AP BiologyLinks for the Labs
Investigation 1: ARTIFICIAL SELECTION
Teacher:
1)One possible sampling procedure would be to count the hairs along the edge of the right sideof the first true leaf. (See the following document for more information about Fast Plants:
.)
2)The seed from this cross can be used in a genetic cross demonstration/experiment, as described in the Fast Plant publication “Who’s the Father?”
().
3)The seed from this cross can be used in a genetic cross demonstration/experiment, as described in the Fast Plant publication “Who’s the Father?” ().
4)Give them an opportunity to modify their posters before you evaluate the work with the same rubrics. (See the following website for a description of miniposters and the peer review process: .)
Student:
1)Prepare growing containers. Go to the Wisconsin Fast Plants website and find the instructions for converting small soda bottles into planting containers
().
Investigation 2: MATHEMATICAL MODELING:HARDY-WEINBERG*
Teacher:
1)Computers with spreadsheet software like MicrosoftR Excel, MacintoshR Numbers, or OpenOffice Calc (An alternative to the installed spreadsheet software is an online spreadsheet, such as Google Docs Spreadsheet.) or Zoho
Sheet .
2)In addition, you’ll need to download a more sophisticated simulation, such as the ESTEEM module: Deme 1.0 or 2.0 at [You’ll need to register for the site, but it is free.] or Jon Herron’s Allelle1 at .
3)An alternative is an online Web browser-based model at .)
4)Traditional Hardy-Weinberg activities, such as those in Lab 8 of the AP Biology Lab Manual (2001) and exercises like the “M&M” lab (), provide a useful transition for students as they enter into computer based models.
5)The following is a worked example of one version of the spreadsheet:
6)Deme 1.0 and 2.0: Another Excel model with more sophistication than the model you built in class, Deme 1.0 and 2.0 with documentation are available at , where you need to establish an account (free) before you can download it. It works in Excel just as the spreadsheet model you created earlier.
7)AlleleA1: Jon Herron from the University of Washington has created a simulation called AlleleA1 along with documentation. It is available for free at .
8)Population genetics simulation program: Bob Sheely from Radford University has created a simulation and documentation in the form of a Web application. It is available for free at
9)Otto, S. P. and T. Day (2007). A Biologist’s Guide to Mathematical Modeling in Ecology and Evolution. Princeton University Press.
10)It is that richenvironment that produces an authentic learning experience for students — a learningexperience that transfers generally to a deeper understanding of the Hardy-Weinberg
equilibrium and its application in population genetics. The following is a workedexample of one version of the spreadsheet:
Student:
1)You can use almost any spreadsheet program available, including free online spreadsheet software such as Google Docs or Zoho (), to complete the first section of your investigation.
2)The examples here are based on MicrosoftR Excel, but almost any modern spreadsheet can work, including Google’s online Google Docs () and Zoho’s online spreadsheet ().
3)Otto, S. P. and T. Day (2007). A Biologist’s Guide to Mathematical Modeling in Ecology and Evolution. Princeton University Press.
Investigation 3: Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST
Teacher:
1)In addition to the screenshots, the following video tutorials may be helpful. However, please note that these tutorials do not match the exact procedures of this lab.
•
•
2)To help you and your students use BLAST, you might review the tutorials developed by NCBI at
3)Those who want to dig deeper can visit the NCBI Educational Resources Web page () for videos, tutorials, project descriptions, and other tools designed for teaching.
4)To clarify this idea, ask students to align the first five bases or amino acids in three to five sequences (such as the sequences they download from ).
5)You may also assign the following online activities:
• “The Evolution of Flight in Birds”
6)This activity provides a real-world example of how cladograms are used to understand evolutionary relationships.
• “What did T. rex taste like?”
• “Journey into Phylogenetic Systematics”
7)To locate a gene, go to the Entrez Gene* section of the NCBI website () and search for the gene.
8)Copy the gene sequence and go to the BLAST homepage ().
9)The following video demonstrates how to access these saved BLAST queries: .
10)Another inquiry-based cladogram investigation that uses simple household items can be found at the following website:
11)This cladogram investigation also uses simple household items:
12)This fun activity involves students creating cladograms to show the evolution of different types of music:
13)“The Evolution of Flight in Birds”: This activity provides a real-world example of how cladograms are used to understand evolutionary relationships:
14)“What did T. rex taste like?”:
15)The plant group cladogram table (and answer key) is available at
Student:
1)“The Evolution of Flight in Birds”
This activity provides a real-world example of how cladograms are used to understand evolutionary relationships.
2)“What did T. rex taste like?”
3)“Journey into Phylogenetic Systematics”
4)Locate and download gene files. Download three gene files from .
5)Go to the BLAST homepage:
6)Copy the entire gene sequence, and then go to the BLAST homepage
().
7)To locate a gene, you will go to the Entrez Gene website ().
8)Go to the Entrez Gene website () and search for “human actin.”
9)Copy the entire gene sequence, and then go to the BLAST homepage ().
Investigation 4: DIFFUSION AND OSMOSIS
Teacher:
1)The terms hypotonic, hypertonic, and isotonic are confusing until students realize that these are relative terms and refer to the solute concentration, rather than water concentration. Use the following online tutorials to help guide your students:
2)You can ask students to view videos that show the effect of salt or sugar solutions on plant cells. For example, see the following:
3)
The Molecular Workbench and Lab Bench laboratory online resources about diffusion
and osmosis are excellent prelaboratory resources. Both provide feedback with hints
when students answer the questions.
4)
The Nobel Prize in Chemistry 2003 was awarded to Peter Agre and Roderick MacKinnon for their work on aquaporins. The Nobel Prize website provides information about these protein channels and their roles in osmosis.
5)
02-0031.pdf
This resource has questions to help students apply their knowledge about osmosis to
everyday questions, such as how sorbitol affects the human digestive system.
6)
This video demonstrates the diffusion of iodine through dialysis membrane into starch.
7)
These videos show the diffusion of glucose through dialysis membrane with explanation.
8)
These resources show plasmolysis in Elodea cells under the microscope.
9)
These videos show an osmosis experiment in decalcified eggs (2 parts) using water andcorn syrup. They reveal ways to measure the egg sizes and make good observationsabout the water and corn syrup before and after the incubation period.
Investigation 5: PHOTOSYNTHESIS
Teacher:
1)A video outlining the method can be found at
.
2)
This resource provides an interactive tutorial on the process of photosynthesis and theinteraction with light.
3)
disk-lab/
This video demonstrates the floating leaf disk technique.
4)
This resource describes the leaf disk technique.
Investigation 6: CELLULAR RESPIRATION*
Teacher:
1)Students can be directed to several online resources to review the gas laws, including
,
which offers activities to introduce key concepts pertaining to cellular respiration
2) provides myriad tutorials and animations to
introduce or review the gas laws.
3)The details of the microrespirometer method — first
published by Richard E. Lee in The American Biology Teacher — can be found at
.
4)Several tutorials and animations explaining the general gas law are available online (e.g.,).
5)
This resource provides an interactive tutorial on the structure and function of
mitochondria and the process of cellular respiration.
6)
This resource provides myriad tutorials and animations that review the gas laws.
7)
This resource introduces students to the concepts of cellular respiration. By walking
through the still images and movie included for each topic, students are in control of
choosing the learning style that best fits their needs.
8)
This resource describes the procedure and tips for assembling microrespirometers.
Student:
1)Several tutorials and animations explaining the general gas law are available
online (e.g., ).
2)A modification of the Lee method is described at
.
Investigation 7: CELL DIVISION:MITOSIS AND MEIOSIS
Teacher:
1)Following are suggested chromosome models and useful websites.
2)Clay chromosomes
3)Pipe cleaners
4)Bonner, J.M., “A Scenario-Based Study of Root Tip Mitosis.” Association for Biology Laboratory Education. (2010): Proceedings, 31:36–49. .
5)The case discusses cell cycle control as it relates to ovarian cancer and has additional references.
.
6)CellServ has a kit involving normal and HeLa cells
7)
This resource provides excellent pictures and videos to acquaint students with mitosisand meiosis. In addition, there is a link to a survey from the American Academy ofDermatology about sun exposure and skin cancer.
8)
This resource gives a review of mitosis and meiosis as well as quizzes.
9)
This NOVA-linked site compares the chromosome movements and outcomes of
mitosis and meiosis.
10)
The Cell Project provides diagrams and quizzes for mitosis and meiosis review.
11)
iknow.net has movies on the cell cycle and plant cell mitosis. A bonus is the video of
living amphibian lung cell mitosis.
12)
The Cell Project has onion cell pictures to help students classify the stages.
13)
The lab page provides pictures of onion cells undergoing mitosis.
14)
The Nobel Prize website discusses the discovery of cyclins and CDKs. There is an
interactive game about cell cycle control.
15)
Both of these websites have good cell cycle animations. The NIH resource, Cell Biology and Cancer, has a section on cancer, the cell cycle, tumor suppressor genes, and oncogenes.
16)
Cells Alive! has animations on mitosis, meiosis, the cell cycle, and apoptosis.
17)
This webpage displays an extensive list of online resources for mitosis and meiosis.
18)
This laboratory exercise from the Cornell Institute for Biology Teachers covers karyotype analyses of normal and cancer cells.
Investigation 8: BIOTECHNOLOGY:BACTERIAL TRANSFORMATION*
Teacher:
1)
The University of Arizona Biology Project is an online interactive resource for
learning biology, with an extensive molecular biology/biotechnology module.
2). Dolan DNA Learning Center, Cold Spring Harbor.
This resource provides myriad interactive activities for students to prepare students for conducting investigations using biotechnology practices, including DNA Subway and iPlant Collaborative.
3)Griffith, AJ, Natural plasmids of filamentous fungi, Microbiol. Rev. 1995 December 59(4),
4)
Developed by Pearson Education, this interactive and informative resource allows students to visualize and apply their understanding of biological concepts. Designed for AP Biology students, Lab Bench connects laboratory procedures to key concepts.
5)Bio-Rad Biotechnology Explorer™ pGLO Bacterial Transformation Kit, Catalog #166-003EDU,
This guided inquiry-based curriculum module developed by Bio-Rad Laboratories
is a source from which this investigation can be modified. Using pGLO plasmid to
transform bacteria, students observe the expression of green fluorescent protein.
6)Rapoza, M., and H. Kruezer, Transformations: A Teacher’s Manual, publication from
Carolina Biological Supply Company, Burlington, NC, 2004.
This resource, developed in cooperation with the Dolan DNA Learning Center of Cold Spring Harbor Laboratory, provides extensive background and procedural information for multiple transformation laboratory exercises.
7)Chemicals, bacterial strains, culture media, and other supplies can be purchased from several commercial companies, including Carolina Biological ( and Bio-Rad ().
Investigation 9: BIOTECHNOLOGY: RESTRICTION ENZYME ANALYSIS OF DNA*
Teacher:
1)Look for the Biotechnology link on the “Teacher Resources: Carolina Videos” Web page (),
or direct students to YouTube for educational videos and/or animations about preparing,pouring, loading, and running a gel.
2)
The University of Arizona Biology Project is an online interactive resource for learning biology, with an extensive molecular biology/biotechnology module.
3)
This resource is one of several online videos about DNA analysis using restriction
enzymes and gel electrophoresis. It is appropriate for students to view for prelab
preparation.
4) Dolan DNA Learning Center, Cold Spring Harbor.
This resource provides myriad interactive activities for students to prepare students
for conducting investigations using biotechnology practices, including DNA Subway
and iPlant Collaborative.
5)
Developed by Pearson Education, this interactive and informative resource allows
students to visualize and apply their understanding of biological concepts. Designed
for AP Biology students, LabBench connects laboratory procedures to key concepts.
6)
New England Biolabs has an extensive selection of DNA markers cut with several
restriction enzymes, including HindIII, HaeIII, and BstEII, as well as standardized
1000-bp and 100-bp standards. NEB also sells ladder DNA made from plasmids
(pBR322) and the Phi-Chi X174 virus, giving teachers options for “suspect” DNA
samples in the crime scene scenario. The NEB catalog (both in print and online) is a
treasure trove of information, including images of the precut DNAs. Their 1kb and
100bp ladders are particularly helpful for demonstrating the log relationship betweenmobility and size.
7)Restriction Enzyme Cleavage of DNA Kit, Carolina Biological (catalog number 21149),
2010.
8)Biotechnology Explorer™ Forensic DNA Fingerprinting Kit, Catalog #166-0007EDU.
This resource provides an extensive curriculum of activities for students based on DNA fingerprinting. Teachers can “pick and choose” appropriate explorations depending on student interest and ability, including applications of PCR, VNTRs, and STRs.
9)Biotechnology Explorer™ Cloning Sequencing Explorer Series, Catalog #166-5000EDU.
This resource provides an extensive research project composed of eight lab modules which can be used separately or in a series for an entire six-to-eight-week project.
10)Brown, Betty, et al., Get a Clue, Destiny, University of North Carolina at Chapel Hill,
2006.
41683/Get_A_Clue_DESTINY.pdf?
This resource provides an extensive curriculum of activities for students based
on DNA fingerprinting.
11)
This resource provides information on The Innocence Project (IP), an international
litigation and public policy organization dedicated to exonerating wrongfully
convicted individuals through DNA testing.
Investigation 10: ENERGY DYNAMICS
Teacher:
1)This laboratory investigation introduces methods for estimating net terrestrial productivity and secondary productivity in a laboratory setting using a model plant species, Wisconsin Fast Plants (Brassica rapa) (), and cabbage white butterflies (Pieris rapae).
2)Check out online information about care and maintenance of the organisms from teachers like you at and
.
3)In particular, the concept of a mini-poster, as described in the blog entry of the National Association of Biology Teachers
( ),
provides a useful, interactive assessment that takes place both during the session presentation and after the poster is reviewed and revised.
4)Orre, G. U .S., S. D. Wratten, M. Jonsson, and R. J. Hale. Effects of an herbivore-induced
plant volatile on arthropods from three trophic levels in brassicas. Biological Control
53, no. 1 (April 2010): 62–67.
Student:
1)Check out online information on care and maintenance of the organisms you and your teacher select for this investigation at and .
Investigation 11: TRANSPIRATION*
Teacher:
This resource, Flinn Scientific, Bio Fax!, “Lasting Impressions: Counting Stomata,” Publication #10226, provides a quick lesson and protocol on preparing a thin section of leaf epidermis (stomatal peel) to view cell structure and stomata.
This resource provides an interactive review of the processes of osmosis, diffusion, and active transport, including the concept of water potential. This would be a great way to introduce students to the concept of transpiration.
In this virtual investigation, students study the process of transpiration in vascular plants and compare the rates of transpiration for several species under varying environmental
conditions. This is a simple review of major concepts involved in the process of transpiration.
- In these AP-level virtual investigations, students explore the major concepts of osmosis, diffusion, and transpiration. They can work through the diffusion lab as a prelab review of the principles of movement of water, ions, and molecules across cell membranes by the processes of osmosis and diffusion.
This resource provides a simple explanation of the structure of the water molecule, hydrogen bonding between water molecules, and the ways in which the molecular
structure of water leads to unique properties, including adhesion and cohesion.
6)
This resource provides an alternative method for calculating leaf surface area using a geometric model. An advantage of the method is that a leaf does not have to be removed from the plant.
7)
Using the whole plant method, this resource presents an alternative procedure to using potometers to determine transpiration rates.
8)
This resource provides supplemental activities for students to investigate stomata and their role in transpiration in plants.
9)
In this resource, students initially describe differences between plants that seem healthy
and those that appear unhealthy. Based on their observations, the students propose hypotheses and design and conduct experiments. The resource contains a thorough teacher’s guide, student material, an assessment piece, and student evaluation.
10)
This article, The transpiration of water at negative pressures in a synthetic tree, is a resource for teachers, and perhaps students, who want to learn more about real-world applications of transpiration, including using the principles behind transpiration for technological uses of water under tension.
Investigation 12: FRUIT FLY BEHAVIOR
Teacher:
The Berkeley Drosophila Genome Project includes links to images and other resources for teachers and students.
This is a classic database of Drosophila genes and genomes used extensively by researchers and educators.