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ALABAMA SCIENCE IN MOTION POWERPOINTS

2009-10 UA Biology Table of Contents with Descriptions

Teacher / ASIM Participant Level / Biology
COS
objective / Lab/Activity Code / Title-Description /

A-Safety

/

Safety Information

1&2 / 1 / A1Rule /
ASIM Biology Safety Rules
1&2 / 1 / A2Cont / ASIM Biology Safety Contract (student, parent, teacher)

B-Skills

/ / / /

Laboratory Skills

1 / 1 / B1aTPS / Toilet Paper Strength – use a scientific approach to determine which toilet paper brand has the greatest strength when wet
2 / 1 / B1bObscr / Ob-Sertainers – use indirect observation to predict and describe
2 / 1 / B2MePip / Measuring & Pipetting – become proficient with the correct and safe use of pipettes, micropipettes, top-loading balances and centrifuges.
1 / 1, 12 / B3MeaHum / Measuring Human Differences – measure and identify some physical characteristics used in anthropometry
1&2 / 1 / B4ScpIn / Introduction to the Microscope – demonstrate proper microscope techniques
1&2 / 1, 4 / B5ScpUs / Using the Microscope – develop skills using the microscope
1&2 / 1 / B6EquUse / Equipment Usage – equipment operation and maintenance procedures
2 / 1, 4 / B7MicMea / Microscopic Measurements – techniques for estimating the size of microscopic organisms
1 / 4, 6, 7, 8 / B8EleDye / Gel Electrophoresis Using Dyes – simulate DNA fingerprinting using Kool-aid
1 / 5, 9,11, 12 / B9LvTh / Classification of Living Things – use flashcards and dichotomous keys to classify living things

C-Cells

/ /

Cell Structure and Function

Lorrie Robinson / 1 / 5, 6 / C1Mitos / The Cell Cycle – use prepared onion root tip slides to identify the stages of the cell cycle; calculate the length of time of each phase of the cell cycle
1 / 1, 2 / C2aOnionDif / Osmosis in Onion Cells – observe the process of osmosis in purple onion cells
1 / 1, 2 / C2bOsDif / Osmosis and diffusion – use dialysis tubing to demonstrate osmosis
1 / 1, 6 / C3RepDev / Reproduction, Development, and Cellular Division – observe, identify, and draw reproductive cells and tissues, stages of starfish development, and the mitotic cycle
2 / 1, 2 / C4Balloon / Balloon Cell Activity – uses a balloon to demonstrate the relationship between surface area and volume
Debra Spiller / 2 / 1, 4 / C5CompPA / Comparing Plant and Animal Cells – use of prepared slides and living specimens for comparison between plant (onion) and animal (human cheek) cells
Leigh Singley / 1 / 4 / C6MagCel / Magnetic Cell – illustrate plant and animal cell organelles *requires a magnetic whiteboard
1 / 1, 2 / C7CellSz / Cell Size – determine the effect of cell size on the rate of diffusion

D-Gene

/ / / /

Genetics

1 / 4, 6, 7, 8 / D1aHeLa / Preparation of Human Chromosome Spread – affix, stain, and visualize human chromosomes mounted on microscope slides
2 / 4, 6, 7, 8 / D1bKaryo / Karyotyping – use a karyotype to identify a chromosomal disease
1 / 1, 2, 8 / D2aBerry / DNA Extraction (some type of a berry fruit, strawberry, kiwi) – use common household materials to extract DNA from berry
2 / 1, 2, 8 / D2bWheat /

DNA Extraction (Wheat Germ) – extract DNA from wheat germ using common household materials

Eve Kendrick / 1 / 1, 2, 8 / D2cBag / DNA Extraction (Strawberry) – use “low-tech” procedures to extract DNA from strawberries
2 / 1, 2, 8 / D2dNeck / DNA Extraction – Students create their own personal DNA necklace after extracting their DNA from their cheek cells
2 / 1,2,8 / D2ePeas / DNA Extraction (Split Peas) – extract DNA from split peas using common household materials
3 / 1,2,8 / D2fExtract / Expanded DNA Extraction – students develop their own method for extracting DNA from common foods
Updated / 1 / 1, 7, 8 / D3aAlcap / Alcaptonuria – simulation that traces the inheritance of Alcaptonuria through three generations of a family, permitting the genotypes of past and present family members to be determined
Brooks Moss / 1 / 7, 8 / D3bSong / The Pedigree Song – construct a pedigree of the family described in a song
2 / 1, 8 / D4aFDNA / DNA Fingerprinting – analyze DNA fragment patterns generated by gel electrophoresis to determine if the evidence collected supports the innocence or guilt of two suspects (*Equipment can be utilized with the College Board AP Biology lab)
2 / 7, 8 / D4bMixUp / Mix-up at the Hospital – use DNA profiles to determine whether couples are the parents of particular children.
Angela Shaw / 1 / 7, 8 / D4cPatCa / A Paternity Case – analyze DNA data to determine whether a particular man is the father of a child
Eve Kendrick / 2 / 4, 8 / D4dManip / Manipulating DNA – illustrate the role restriction enzymes play in DNA fingerprinting; analyze DNA fragment sizes generated by restriction enzymes during gel electrophoresis
3 / 1, 7, 8 / D5CatLab /

Catlab (computer simulation) – perform cross tests to predict dominance of alleles

NEW! / 3 / 8 / D6GMod / Genetically Modified Food- determines the presence of genetic modification in common food items
2 / 6, 7, 8 / D7Corn / Corn Lab – express traits of a dihybrid cross and compare values to theoretical ratios
NEW! / 3 / 8 / D8Cancer / HNPCC -identifies family members who need to be screened for the presence of the colon cancer gene
3 / 1, 8 / D9CoTran / Colony Transformation – genetically alter bacteria cultures and identify phenotypic changes resulting from transformation. Genetics and advanced classes only. (*This is a College Board AP Biology lab.)
1 / 1, 4 ,5, 6 ,7, 8 / D10PopSt / Popsicle Stick Genetics – use popsicle sticks to determine the genotype and phenotype of a zygote
1 / 4, 6, 7, 8 / D11GenMd / Genetics – become familiar with alleles and their variations using various manipulatives
2 / 6, 7, 8 / D12Rebop / Rebop – study heritable traits using marshmallows or modeling clay
Brooks Moss / 2 / 6, 7, 8 / D14DraGen / Dragon Genetics – use chromosome filled “dragon” eggs to determine genotypes/phenotypes of offspring
2 / 8 / D16Protein / Protein Synthesis Demonstration Model – illustrates transcription & translation using a magnetic model
Brenda Guy / 1 / 1, 6, 8 / D17PSWW / Protein Synthesis With Words – use a paper lab to simulate transcription and translation
Brett Horne / 1 / 4, 8 / D19DNAmod / DNA Model – construct a model to better understand the molecular structure of DNA

E-Evolve

/ / / /

Evolution

1 / 11, 12 / E1Stones / Stones and Bones – measure various hominid skulls to calculate a bio-index
2 / 8 / E2MolEvo / Molecular Evolution – compare amino acid sequences to identify organisms that are closely related (paper lab)
2 / 12 / E3BeadBug / Bead Bug Lab – use beads to demonstrate natural selection
Maggie Grimes / 1 / 12 / E4Beak / Bird Adaptation – compare beak adaptations for feeding
/

2

/ 12, 16 / E5Teddy /

Natural Selection of Teddy Bears -- use teddy bears to demonstrate the concept of evolution by natural selection

1

/ 12, 16 / E6Moth /

Pepper moth Lab – illustrates the process of natural selection

F-Micro

/ / / /

Microbiology (Viruses, Monera, Protista)

1 / 1, 8 / F1Epidem / Epidemiology – model how an infectious disease like AIDS can be spread, and the factors affecting its spread
1 / 1,9 / F2aHand / Hand washing lab. Students learn the importance and proper technique of hand washing by quantifying the removal of simulated germs.
Shani Jones / 1 / 1, 4, 9, 16 / F6Termit / Termite Lab – observe symbiotic relationships and identify protozoans found in the termite gut
Lauren Holmes / 2 / 1, 4, 5, 9, 11 / F7Survey / Survey of Microorganisms – overview of Kingdom Protista, using prepared slides.
Lauren Holmes / 1 /

1, 2, 4, 5, 9

/

F8Protis

/ Observing Protists – using a microscope, examine living protists to compare structure and activity

G-Fungi

/ / / /

Fungi

1&2 / 1, 2, 3, 9, 14, 15, 16 / G1Lichen / Lichen Lab – identify three forms of lichens and their use as indicators for air pollution
2 / 1,3,9 / G2Yeast / Yeast – students will use yeast to illustrate aerobic respiration
H-Animal /
Animal
2 / 5, 9, 11, 12 / H1Arthro / Classifying Arthropods – use a dichotomous key to classify arthropods
2 / 9, 11, 12, 15 / H2Frog / Frog Lab – use field guides to classify frogs based on family characteristics
2 / 9, 11, 12 / H4Pests / Pests – use key to ID pests; use a field quide to determine destructive behaviors of common pests, identify best management practices, and explore the physiology of insect mouthparts
2 / 1, 9, 11, 12 / H5BirdID / Bird Identification Lab – identify birds using field guides, bird song software, models, and other group activities
2 / 1, 9, 11, 12 / H6BdFea / Feather Dissection – observe and dissect major feather types
3 / 1, 9, 11, 12 / H7Insect / Insect Collection – develop skills of insect collecting, identification, and habitat location
1 / 5, 9, 11, 12 / H8Animal / Classifying Animals – use a dichotomous key to classify animals
I-Human A&P /
Human Anatomy and Physiology
3 / 1, 4, 5 / I1Tissue / Vertebrate Tissues – identify and draw cells of various body tissues
3 / 1, 4, 5 / I2Other / Other Tissues and Organs – observe, identify, and differentiate between layers of skin
3 / 1 / I3aGrip / Grip Strength – use a grip test to measure grip strength
3 / 1 / I3bReact / Reaction Time – use various methods to determine reaction time
3 / 1 / I3dFat / Percent Body Fat – determine percent body fat and calculate ideal body weight
3 / 1, 2, 4, 5 / I4EKG / EKG – conduct, record, and identify individual EKGs
2 / 1, 2 / I6BP / Blood pressure – use digital and/or sphygmomanometers to measure blood pressure
3 / 1, 2, 5 / I7Lung / Respiratory Volumes – use a dry spirometer to determine lung volumes
Lucas Mc
Donald / 3 / 1, 2, 4, 5, 7 / I8aBlood / Blood Typing – determine ABO and Rh blood types using simulated blood
Jennifer Bible / 1 / 2, 5, 7 / I8bMatch / The Match Game – use simulated blood to identify blood type compatibilities
3 / 1, 2, 5, 7 / I8cCroMa / Blood Cross Matching – determine the compatibility of a patient’s blood with four donors
3 / 1, 4, 5 / I8dWBCD / White Blood Cell Differential – distinguish between the five types of white blood cells
3 / 1, 2 / I9AlTest / Allergy Testing – study a basic immunological technique
3 / 1, 2, 5 / I10Urine / Urinalysis – use simulated urine to perform urinalysis
3 / 1, 5, 11 / I12aArti / Skeletal System Articulations – compare/contrast the three classes of joints giving characteristics, naming joint types, and describing joint movements
3 / 1, 5, 11 / I12bSkel / Whose Skeleton is in Your Closet? – discover skeletal differences according to sex, race, and age
3 / 1, 5, 11 / I12cPrac / Skeletal System Practical – identify the name of selected bones of the pelvic girdle and lower extremities of the skeleton
3 / 1, 5, 11 / I12dBone / (DEM) Bones – identify the name and location of the major bones of the skeletal system; classify bones according to their shapes
3 / 1, 5, 11 / I12eCompAnat / Comparative Anatomy: ♂ vs ♀ skeleton – compare/contrast morphological features of the human female/male skull and pelvis
3 / 1, 5 / I13CraNr / Cranial Nerve Lab – test physiology of cranial nerves
3 / 5 / I14Smell / Smell Lab – review four characteristics of the olfactory sense
3 / 1, 5 / I15Sound / Sound Lab – students explore how sound is acquired and interpreted
3 / 1 / I16Fprint / Fingerprinting Lab – use a forensic technique to make, lift, and identify fingerprints
3 / 1, 5 / I17Vision / Vision – conduct various test to examine characteristics of the sense of vision
J-Enviro /
Environment
2 / 1, 14 / J1Water / Water Quality – conduct various chemical tests on water samples
1 / 14 / J2Bioas / Bio-assessment – use a game to determine stream quality
1 / 13, 15, 16 / J3Biomes / Biomes – kit that illustrates biome biodiversity
1 / 1, 14 / J4SoilT / Soil Testing – analyze samples of soil to determine composition: N, P, K, pH
Jonathan Farr / 1 / 13, 16 / J5OwlPel / Owl Pellets – dissect owl pellets to study food chains and food webs
2 / 12, 16 / J6GoodBud /
Good Buddies – examine symbiotic relationships among various organisms
2 / 5, 9, 11, 12, 16 / J7Pitfall /
Pitfall Trapping – illustrates a technique for capturing various invertebrates
Shani Jones / 2 / 13 / J9Web /
Food Web–
1 / 14 / J12Nitro /
Traveling Nitrogen- follow nitrogen as it moves through the nitrogen cycle
2 / 16 / J13Fish /
Fish Factors - distinguish between density dependent and density independent limiting factors that affect a fish population
K-Botany /
Botany
Robin Hester Paulding / 2 / 1, 3, 4 / K1Fluor / Fluorescence of Chlorophyll – observe the fluorescence of chlorophyll
2 / 1, 9, 10 / K3Plant / Plant Collection – learn how to collect plants for identification and preservation
3 / 1, 3 / K4LeafD / Leaf Disk Photosynthesis – determine the rate of photosynthesis at various wavelengths of light
2 / 9, 10 / K5TreeID / Dichotomous Key Identifying Alabama Trees – use a dichotomous key to identify selected specimens of some of Alabama’s most common trees
1 / 1, 3, 10 / K6Chroma / Chromatography – learn the scientific technique of paper chromatography
1 / 1, 3, 9, 10 / K7Factor / Factors Affecting Photosynthesis – examine factors affecting the rate of photosynthesis
Lisa Clark / 1 / 1, 5, 10, 13, 14 / K8Stoma / Estimating Leaf Stomata – estimate the number of stomata in a lettuce leaf
1 / 5, 10, 16 / K9GrRing / Growth Rings – use tree bores to determine age
1 / 1, 4, 5, 9, 10 / K10RoStm / Root and Stem Structure – use prepared slides and models to compare differences between roots and stems of monocots and dicots
Robbie Case / 1 / 10 / K11MakFl / Make a Flower – construct monocot and dicot flowers using live and artificial specimens
1 / 9, 10 / K12Seed / Seed Lab – uses a dichotomous key to identify various seeds
2 / 9, 10 / K13Twig / Twig Lab – uses a dichotomous key to identify various twigs
L-Bio-chemistry
/
Biochemistry
1 / 1, 2 / L1aEzCn / Enzyme (Substrate Concentration) – determine the effects of substrate concentrations on enzyme action
1 / 1, 2, 8 / L1bEzpH / Enzymes (pH) – determine the effects of pH on enzyme action
1 / 1, 2, 8 / L1cEzTp / Enzymes (Temperature) – determine the effects of temperature on enzyme action
2 / 1, 2, 8 / L1dPApp / Enzymes (Practical Applications) – become acquainted with practical applications of enzymes
3 / 1, 2 / L2aAcids / Acids & Bases – prepare a natural pH indicator from red cabbage
3 / 1, 2 / L2bMepH / Measuring pH – classify common household substances as either acids or bases based on a change in color
2 / 1 / L3GAK / GAK: Using The Scientific Method – using the scientific method, students produce a polymer

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