Powerpoint Tutorial Fo Presentation - DOC

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					   Biology
With APCC Supplements




                        1
                               Table of Contents
                       Blackline Masters taken from the
                     Louisiana Comprehensive Curriculum

                                    Biology

Blackline Master                                          Page

Cells – differentiating different types                   1
Cells - differentiating different types answers           2
Cellular Respiration Process Guide                        3
Classification of Organisms                               4 -5
Classification Presentation Rubric                        6
Evolution as a Biological Theme: Fish Activity            7
Evolution Opinionnaire                                    8
Health & Disease: Use of Antibiotics                      9
Health & Disease Pamphlet Rubric                          10
Human Body: Endocrine System                              11 - 12
Human Body: Nerve Impulse Guide                           13
Human Body: Vocabulary Self-Awareness                     14
Lab Report Rubric: Experimental Design                    15
Lab Report Rubric                                         16
Mitosis and Meiosis Comparison Word Grid                  17
Mitosis and Meiosis Comparison Word Grid Answers          18
“Molecular Structure of Nucleic Acids”                    19 – 20
Photosynthesis Process Guide                              21
Plant Tropisms                                            22
Poster or PowerPoint Presentation Rubric                  23
Protein Synthesis                                         24
Safety Contract for Students                              25
Safety in the Lab: Rules of Conduct                       26 – 27
Scientific Method: Cricket Online Experiment              28 – 30
What is Life?                                             31
What is Life? Answer key                                  32




                                                                    2
Word Grid for Differentiating Different Types of Cells


Place a “+” in the space if the cell contains the feature and a “-” if the cell does not
contain the feature.

              Plasma   Cytoplasm Nucleus Ribosomes Mitochondria Chloroplasts Cell
              membrane                                                       Wall
Bacteria

Paramecia/
Euglena
Yeast

Plant cell

Animal
tissue




Word Grid for Differentiating Different Types of Cells


Place a “+” in the space if the cell contains the feature and a “-” if the cell does not
contain the feature.

              Plasma   Cytoplasm Nucleus Ribosomes Mitochondria Chloroplasts Cell
              membrane                                                       Wall
Bacteria

Paramecia/
Euglena
Yeast

Plant cell

Animal
tissue




                                                                                           1
Word Grid for Differentiating Different Types of Cells


Place a “+” in the space if the cell contains the feature and a “-” if the cell does not
contain the feature.

           Plasma   Cytoplasm Nucleus Ribosomes Mitochondria Chloroplasts Cell
           membrane                                                       Wall
Bacteria       +        +                 +                               + in
                                                                          some
                                                                          groups
Paramecia/     +        +        +        +          +       + in
Euglena                                                      Euglena
Yeast          +        +        +        +          +                         +

Plant cell         +             +            +           +              +                 +       +

Animal             +             +            +           +              +
tissue




                                                                                               2
                           Cellular Respiration Process Guide

Directions: As you read and participate in class activities, focus on the process involved
in aerobic cellular respiration. Write your notes and responses on this handout.

   1. Define cellular respiration.




   2. What materials are required for this process? What materials are produced?




   3. Write an overall reaction for aerobic cellular respiration in both words and
      chemical symbols.




   4. List the three steps involved in aerobic cellular respiration and indicate the steps
      that require oxygen.




   5. How do photosynthesis and cellular respiration function together? Identify the
      reactants and products of each process and state how these substances flow
      between the reactions.




                                                                                             3
                            Classification of Organisms


Taxonomic Category            Identifying Characteristics Exemplary Organisms
Kingdom Archaebacteria




Kingdom Eubacteria




Kingdom Protista




Kingdom Fungi




Kingdom Plantae




     Phylum Bryophyta


     Phylum Pterophyta


     Phylum Coniferophyta


     Phylum Anthophyta


Kingdom Animalia




                                                                                4
Phylum Porifera


Phylum Cnidaria


Phylum Platyhelminthes


Phylum Nematoda


Phylum Rotifera


Phylum Mollusca


Phylum Annelida


Phylum Arthropoda


Phylum Echinodermata


Phylum Chordata




                         5
                          Classification Presentation Rubric

       Teacher Name: _________________________________________

       Student Name:    ________________________________________

 CATEGORY        4                    3                     2                   1
Content          All content          Most of the           The content is      Content is
Accuracy         throughout the       content is            generally           typically
                 presentation is      accurate, but         accurate, but one   confusing or
                 accurate. There      there is one piece    piece of            contains more
                 are no factual       of information        information is      than one factual
                 errors.              that might be         clearly flawed or   error.
                                      inaccurate.           inaccurate.
Sequencing of    Information is       Most information      Some                There is no clear
Information      organized in a       is organized in a     information is      plan for the
                 clear, logical       clear, logical        logically           organization of
                 way. It is easy to   way. One card or      sequenced. An       information.
                 anticipate the       item of               occasional card
                 type of material     information           or item of
                 that might be on     seems out of          information
                 the next card.       place.                seems out of
                                                            place.
Use of Graphics All graphics are      A few graphics        All graphics are    Several graphics
                attractive (size      are not attractive,   attractive, but a   are unattractive
                and colors) and       but all support       few do not seem     AND detract
                support the           the theme/content     to support the      from the content
                theme/content of      of the                theme/content of    of the
                the presentation.     presentation.         the presentation.   presentation.
Spelling and     Presentation has     Presentation has      Presentation has    Presentation has
Grammar          no misspellings      1-2 misspellings      1-2 grammatical     more than 2
                 or grammatical       but no                errors but no       grammatical
                 errors.              grammatical           misspellings.       and/or spelling
                                      errors.                                   errors.




                                                                                             6
Evolution as a Biological Theme: Fish Activity




                                                 7
                                 Evolution Opinionnaire

                       What Are Your Opinions About Evolution?

Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or
SD (strongly disagree). Then in the space provided, briefly explain the reasons for your
opinions.

   1. Organisms existing today are the result of evolutionary processes that were in
      effect over millions of years. __________

       Your reasons:




   2. With minor exceptions, organisms on earth appeared at about the same time.
      __________

       Your reasons:




   3. The age of the earth is less than 20,000 years. __________

       Your reasons:




   4. There is a significant amount of evidence that supports evolutionary theory.
      __________

       Your reasons:




   5. Evolution is a scientifically valid theory accepted by most scientists. __________

       Your reasons:




                                                                                           8
                           Health & Disease: Use of Antibiotics

Date___________________________________

Class Period_____________________________



1. What are antibiotics?



2. Why do certain bacteria
become immune/resistant
to certain antibiotics?



3. If and how can bacterial
resistance be resolved?



4. What new methods of
antibiotic treatment are
being used?

5. Why do most viruses
not respond to antibiotics
but do respond to antiviral
drugs?

6. What are some possible
reasons that doctors
prescribe antibiotics for a
viral infection?


7. Do you have a personal
story of antibiotic use?
(optional)




                                                                  9
                            Health and Disease Pamphlet


      Teacher Name: _________________________________________


      Student Name: _________________________________________

  CATEGORY       4                   3                   2                   1
Content          All facts in the    99-90% of the       89-80% of the       Fewer than 80%
Accuracy         pamphlet are        facts in the        facts in the        of the facts in the
                 accurate.           pamphlet are        pamphlet are        pamphlet are
                                     accurate.           accurate.           accurate.


Knowledge        All students in     All students in     Most students in    Several students
Gained           the group can       the group can       the group can       in the group
                 accurately          accurately          accurately          appear to have
                 answer all          answer most         answer most         little knowledge
                 questions related   questions related   questions related   about the facts or
                 to facts in the     to facts in the     to facts in the     technical
                 pamphlet and to     pamphlet and to     pamphlet and to     processes used in
                 technical           technical           technical           the pamphlet.
                 processes used to   processes used to   processes used to
                 create the          create the          create the
                 pamphlet.           pamphlet.           pamphlet.
Attractiveness & The pamphlet has    The pamphlet        The pamphlet        The pamphlet's
Organization     exceptionally       has attractive      has well-           formatting and
                 attractive          formatting and      organized           organization of
                 formatting and      well-organized      information.        material are
                 well-organized      information.                            confusing to the
                 information.                                                reader.


Comments:




                                                                                          10
                Human Body: Glands and Hormones of the Endocrine System


Gland                              Hormone               Function(s) of Hormone
   01. thyroid                     thyroxine

   02. parathyroids                parathyroid hormone

   03. adrenal cortex              corticoids

   04. adrenal medulla             adrenaline

                                   noradrenaline

   05. pituitary, anterior lobe    growth hormone

                                   LH

                                   LTH

                                   FSH

                                   ACTH

                                   TSH

   06. pituitary, posterior lobe   oxytocin

                                   vasopressin

   07. Islets of Langerhans        glucagon

                                   insulin

   08. ovaries                     estrogens

                                   progesterone

   09. testes                      Androgens
                                   (testosterone)
   10. thymus                      thymosins

   11. digestive glands            gastrin

                                   secretin



                                                                                  11
12. pineal gland   melatonin




                               12
                      Human Body: Nerve Impulse Process Guide

Directions: As you read and participate in class activities, focus on the processes
involved in the transmission of nerve impulses. Write your notes and responses on this
handout.

   1. A nerve impulse is a change in the electric charge or distribution of ions along the
      cell membrane of a neuron. What causes this change of ion distribution?



   2. Draw a segment of a neuron that is in a resting state. Describe the distribution of
      sodium and potassium ions inside and outside the cell membrane. This is known
      as the resting potential and the neuron is said to be polarized.




   3. Draw a segment of the neuron that has been stimulated by some sort of stimulus
      (for example light, pressure, heat). Describe the distribution of the sodium and
      potassium ions. This is known as the action potential and the neuron is said to be
      depolarized.




   4.   How does the neuron become repolarized or return back to its resting potential?



   5. What is the sodium-potassium pump? What is its role in maintaining the resting
      potential?



   6. How are impulses transmitted from one neuron to another? What is the role of
      neurotransmitters in this process?



   7. What is a myelinated neuron? What is the role of Schwann cells in forming the
      myelin sheath? How does the nerve impulse travel along a myelinated neuron?




                                                                                         13
Human Body: Vocabulary Self-Awareness Chart   Name_________________________

Topic: The Human Body                         Date_________________________

Word              √     Example                 Definition
01. tissue

02. epithelial
    tissue
03. muscle
    tissue
04. nerve
    tissue
05. connective
    tissue
06.

07.

08.

09.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.




                                                                          14
       Lab Report: Experimental Design

       Teacher Name:


     Student Name:     ________________________________________
  CATEGORY 4                    3              2              1
Experimental    Hypothesized         Hypothesized         Hypothesized      No hypothesis
Hypothesis      relationship         relationship         relationship      has been stated.
                between the          between the          between the
                variables and the    variables and the    variables and the
                predicted results    predicted results    predicted results
                is clear and         is reasonable        has been stated,
                reasonable based     based on general     but appears to be
                on what has been     knowledge and        based on flawed
                studied.             observations.        logic.
Experimental    Experimental         Experimental         Experimental         Experimental
Design          design is a well-    design is            design is relevant   design is not
                constructed test     adequate to test     to the hypothesis,   relevant to the
                of the stated        the hypothesis,      but is not a         hypothesis.
                hypothesis.          but leaves some      complete test.
                                     unanswered
                                     questions.
Variables       All variables are    All variables are    Most variables       Variables are not
                clearly described    clearly described    are clearly          described OR the
                with all relevant    with most            described with       majority lack
                details.             relevant details.    most relevant        sufficient detail.
                                                          details.

Scientific      Report illustrates   Report illustrates   Report illustrates   Report illustrates
Concepts        an accurate and      an accurate          a limited            inaccurate
                thorough             understanding of     understanding of     understanding of
                understanding of     most scientific      scientific           scientific
                scientific           concepts             concepts             concepts
                concepts             underlying the       underlying the       underlying the
                underlying the       lab.                 lab.                 lab.
                lab.




                                                                                            15
                                     Lab Report Rubric


        Teacher Name: _________________________________________

        Student Name: _________________________________________

  CATEGORY       4                       3                       2                       1
Experimental     Hypothesized            Hypothesized            Hypothesized          No hypothesis has
Hypothesis       relationship between    relationship between    relationship between been stated.
                 the variables and the   the variables and the   the variables and the
                 predicted results is    predicted results is    predicted results has
                 clear and reasonable    reasonable based on     been stated, but it
                 based on what has       general knowledge       appears to be based
                 been studied.           and observations.       on flawed logic.
Materials        All materials and       Almost all materials    Most of the materials   Many materials are
                 setup used in the       and the setup used in   and the setup used in   described
                 experiment are          the experiment are      the experiment are      inaccurately OR are
                 clearly and             clearly and             accurately described.   not described at all.
                 accurately described.   accurately described.


Procedures       Procedures are listed   Procedures are listed   Procedures are listed   Procedures do not
                 in clear steps. Each    in a logical order,     but are not in a        accurately list the
                 step is numbered and    but steps are not       logical order or are    steps of the
                 is a complete           numbered and/or are     difficult to follow.    experiment.
                 sentence.               not in complete
                                         sentences.

Variables        All variables are       All variables are       Most variables are      Variables are not
                 clearly described       clearly described       clearly described       described OR the
                 with all relevant       with most relevant      with most relevant      majority lack
                 details.                details.                details.                sufficient detail.



Data             Neat, accurate          Accurate                Accurate              Data are not shown
                 representation of the   representation of the   representation of the OR are inaccurate.
                 data in tables and/or   data in tables and/or   data in written form,
                 graphs. Graphs and      graphs. Graphs and      but no graphs or
                 tables are labeled      tables are labeled      tables are presented.
                 and titled.             and titled.

Conclusion       Conclusion includes     Conclusion includes Conclusion includes         No conclusion was
                 whether the findings    whether the findings what was learned           included in the
                 supported the           supported the        from the experiment.       report OR shows
                 hypothesis, possible    hypothesis and what                             little effort and
                 sources of error, and   was learned from the                            reflection.
                 what was learned        experiment.
                 from the experiment.


Comments:



                                                                                                        16
                  Word Grid for Comparison of Mitosis and Meiosis


   1. Complete the word grid below by writing the word “mitosis” or “meiosis” in the
      blank adjacent to the statement that properly fits the process.

DESCRIPTION                                          MITOSIS or MEIOSIS
a. involves one division cycle
b. functions in growth and repair
c. daughter cells are haploid
d. initiated in germ cells
e. completed when two daughter cells are formed
f. involves two division cycles
g. daughter cells are diploid
h. daughter cells have one chromosome from
    each homologous pair
i. completed when four daughter cells are formed
j. insures genetic continuity (each generation is
   genetically identical)
k. insures genetic variation (each generation is not
   genetically identical)


   2. Write a summary statement about the major differences between mitosis and
      meiosis. Why is each process important to the continuation of living species?




                                                                                      17
              Word Grid for Comparison of Mitosis and Meiosis Answers


   1. Complete the word grid below by writing the word “mitosis” or “meiosis” in the
      blank adjacent to the statement that properly fits the process.

DESCRIPTION                                            MITOSIS or MEIOSIS
a. involves one division cycle                         mitosis
b. functions in growth and repair                      mitosis
c. daughter cells are haploid                          meiosis
d. initiated in germ cells                             meiosis
e. completed when two daughter cells are formed        mitosis
f. involves two division cycles                        meiosis
g. daughter cells are diploid                          mitosis
h. daughter cells have one chromosome from             meiosis
    each homologous pair
i. completed when four daughter cells are formed       meiosis
j. insures genetic continuity (each generation is      mitosis
   genetically identical)
k. insures genetic variation (each generation is not   meiosis
   genetically identical)


   2. Write a summary statement about the major differences between mitosis and
      meiosis. Why is each process important to the continuation of living species?

Student answers will vary.




                                                                                      18
19
20
                              Photosynthesis Process Guide

Directions: As you read and participate in class activities, focus on the processes
involved in photosynthesis. Write your notes and responses on this handout.

   1. Define photosynthesis.




   2. What materials are required for this process? What materials are produced?




   3. Write the overall reaction for photosynthesis in both words and chemical symbols.




   4. Describe the events that occur in the light-dependent (light) photosynthetic
      reactions.




   5. Describe the events that occur in the light-independent (dark) photosynthetic
      reactions. What enzyme catalyzes this reaction?




   6. How do the light-dependent and light-independent reactions function together?
      Identify the reactants and products of each set of reactions, and state how these
      substances flow between the reactions.




                                                                                          21
                             Plant Tropisms


Tropism               Stimulus                Example
   1. phototropism




   2. thigmotropism




   3. gravitropism




   4. hydrotropism




   5. chemotropism




                                                        22
                      Poster or PowerPoint® Presentation Rubric

       Student Name: ________________________________________
       Date: _________________

  CATEGORY        4                      3                      2                      1
Content Accuracy All content             Most of the            The content is         Content is
                 throughout the          content is accurate,   generally accurate,    typically confusing
                 presentation is         but there is one       but one piece of       or contains more
                 accurate. There are     piece of               information is         than one factual
                 no factual errors.      information that       clearly flawed or      error.
                                         might be               inaccurate.
                                         inaccurate.
Sequencing of     Information is         Most information       Some information       There is no clear
Information       organized in a         is organized in a      is logically           plan for the
                  clear, logical way.    clear, logical way.    sequenced. An          organization of
                  It is easy to          One card or item       occasional card or     information.
                  anticipate the type    of information         item of
                  of material that       seems out of place.    information seems
                  might be on the                               out of place.
                  next card.
Use of Graphics   All graphics are       A few graphics are     All graphics are       Several graphics
                  attractive (size and   not attractive but     attractive but a few   are unattractive
                  colors) and support    all support the        do not seem to         AND detract from
                  the theme/content      theme/content of       support the            the content of the
                  of the presentation.   the presentation.      theme/content of       presentation.
                                                                the presentation.
Effectiveness     Project includes all   Project includes       Project is missing     Project is lacking
                  material needed to     most material          more than two key      several key
                  gain a comfortable     needed to gain a       elements. It would     elements and has
                  understanding of       comfortable            make an                inaccuracies that
                  the topic. It is a     understanding of       incomplete study       make it a poor
                  highly effective       the material but is    guide.                 study guide.
                  study guide.           lacking one or two
                                         key elements. It is
                                         an adequate study
                                         guide.

Comments:




                                                                                             23
                                 PROTEIN SYNTHESIS

Date__________________________________

Class Period____________________________


   1. the role of DNA in the
      synthesis of proteins

   2. events occurring in the
      process of transcription

   3. the role of mRNA


   4. the role of tRNA


   5. the role of rRNA


   6. events occurring in the
      process of translation

   7. significance of the
      triplet code

   8. significance of codons
      and anticodons

   9. importance of
      amino acid sequences




                                                     24
Safety Contract: Student       Please return this signed acknowledgement to the teacher.

I acknowledge that:
     I have received a copy of the Rules of Laboratory Conduct for Safety in the
       Laboratory.
     I have read and understand the policies and procedures as written in the rules for
       laboratory safety.
     I know the location of safety equipment in the laboratory.
     I understand the importance of adhering to the policies stated in the rules.
     I have shared the information with my parent/guardian.
     I understand that there is zero tolerance for unsafe practices during laboratory
       situations and that the teacher will remove whomever he/she deems is acting
       irresponsibly and that a grade of zero may result as a consequence of misconduct.
     I understand that I will not be permitted to perform laboratory activities unless
       this contract is signed by both me and my parents (guardians) and is on file with
       the teacher.

I further agree to closely follow all other instructions, written or oral, given by the teacher
in class.

Print name: __________________________Signature:__________________________

Parents/guardians:
Your signature on this contract indicates that you have read the Rules of Laboratory
Conduct for Safety in the Laboratory, are aware of the measures taken to ensure the
safety of your son/daughter in the science laboratory, and will instruct your son/daughter
to uphold his/her agreement to follow these rules and procedures in the laboratory.




                                                                                            25
Safety in the Lab: Rules of Conduct

1. Never work in the lab unless a teacher is present and aware of what you are doing.

2. Prepare for the lab activity or experiment by reading it over first. Ask questions
   about anything that is unclear to you. Note any cautions that are stated.

3. Dress appropriately for a laboratory. Avoid wearing bulky or loose-fitting clothes or
   dangling jewelry. Pin or tie back long hair, and roll up loose sleeves. Wear close-
   toed shoes.

4. Keep the work area free of any books and materials not needed for what you are
   working on.

5. Wear safety goggles when working with chemicals, flames, heated liquids, or
   glassware. State law mandates this.

6. Never throw anything in the laboratory.

7. Food, beverages, and chewing gum are not allowed in the laboratory area.

8. Use the apparatus only as instructed in the manual or by your teacher. If you wish to
   try an alternate procedure, obtain your teacher's approval first.

9. Never remove chemicals or other materials from the laboratory area.

10. Mercury thermometers should never be used in the laboratory. If an alcohol
    thermometer breaks, inform your teacher immediately and dispose of the glass
    properly.

11. Dispose of broken glass in the container marked “Broken Glass”.

12. Do not force glass tubing or thermometer into dry rubber stopper. The hole and the
    glass should both be lubricated with glycerin (glycerol) or soapy water, and the glass
    should be gripped through a paper towel to protect the hands.

13. Do not touch anything that may be hot, including burners, hot plates, rings, beakers,
    electric immersion heaters, and electric bulbs. If you must pick up something that is
    hot, use an insulated glove, an oven mitt, a pot-holder, or some other appropriate
    holder.

14. Handle all living organisms used in a laboratory activity in a humane manner.

15. Preserved biological materials are to be treated with respect and disposed of properly.




                                                                                         26
16. When using knives and other sharp instruments, always carry with tips and points
    pointing down and away. Always cut away from your body.

17. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste,
    or smell any chemicals unless specifically instructed to do so. The proper technique
    for smelling chemical fumes will be demonstrated to you.

18. Check the label on chemical bottles twice before removing any of the contents. Take
    only as much chemical as you need.

19. Acids must be handled with extreme care. You will be shown the proper method for
    diluting strong acids. Always add acid to water, swirl or stir the solution and be
    careful of the heat produced, particularly with sulfuric acid.

20. When working with electric circuits, be sure that the current is turned off before
    making adjustments in the circuit.

21. If you are connecting a voltmeter or ammeter to a circuit, have your teacher approve
    the connections before you turn the current on.

22. Do not connect the terminals of a dry cell or battery to each other with a wire. Such a
    wire can become dangerously hot.

23. Report any injuries, accidents, or breakages to your teacher immediately. Also report
    anything that you suspect may be malfunctioning.

24. Work quietly so that you can hear any announcements concerning cautions and
    safety.

25. Know the locations of fire extinguishers, fire blankets, safety shower, eye wash
    fountain, and the nearest exit.

26. When you have finished your work, check that the water and gas are turned off and
    that electric circuits are disconnected.

27. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks
    are to be used only for water and those solutions designated by the instructor. Solid
    chemicals, metals, matches, filter paper, and all other insoluble materials are to be
    disposed of in the proper waste containers, not in the sink.

28. Return all materials and apparatus to the places designated by your teacher. Follow
    your teacher's directions for disposal of any waste materials. Clean the work area.

29. Failure to wear safety glasses and/or involvement in horseplay or any flagrant
    disregard of safety rules will result in removal from the laboratory situation and a
    grade of zero for that activity.



                                                                                           27
Name ______________________________ Block _____ Date ______________
                        Cricket Online Experiment
Directions: Go to the following website:
       https://www.gc.maricopa.edu/biology/glacier/scientific_method/
STOP – wait for teacher and rest of the class.
Home Page - Do NOT enter your name, click on continue.
Now, enter your name, click enter. Click Tutorial
NOTE: Do not use the back button, it will kick you off and you will have to start over.

TUTORIAL
1. Define Scientific Method _________________________________________________

2. How many different scientific methods are there? ________

3. Flower Mix-up Problem: which box should you check? Why? __________________

________________________________________________________________________

4. What are the 3 points to remember when defining a problem? ____________________

________________________________________________________________________

________________________________________________________________________

5. Define Hypothesis ______________________________________________________

6. List the possible sources of information _____________________________________

________________________________________________________________________

7. What is your hypothesis to the Star Trek mystery? _____________________________

________________________________________________________________________

8. How many steps did it take you to find the correct 3 digit # ? ____________________

9. Was the daisy/music experiment a good one? Explain _________________________

________________________________________________________________________

10. How many variables should there be in a good experiment? ___________________

11. Define: Independent Variable ____________________________________________

_______________________________________________________________________


                                                                                          28
12. Define: Controlled Factors _______________________________________________

________________________________________________________________________

13. Write a hypothesis for the “Orange” experiment. _____________________________

________________________________________________________________________

14. What actually killed the rat in the “Superconductor” experiment? _______________

________________________________________________________________________

15. Explain the quote from Sir Isaac Newton. ___________________________________

________________________________________________________________________

16. Explain the quote from Nobel Prize Winner Richard P. Feyman. _________________

________________________________________________________________________

CRICKET EXPERIMENT WORKSHEET

1. Define the problem. _____________________________________________________

________________________________________________________________________

2. Collect Information: Record the research information here.




3. Formulate a hypothesis, record here ________________________________________

________________________________________________________________________

4. The Independent variable is _______________________________________

5. The Controlled Factors are ________________________________________________

________________________________________________________________________



                                                                                  29
Directions: Perform the experiment and record your data on the attached data tables.
       Create a graph using Excel of the factor that affects the cricket’s chirp rate based
       on your experiment.



                 Data Chart A:
      Effect of Temperature on Crick                             Data Chart C:
                  Chirps                             Effect of Humidity on Crick Chirps
     Temperature      Cricket Chirp Rate                Humidity        Cricket Chirp Rate
          (oC)              (chirps/minute)                (%)              (chirps/minute)




          25                     148                       15                    148




                 Data Chart B:                                   Data Chart D:
   Effect of Atmospheric Pressure on                  Effect of Wind Speed on Crick
               Crick Chirps                                       Chirps
    Atmospheric                                       Wind Speed      Cricket Chirp Rate
                      Cricket Chirp Rate                  (m/sec)          (chirps/minute)
      Pressure            (chirps/minute)
        (mm Hg)


                                                            2                    148

          760                    148




                                                                 Data Chart E:
Note: Data initially recorded in the tables           Effect of # of Crickets Nearby on
reflect your observations of the conditions in                   Crick Chirps
the White Tank Mountains.                               Number of        Cricket Chirp Rate
                                                     Crickets Nearby        (chirps/minute)




                                                            5                    148




                                                                                              30
                              Opinionnaire: What is Life?

    1. Think about this question: How can I decide if something is alive? Write your
       hypothesis about the qualities that living things have in the space below.

       My hypothesis:



   2. Read each statement carefully and decide whether a living or non-living thing has
      that characteristic and place a check mark in the appropriate Before Discussion
      column. When finished the class discussion, revise your check marks in the After
      Discussion column.


                        CHARACTERISTICS OF LIVING THINGS


                                  Before discussion   After discussion
Characteristic                    Living Nonliving Living Non-Living
01. has an orderly cellular
    structure
02. composed of organic
    (C-based) molecules
03. acquires energy and
    materials
04. requires energy to
    maintain organization
05. maintains a constant
    internal environment
06. has organized patterns
    of development
07. increases in size or grows
08. can reproduce
09. contains DNA
10. adjusts to the surroundings
   (responds to stimuli)
11. adapts to the environment
    (through evolution)


   3. After revising your opinnionaire, re-write a statement to answer the following
      question: How can I decide if something is alive?




                                                                                       31
                          Opinionnaire: What is Life? Answers

   1.   Think about this question: How can I decide if something is alive? Write your
        hypothesis about the qualities that living things have in the space below.

        My hypothesis:

   2. Read each statement carefully and decide whether a living or non-living thing has
      that characteristic and place a check mark in the appropriate Before Discussion
      column. When finished the class discussion, revise your check marks in the After
      Discussion column.

                         CHARACTERISTICS OF LIVING THINGS


                                  Before discussion   After discussion
Characteristic                    Living Nonliving Living Non-Living
01. has an orderly cellular                         
    structure
02. composed of organic                                
    (C-based) molecules
03. acquires energy and                                
    materials
04. requires energy to                                 
    maintain organization
05. maintains a constant                               
    internal environment
06. has organized patterns                             
    of development
07. increases in size or grows                         
08. can reproduce                                      
09. contains DNA                                       
10. adjusts to the surroundings                        
   (responds to stimuli)
11. adapts to the environment                          
    (through evolution)

Answer Key: All of the characteristics are found in living things; non-living things may
have some of the characteristics (for example, an orderly structure) but not most of those
listed. In addition, some substances swell by absorbing water and crystals increase in
size, but only living organisms grow by actively acquiring materials and energy from
their environment.
     3. After revising your opinnionaire, re-write a statement to answer the following
        question:
        How can I decide if something is alive?



                                                                                        32

				
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