the Grants’ research might have been different if the beak-depth variations were not genetically-based traits (were not passed on from generation to generation)?
Data: Hominid Evolution Data Chart Hominid Scientific Name (Genus, Species) FACE Facial Slope Prognathism Browridge Dental Arcade Canines Number of Teeth What is the angle of the facial slope? Does the part below the eyes extend out? Is there a bony ridge above the eyes? Does the jaw look U-shaped or Are they long or short? Are they sharp or dull? How many teeth are there in the entire mouth? Pan troglodytes Pronounced Slight existence None Large Medium Small U-shaped Intermediate V-shape Long Dull Short Sharp Homo sapiens Pronounced Slight existence None Large Medium Small U-shaped Intermediate V-shape Long Dull Short Sharp Homo neanderthalensis Pronounced Slight existence None Large Medium Small U-shaped Intermediate V-shape Long Dull Short Sharp Homo erectus Pronounced Slight existence None Large Medium Small U-shaped Intermediate V-shape Long Dull Short Sharp Australopithecus boisei Pronounced Slight existence None Large Medium Small U-shaped Intermediate V-shape Long Dull Short Sharp Austalopithecus afarensis Pronounced Slight existence None Large Medium Small U-shaped Intermediate V-shape Long Dull Short Sharp Hominid Evolution Data Chart (cont.)
Hominid Scientific Name (Genus, Species) BRAINCASE Cranial Module Forehead Sagittal Crest Foramen Magnum What is the volume of brain case in each hominid species? Does the skull extend above the eyes? How big is the forehead? Is there a bony ridge along the top of the skull? How pronounced is it? Where is the large opening in the base of the skull located? Pan troglodytes Large Medium Small Large Medium Small None Toward the rear More forward Homo sapiens Large Medium Small Large Medium Small None Toward the rear More forward Homo neanderthalensis Large Medium Small Large Medium Small None Toward the rear More forward Homo erectus Large Medium Small Large Medium Small None Toward the rear More forward Australopithecus boisei Large Medium Small Large Medium Small None Toward the rear More forward Austalopithecus afarensis Large Medium Small Large Medium Small None Toward the rear More forward
Cell Type Prokaryotic Unicellular Cell Type Prokaryotic Unicellular Cell Type Eukaryotic Multicellular Cell Type Eukaryotic Multicellular Cell Type Eukaryotic Most Unicellular; some Multicellular Cell Type Eukaryotic Most Multicellular; some Unicellular
Chloroplast None (photosynthetic membranes in some types) Chloroplast None (photosynthetic membranes in some types) Chloroplast Present (some forms) Chloroplast Absent Chloroplast Absent Chloroplast Present
Cell Wall Cell walls with peptidoglycan Cell Wall Cell walls without peptidoglycan Cell Wall Present in some forms, various types Cell Wall Chitin and other noncellulose polysaccharides Cell Wall Cellulose and other polysaccharides Cell Wall Absent
Mode of Nutrition Autotroph or Heterotroph Mode of Nutrition Autotroph or Heterotroph Mode of Nutrition Autotroph or Heterotroph Mode of Nutrition Heterotroph Mode of Nutrition Heterotroph Mode of Nutrition Autotroph
Kingdom Comparison Chart Kingdom Cell Type Nuclear Envelope Mitochondria Chloroplasts Cell Wall Mode of Nutrition Examples Eubacteria Prokaryotic Unicellular Absent Absent None (photosynthetic membranes in some types) Cell walls With peptidoglycan Autotroph or heterotroph Strreptococcus, Escherichia Coli Archaebacteria Prokaryotic Unicellular Absent Absent None (photosynthetic membranes in some types) Cell walls Without peptidoglycan Autotroph or heterotroph Methanogens, Halophiles Protista Eukaryotic Most Unicellular; Some multicellular Present Present or absent Present (some forms) Present in some forms, various types Autotroph or heterotroph Amoeba, Para mecium, slime molds, giant kelp Fungi Eukaryotic Most multicellular; Some unicellular Present Present or absent Absent Chitin and other Noncellulose polysaccharides Heterotroph Mushrooms, yeasts Plantae Eukaryotic Multicellular Present Present Present Cellulose and Other polysaccharides Autotroph Mosses, Ferns, Flowering plants Animalia Eukaryotic Multicellular Present Present Absent Absent Heterotroph Sponges, worms Insects, fishes, mammals
Example Cladograms: Organism Cards Name: Date Palm Phoenix dactylifera Energy Source: Autotroph Vertebrae (backbones): n/a Body Temperature: n/a Limbs: n/a Eyes: n/a Retractable Claws: n/a Other: Does not move. Name: Sea Lion Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 flippers with claws Teeth: Pointed teeth Eyes: eyeballs on side of head: Retractable Claws: no Name: Leopard Frog Rana pipiens Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: varies with environment Limbs: 4 legs Eyes: eyeballs on top/side of head Retractable Claws: n/a Other: Tongue attached to front of jaw. Name: African Lion Panthera leo Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 legs with clawed feet Teeth: Pointed teeth Eyes: front of head Retractable Claws: no Other: Roars, social animal, males have manes.
Cellular Respiration (Adapted from: State Adopted – Prentice Hall Laboratory Manual B) NGSSS: SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration. (AA) SC.912.L.14.7 Relate the structure of the major plant organs and tissues to physiological processes. (AA) Purpose of Lab/Activity: To understand how photosynthesis and cellular respiration work hand-in-hand. To observe how cellular respiration occurs under aerobic conditions. Prerequisites: Prior to doing this lab, students should have been taught about cellular respiration including lactic acid fermentation, alcoholic fermentation, glycolysis, the Krebs cycle, and the electron transport chain. Students should also be aware of how photosynthesis and cellular respiration go hand-in-hand. The products of one process are the reactions of the other and vice versa. Materials (per group): Distilled water Straw Heat-resistant gloves Hot Plate Cotton ball Beakers 500-mL (two) Test tubes (4) Purple cabbage leaves or Bromothymol blue Test tube rack Slotted spoon (large) Stoppers Radish seedlings (10) Forceps Aluminum foil Procedure: Day of Activity: Before activity: What the teacher will do: Prep work: Germinate radish seedlings at least one week before lab. Use 1 part Bromothymol blue to 10 parts of water as a substitution of the cabbage indicator. Essential question (or problem statement): “How do organisms release energy from food?” Procedures: Students should read the entire investigation. Then, work with a partner to answer the “engagement” questions. These questions should be in the student’s hand-out. Once the students have completed the questions, initiate a class discussion asking different students to share their answers. Continue the discussion by asking the following questions. What is cellular respiration? How are the processes of photosynthesis and cellular respiration related? What are the reactants and products of cellular respiration? In this investigation, how are we going to find out if plants carry on cellular respiration?
Sex XX Female XY Male Body Type BB and Bb 3 body segments bb 2 body segments Leg color XbY 4 blue legs XBY, XBXB, XBXb 4 red legs Type of Tail TT and Tt curly tail tt straight tail Color of Tail TT black Tt black and white tt white Number of humps HH 1 green hump Hh 2 green humps hh 3 green humps Nose color NN red nose Nn orange nose nn yellow nose Number of eyes EE and Ee 2 eyes ee 3 eyes Number of antenna AA 1 antenna Aa 2 antenna aa 3 antenna
3 different kinds of clear dishwashing liquids commercial bubble solution water glycerin rulers straws plastic trash bags to cover tables Four 50-ml beakers Procedures: Mix three bubble solutions in separate beakers using the following proportions of liquids: 5 ml dishwashing liquid, 30 ml water, and 5 ml plain glycerin. Note: If you want to make a lot of bubble solution, just use larger quantities of each ingredient, keeping them in the 1:6:1 proportion. Put 40 ml of commercial bubble solution in a fourth beaker. 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. Using centimeters, measure the diameter of each bubble print left behind on the trash bag. Repeat this procedure three times for each of the different solutions. While you are doing this activity, make some observations about the colors and other physical characteristics of the bubbles. Record your group’s results on the data sheet. Complete the class data table and write a conclusion for the activity. Observations/Data: Diameter of Bubble Solution Detergent #1 (cm) Diameter of Bubble Solution Detergent #2 (cm) Diameter of Bubble Solution Detergent #3 (cm) Diameter of Bubble Solution Commercial (cm) Trial #1 Trial #2 Trial #3 Average You should also collect qualitative data such as observations about the colors and other physical characteristics of the bubbles.