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Russell County High School

BIOLOGY NON-TRADITIONAL INSTRUCTION PACKET

Russell County Schools Non-Traditional Instructional ExpectationsDay____1_______

School__RCHS__ Course/Subject _Biology__ Teacher_________________

Learning Target: Describe the basic structure and function of DNA

For Alternate Assignment Options: ______________________________________________________________________________________________________________________________________________

For Supplemental Resources and Support: _______________________________________________________________________________________________________________________________________

For Teacher Support: [email protected]; [email protected] ; [email protected] ; [email protected]

*Reminder: Assignments are due back to teachers within 2 school days.

Lesson Expectations:1. Students will analyze a graph and answer DNA questions.

Russell County Schools Non-Traditional Instructional ExpectationsDay____2_______

School__RCHS__ Course/Subject _Biology__ Teacher_________________

Learning Target: Collect, organize, and analyze data accurately and precisely





Lesson Expectations:2. Students will graph data and answer questions about the graph.

Russell County Schools Non-Traditional Instructional ExpectationsDay___3________

School__RCHS_________ Course/Subject _____Biology_______ Teacher_Darnell/Holmes/Kelsey/Bridgeman_____________

Learning Target: __Students will analyze the similarities & differences among plant vs. animal cells.______________

For Alternate Assignment Options: _______________________________________________________

_________________________________________________________________________________________

For Supplemental Resources and Support: https://www.youtube.com/watch?v=9UvlqAVCoqY

https://www.youtube.com/watch?v=9UvlqAVCoqY

For Teacher Support:[email protected]; [email protected] ; [email protected] ; [email protected]


Lesson Expectations:Students will compare & contrast plant & animal cells by completing a Venn Diagram using items from a word bank, then answer three questions.

Russell County Schools Non-Traditional Instructional ExpectationsDay_____4______

School_Russell County High School_ Course/Subject _Biology____ Teacher:_Mr. Bridgeman, Mrs. Darnell, Mr. Holmes, Mrs. Kelsey_________

Learning Target: _Be able to explain the difference between organic and inorganic compounds and improve literacy within science_______





Lesson Expectations:Students will read attached article and answer 5 multiple choice questions.

Find main idea Identify specific information about organic compounds Develop an inference

Russell County Schools Non-Traditional Instructional ExpectationsDay___5______

School_Russell County High School_ Course/Subject _Biology____ Teacher:_Mr. Bridgeman, Mrs. Darnell, Mr. Holmes, Mrs. Kelsey_________

Learning Target: _Improve literacy skills within science content______





Lesson Expectations:Students will read attached article and answer 4 multiple choice questions.

Find main idea Identify environmentally friendly alternative food sources

Russell County Schools Non-Traditional Instructional ExpectationsDay___6________


Learning Target: __Students will review critical vocabulary associated with organic chemistry.

For Alternate Assignment Options: ________________________________________________________________________________________________________________________________________________For Supplemental Resources and Support: ________________________________________________

For Teacher Support:[email protected]; [email protected] ; [email protected] ; [email protected]

Lesson Expectations:Complete Organic chemistry word search.

mailto:[email protected]



https://www.youtube.com/watch?v=QWf2jcznLsY

Russell County Schools Non-Traditional Instructional ExpectationsDay___7-8______

School__RCHS_____ Course/Subject __BIOLOGY___ Teacher___________

Learning Target: __Inquiry Skills and Scientific Process _______________________________________


For Supplemental Resources and Support: YouTube video: https://www.youtube.com/watch?v=GKGtkzgKfkc

For Teacher Support: [email protected], [email protected], [email protected], [email protected]


Lesson Expectations: Plan and conduct an investigation individually to produce data to serve as the basis for evidence,

and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly.





https://www.youtube.com/watch?v=GKGtkzgKfkc

Russell County Schools Non-Traditional Instructional ExpectationsDay___9-10________


Learning Target: __Students will explain the differences between organic & inorganic compounds.______________

For Alternate Assignment Options: ________________________________________________________________________________________________________________________________________________For Supplemental Resources and Support: https://www.youtube.com/watch?v=QWf2jcznLsYFor Teacher Support:[email protected]; [email protected] ; [email protected] ; [email protected]


Lesson Expectations:Students will demonstrate their understanding of the differences that exist between organic & inorganic compounds by answering questions from reading passage.






DAY 1Directions: Use the graphs, charts, diagrams, and passages to complete all the questions. You must complete every question to receive the full amount of points. There are 4 problem sets in total. This packet is worth 2 homework assignments.

Directions: The graph below describes how much of each base pair of DNA is in a strand of DNA. Use the graph to answer the questions below.

1. a. What is the title? _______________________________________________ (1 pt) b. What type of graph is this? _________________________________ (1 pt)

2. What is the label on the x-axis? ________________________________ (1 pt) What is the label on the y-axis? ________________________________ (1 pt)

3. How many base pairs: A _____________ T_____________ G______________ C ___________(4 pts)

Number of Each Type of Base Pair in DNA

05

1015202530354045

A G T C

Type of Base Pair

Num

ber o

f Bas

e Pa

ir

Series1

x-axis label: _________________________________

4. Which base pairs have the same amount? (1 pt)

5. Why do certain base pairs have the same amounts? (1 pt)

Total Page 1: _____/ 10

DAY 2

Directions: One of the factors that influences if animals survive is their ability to adapt to their environment. The chart below is data taken from observations Harper students made during a very snowy winter in the forest. Use the data to create a line graph. Try to use 2 different colored lines to represent the bunnies. (2 pts)

TIME (days)

Number of white bunnies

Number of brown bunnies

5 63 45 10 63 4215 62 3820 60 3225 60 2630 58 2335 58 1940 57 1545 57 12

Title: _______________________________

y-ax

is la

bel:

____

____

____

____

____

1. Label the x-axis, y-axis and create a title for the graph (3 pts).

2. According to the graph, what happened to the populations of white and brown bunnies during the winter? (1 pt)

3. Why do you think the brown bunnies did not survive in the winter? Which bunnies do you think would survive better in the summer when the forest is green and brown? (2 pts)

4a. How many white bunnies were alive on day 25 ______________________? (1pt)4b. How many brown bunnies were alive on day 40 _____________________? (1pt)

Total Page 2: _____/ 10

DAY 3How are Plant & Animal Cells Different? Similar?

Directions: Compare & contrast plants & animal cells by completing the Venn Diagram using the terms from the word bank. Then answer the questions.

Plant Cells Animal Cells

WORD BANK

Nucleus Cytoplasm Vacuoles Producer ConsumerCell Wall Chromosomes Cell Membrane Chloroplast MitochondriaMakes own food Obtains food from environment

1. What does the plant cell have that the animal cell doesn’t?

2. How are these “additions” to the plant cell important to its overall function?

3. How would animal be different if they had chloroplasts & cell walls?

DAY 4:Go to:http://www.usnews.com/news/newsgram/articles/2014/12/18/nasa-curiosity-rover-discovers-methane-organic-compounds-on-mars or read the article on the next page then answer the questions below.

1. What is the main idea of the article?a. Martians produce methane gasb. The presence of methane gas on mars indicates potential for lifec. The Curiosity space rover produces methane

http://www.usnews.com/news/newsgram/articles/2014/12/18/nasa-curiosity-rover-discovers-methane-organic-compounds-on-mars

http://www.usnews.com/news/newsgram/articles/2014/12/18/nasa-curiosity-rover-discovers-methane-organic-compounds-on-mars

d. Methanogens on Mars produce methane2. Methane on mars could come from

a. Methanogensb. Martiansc. Serpentinizationd. Both a and c

3. Based on the article and what you’ve learned in class, where does organic carbon come from?a. Methaneb. Exhalingc. Living thingsd. Rocks

4. How long can methane gas exist within the atmosphere of Mars?a. One yearb. Hundreds of yearsc. Thousands of yearsd. Millions of years

5. What can we infer from the article?a. Methane on mars can provide Earth with an additional energy sourceb. Mars can support lifec. Mars can not support lifed. The presence of organic carbon (including methane) increases the possibility for life to

have existed on Mars

Martian Rover Makes Curious Methane Discovery

The Curiosity space rover has found methane on Mars. But where did the methane come from? And where is it going?

There are several technological hurdles that would have to be solved before humans can set foot on the red planet.

By Andrew Soergel Dec. 18, 2014

A burst of methane gas and a dash of carbon compounds in Martian rock samples are leading some scientists to believe Mars may have once – or may still – hold the ingredients necessary for life.

NASA announced in September 2013 that its Curiosity rover had found no signs of methane gas on the red planet, according to The New York Times. But scientists this week reported the Martian rover had found a spurt of methane gas detectable for at least two months.

Methane is a relatively simple organic compound that has a short shelf life, according to the Times. Scientists believe the Martian atmosphere would naturally break up a compound like methane within a few hundred years, so methane found today was likely produced in the not-so-distant past.

“Right now, it’s too much of a single-point measurement for us really to jump to any conclusions,” said Paul Mahaffy, chief of NASA’s Atmospheric Experiments Laboratory, according to Space.com. “Maybe there are microbes on Mars cranking out methane, but we sure can’t say that with any certainty. It’s just speculation at this point.”

The existence of Martian methanogens – microbes that release methane as waste – is one possible explanation for the methane discovery, according to the Times. Another possibility is serpentinization, a geologic process involving both heat and water.

Scientists announced Tuesday that Curiosity had drilled into Martian rock and found an ancient entrapment of water. Scientists are still unraveling the mystery of how Mars lost its surface water, but Tuesday’s announcement reaffirms that water likely existed on the planet’s surface at one point.

Recordable Martian methane levels have jumped up and down over the last decade, adding complexity to the mystery of what’s creating the gas and why it’s disappearing relatively quickly. Scientists reported seeing “plumes” of methane in the Martian atmosphere in 2003, according to the Canadian Broadcasting Corporation.

Those plumes appeared to have vanished two years later, according to the Times.

Since Curiosity’s arrival on the red planet in 2012, its methane readings have jumped on four separate occasions to almost 10 times the faint wisps of methane it had detected previously. Those readings then dropped back to normal soon afterward, according to the NASA and CNN.

“This temporary increase in methane – sharply up and then back down – tells us there must be some relatively localized source,” said Sushil Atreya, a member of the Curiosity rover team, according to NASA. “There are many possible sources, biological or non-biological, such as interaction of water and rock.”

NASA scientists on Tuesday also announced the discovery of organic material found in Martian rock samples. Though the carbon-based organics could have been carried to Mars by a meteorite, the discovery gives credence to the theory that Mars at one point possessed the ingredients necessary for life, according to the Times.

"The first confirmation of organic carbon in a rock on Mars holds much promise,” said Roger Summons, a Curiosity participating scientist from Massachusetts Institute of Technology, according to NASA. “Organics are important because they can tell us about the chemical pathways by which they were formed and preserved.”

DAY 5:

Read the attached article & answer the following questions:

“A Buggy Thanksgiving”

1. How are insects humanely killed before being cooked?a. Morphineb. Frozenc. Drownedd. They are cooked alive

2. How are the crickets cooked for this meal?a. Bakedb. Stir-friedc. Pan roastedd. Ground into paste then baked

3. How are the insects collected before being used?a. Purchased from suppliersb. Caught by Audubon staffc. Caught by volunteersd. Customers bring their own

4. What is the main idea of the article?a. Insects are deliciousb. Insects are the healthiest foodc. Eating insects should never happend. Insects can provide a healthy alternative food source

A Buggy Thanksgiving: Insects Come to the Table

By Tia Ghose, Staff Writer | November 25, 2013 09:36am ET

A Thanksgiving plate of mealworm stuffing, wax worm cranberry sauce and cricket pumpkin pie will

Mealworms, wax worms and crickets may not be obvious choices for Turkey Day, but at a special event this week, bug aficionados can taste new, insect-y twists on Thanksgiving staples such as pumpkin pie and cranberry sauce.

The Audubon Butterfly Garden and Insectarium in New Orleans is cooking up insect-filled Thanksgiving treats at their cafe, called Bug Appétit, this Tuesday (Nov. 26) and Wednesday (Nov. 27).

The Thanksgiving snacks will include a mealworm-filled cornbread stuffing, wax worm cranberry sauce and a dessert of cricket pumpkin pie, said Jayme Necaise, director of animal and visitor programs at the museum. Patrons will be offered samples of treats, along with a small cube of turkey. Those who like what they tried can ask for seconds. [See Images of the Buggy Treats]

Healthy option

Insects are chock-full of protein and nutrients such as iron and magnesium, and unlike beef or pork, most bugs require little energy, water or space to raise. Harvesting bugs such as grasshoppers from crops can be an easy way to reduce pesticide use. As a result, many experts believe that raising insects for food will be a key, environmentally friendly way to feed the 11 billion people on the planet by 2100.

The insectarium routinely serves bugs to its patrons in dishes such as mealworm-filled six-legged salsa and "chocolate chirp" cookies, which are made with crickets.

"But for Thanksgiving, we wanted to kick it up a notch and do something a little special for our guests," Necaise told LiveScience.

The mealworms tend to have an earthy taste, similar to pumpernickel or other earthy breads. Wax worms, which are the larva of moths, live in beehives and eat exclusively beeswax, so they have a slightly sweet taste. Like all insects, which have an exoskeleton, the first bite is crunchy, but the inside is soft, akin to the inside of a corn kernel; the overall taste is a bit like almond paste, Necaise said.

The crickets are typically pan-roasted.

"They get very crispy and crunchy, and they taste like a dry roasted nut," with some likening their flavor to walnuts or pecans, Necaise said.

A Thanksgiving plate of mealworm stuffing, wax worm cranberry sauce and cricket pumpkin pie will

Each of the dishes are usually about 25 percent insect and 75 percent traditional ingredients, because higher percentages of bug parts could be a bit of a shock to an unaccustomed palate, Necaise said.

"If you take a mouthful of crickets, it takes a while to chew it because of the exoskeleton," Necaise said.

Hardcore bug eaters, however, can always ask for extra cricket on the side.

Humane and sanitary

The insects are purchased from commercial suppliers who raise them predominantly for the pet food industry (reptiles and birds are particular fans). The bugs are raised in sanitary conditions and eat an organic diet.

"They're fed only the finest fruits and vegetables and meal bran," Necaise said.

To prepare the insects, the best option is to put them into bags in the freezer, where their metabolism slows down, they go to sleep and then eventually die painlessly, Necaise said.

Those who are interested in making their own buggy treats at home can take a look at the museum's brochures, which list suppliers for the insects and include recipes for some of their most popular dishes, Necaise said.

Day 6:

Organic Compounds

O P O L X K T E H C Z J D E Z H G N H X Y K Y A X WZ V J O R E P H S I R N R O B N F D J H P Y K J J PP K M H W U O Z O X G U N R U F D Z I L E S E I D BJ F Z O U N C C X C G T D Z N B L W J Q U K Y V D DP T L C P R O W Q M W T X E L Q L O W B S M F N M GQ Q T L R B A X J U C L J O O Z C E B U I J O A E RC R H A H Q Y P S C S E R V N I K Q B K D I A C N FP E I E R V P C P M B T M G B V L T Q O T J I E C VN Z E E M F U C R F E O G J G L Y K M A N Z X L M RN I Z N Y U D L Z P E L D Y K J T D L E F D I U O BV T P P E E F B F J X N W G H V A L D U F H O C T SR I V C D K U R H A O W H S K E I V P C T O A E A VH N N H A H L K E B W L Q V N T Y P A S C S B L G CY A V E R Q C A E P C L N E S N G R N K E G C O O VE S V S G T T L X I N F O I U L B H U Q C N N M A KC D S H K A G L G L M C D W N O W X Y N F F A A W ZI N M N V N R P O I A L V U X K G C W D O L Z K I KU A U O I B J Y A U A G M Y N Y L K P C R B T Y L BJ H O S N D U Q H N E J L J C P L J J I K O R S N AN U N L R R C M O P N I R J Q C X U O T L A G A E EO O B X O P T I B V C Z I L E D Q K B S Q U V E C BM X Y A P V T D F A B K T X A U D V Z A S S M C N XE Y E B K C W G C Z Y N I J D J S E Z L H Y O K Q HL G S E A B P I O G V R M K R N Y M I P K R N A Y JQ E B R S R D D B I T U M E N D E V U X C E W W E MH N F N Z Z U K J E V L T D O F S L F Q X P D K A X

ALCOHOL CRUDE OIL MOLECULE

ALKANE DIESEL BITUMEN

ALKENE DOUBLE BOND PERFUME

ATOM FRACTIONAL PETROL DISTILLATION

OXYGEN HAND SANITIZER PLASTIC

CARBON HYDROGEN SINGLE BOND

CARBOXYLIC LEMON JUICE VINEGAR ACIDDay 7-8: Use the following reading passage if needed to complete day 7 & 8 activities.

Inquiry Skills and Processes Science is both a body of knowledge and a way of knowing things. In the scientific process, human thinking is applied to discovering

and explaining how the world works. Science originates when people ask questions. At one time, “scientific” knowledge was just a collection of opinions and unrelated ideas that attempted to explain observations. For

example, the hotly debated topic was whether the Earth was flat or round. Those believing that Earth was flat pointed to the fact that some

ships never returned home. They offered this observation as evidence, which supported their idea as true. They believed that these ships were destroyed when they sailed over the edge of the Earth.

Those who believed that the Earth was round also had evidence. They had observed boats approaching land and noticed that the tops of the sails became visible before the hull or body of the boat.

The Scientific Process Scientific investigation involves: observing, questioning, experimenting, collecting and organizing data, finding evidence and

drawing conclusions, repeating experiments several times, and having the results repeated by others. Questioning is at the heart of science. Progress in science depends on people who not only observe and wonder how the world

works but also take the time to come up with questions. These are not just any questions, but those that can be tested and answered.

Observation or Inference Observations are made using any of the senses. Tools such as thermometers, balances, and microscopes help us extend our

senses. An example would be the grass is green. Inferences are conclusions based upon observations. An example would be, you infer that a slug that remains motionless for

several hours is not alive – but are you sure? An Assumption is the belief that something is true. An example would be: you are doing an experiment to investigate the

germination of grass seed. You might assume that 100% of the seeds will germinate, that is an assumption, because it is possible that they will not all germinate.

Opinions are ideas people have that may or may not have any basis in fact; they are often biased, or influenced by an assumption that may or may not be correct.

Bias can come from data. You need to remember that data can sometimes be slanted, such as, an experimented funded by the manufacturer of a new exercise machine, which supports the machines ability to help people lose weight, may be suspected of being biased.

Scientific View is based upon a person’s view of the world. To think scientifically, you must critically analyze events, explanations, and ideas. You should use these skills, as well as ideas from other disciplines, to develop your understanding of natural events. You should be able to create visual models and mathematical formulas to represent your thinking.

Inquiry SkillsScientific literacy involves applying critical thinking skills to everyday life, particularly to claims related to health, technology, and

advertising. For example, imagine that you are watching a television commercial, in which, an advertiser claims its company has developed a cream that makes hair grow when applied to the scalp. What follows is a way to approach investigating the claim.

Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources, consider the following questions:

Now ask yourself, if you are ready to use the product based upon the information that you found. You might want to find answers to more questions, such as:

Inquiry involves making judgments about the reliability of the source and relevance of information. Scientific explanations are accepted when they are consistent with experimental and observational evidence. When you are evaluating evidence and making decisions, keep the following in mind:

A research plan involves finding background information, developing a hypothesis, and devising an experimental process for testing a hypothesis. Most research plans begin with a thorough library search. The search may include the Internet, library databases, scientific journals and feedback from the investigator’s peers.

Inquiry involves developing and presenting proposals, including formal hypotheses, to test explanations. A good hypothesis attempts to explain what has been observed in a way that can be tested. It is a tentative answer to a question. Experiments cannot prove a hypothesis; they can only either support or fail to support the hypothesis. An example would be I think that, if hormone A is applied to plant leaves, then the plant will grow faster.

How many people were tested? What is in the product? How long do you have to use it to get results? Does it have side effects? Have any of your friends used the product? Does the company have a web page that contains more

information on the product?

How many people actually took part in the study? What caused the participants to loss their hair? Did they have medical conditions?

How long has the company been in business? Was the cream tested scientifically with careful experimental techniques and design?

All scientific explanations are tentative. They can be changed or updated as new evidence emerges. What seems true today may be disproved tomorrow.

Each new bit of evidence can create more questions than it answers. This leads to an increasingly better understanding of how things work.

Good scientific explanations can be used to make accurate predictions about natural phenomena.

Scientific inquiry involves the testing of proposed explanations using conventional techniques and procedures.

Designing an Experiment Once the background work has been done and the hypothesis developed, the actual experiment must be designed. An experiment

is a series of tests that are done to support or refute (disprove) a hypothesis. What you will measure is called the dependent variable. If you want to investigate how plants will grow, you will need to measure how large the plant is in the beginning and at regular intervals until the experiment is concluded. You will need to decide how you will make measurements, what units you will use, and what part of the plant you will measure. Factors that might influence the dependent variable are independent variables. These are variables that the investigator manipulates. They are sometimes called the manipulated variable. The manipulation of the independent variables is the treatment.

A controlled experiment is one in which the possible variables have been carefully considered and regulated so the results are due only to the independent variable you are testing. It consists of one or more experimental groups and a control group. The control group is used as a basis of comparison. It allows you to compare the experimental group results with the control group results to determine whether the treatment made a difference. Each experimental group is treated differently from the control group in only one way. For example, if you were placing a chemical to a plant, the control group would not have the chemical put on it.

Selecting, acquiring, or the building of apparatus; considering safety precautions, and planning how to avoid bias are important factors in this stage of the research plan’s development. For example, large sample sizes and multiple trials are more likely to produce valid results.

Experimental Design Guide Question Explanation What is your hypothesis? The hypothesis should suggest a possible answer to the

question you are investigating. What is your dependent variable? What should change and what is it that you will measure

in the experiment? Make a data table to record the data that is collected.

What is your independent variable? What factors will you manipulate to test your hypothesis? How will you record their effect on the dependent variable? Will there be several groups with more than on treatment, such as several pH values, colors of light, or temperature?

How will you control the experiment? Are you only changing one factor at a time to see its effect? What other possible factors may vary that could also affect the results and make your experiment inconclusive?

What steps will you take to conduct this experiment Make a list of procedures and materials needed to conduct the experiment.

Organizing and Using Data

In science, data generally refers to the results of trials, or tests, completed during experiments. Scientific inquiry involves the ability to use various methods of recording, representing, and organizing data.

Data Tables A data table is an important initial stag in making sense of the information you collect while doing an experiment. The table below will be helpful when you create your data table.

Graphs Frequently, the next step is to construct a graph that allows you to see trends or patterns in your data. There are four basic types of graphs:

Graphing Rules: 1. The dependent variable is plotted on the vertical, or y-axis. 2. The independent variable is plotted on the horizontal, or x-axis 3. The spacing between the numbers on both axes must be in equal increments.

Line, bar and Histogram Graph Construction Checklist Title your graph so that the reader knows what it is illustrating. Place the dependent variable on the vertical axis. Label the vertical axis, including units of measure. Make sure that the scale on the vertical axis is appropriate and is spaced at equal intervals. Place the independent variable on the vertical axis. Label the horizontal axis, including units of measure. Make sure that the scale on the horizontal axis is appropriate and is spaced at equal intervals. Plot points accurately Connect the data points and do not go beyond any point. Include a legend that indicates the meaning of each line if there is more than one. It serves as a key to the lines or bars on the graph.

Data Table Checklist The table has a title that relates the independent variable to the dependent variable. For example – The Effect of Fertilizer Concentration (the independent variable) on Plant Growth (the dependent variable) Column headings include the dependent and independent variables. They may also include trial or set-up numbers or other information. Column headings need to indicate units of measure. The independent variable is typically recorded in increasing order. The dependent variable is recorded to correspond with the independent variable.

Analyzing Results A careful examination of the experimental results involves the ability to look at relationships between the hypothesis and the actual

result. After careful considering how well the hypothesis and the actual results correspond, a conclusion can be made. A scientist needs to determine whether the hypothesis has been supported. Scientists often use statistical analysis to determine

the likelihood that their results were produced by chance. A model can be used to explain the results of an experiment. For example, a model explains how DNA carries genetic code and how traits are passed from one generation to the next.

One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Research must be shared in a clear manner so that other scientists can repeat the investigation and get the same results. A peer review, in which several scientists examine the details of an experiment, is an important part of the scientific process.

All scientific explanations are subject to change as more is learned. Scientific claims should be questioned if the data are: • based on samples that are very small, biased, or inadequately controlled, • or that the conclusions are based on faulty,

incomplete, or misleading use of numbers, • facts and opinions are intermingled, • adequate evidence is not cited, • conclusions do not follow logically from the evidence given.

Development of Theories In science, a theory is a well-tested explanation that unifies a wide range of observations. A theory enables researchers to make accurate predictions when new situations arise. People often use the word theory in a very difference manner from the way that scientists do. They use it to imply that an idea is not supported by evidence. In science a theory must be supported by evidence.

Day # 7-Inquiry Skills and Processes

1. A scientist determines the number of Calories in one ounce each of protein, carbohydrate, and fat. The results are shown on the table below:

Calorie Content of Substances

Which statement represents a valid conclusion based on data?

o A -An ounce of fat contains about twice as many Calories as an ounce of protein

o B – Protein is a better energy food than carbohydrate.

o C – Carbohydrates, fats, and proteins yield approximately the same amount of Calories per unit weight.

o D – Proteins and carbohydrates provide the most Calories per ounce.

2. Which laboratory procedure would be best for demonstrating the effect of light intensity on the [production of chlorophyll in pea plants?

o F – using 10 plants of different species, each grown in the same intensity light

o G – using 10 plants of different species, each grown in a different intensity light

o H – using 10 plants of the same species, each grown in the same intensity light

o J – using 10 plants of the same species, each grown in a different intensity light

3. A student hypothesized that lettuce seeds would not germinate (sprout) unless they were exposed to darkness. The student planted 10 lettuce seeds under a layer of soil and scattered 10 lettuce seeds on top of the soil. The data collected are shown in the table below. One way to prove the validity of these results would be:

The Effect of Light on Seed Germination

o F – conclude that darkness is necessary for lettuce seed germination

o G – conclude that light is necessary for lettuce seed germination

o H – revise the hypothesis

o J – repeat the experiment

4. A drug company tested a new medication before putting it on the market. Pills without medication were given to

Compound Tested Number of Calories Produced

Protein 147 Fat 271 Carbohydrate 152

Seed Treatment Number of Seeds Germinated Planted under soil 9 Scattered on top of soil 8

500 test subjects in group A, and pills with medication were given to 500 subjects in group B. In the experiment, the individuals in group A served as the:

o F – host group

o G – dependent group

o H -control

o J -hypothesis

Day 8

5. On a television talk show, a guest claims that people who exercise vigorously for 15 minutes or more every day are able to solve math problems more rapidly than people who do no vigorous exercise as part of their daily routine.

Describe a controlled experiment that could be conducted to test this claim.

• State the purpose of the experiment • State why the sample used should be large. • Describe how the experimental group will be treated and how the control group will be treated. • State the specific data to be collected during the experiment • State one way to determine whether the results support the claim.

Days 9-10: Use the following reading passage as needed to answer questions 6-10.

Biologically Important Molecules and Cellular Organization of Living Things

Earth’s living environment is made up of millions and millions of diverse organisms, a wide range that includes towering redwood trees, sleek antelope, tiny bacteria, mushrooms that grow in huge circles, microscopic organisms that turn the tides red, and the students in your class. These living organisms are both similar to and different from each other. They also differ from the non-living parts of the environment. Although that difference may seem obvious, scientists have not been able to agree upon a simple definition of life. Most scientists agree that living things share certain characteristics that distinguish them from nonliving things, such as

organized structures made of one or more cells, that carry out various chemical reactions (metabolism) able to maintain their cellular organization throughout life using energy to maintain life to grow and develop

able to maintain a fairly stable internal environment (homeostasis) able to pass heredity information to new organisms of the same species in the process of reproduction

OrganizationIn unicellular (single-celled) organisms, the single cell performs all life functions. It functions independently.However, multicellular (many celled) organisms have various levels of organization within them. Individualcells may perform specific functions and also work together for the good of the entire organism. The cellsbecome dependent on one another.

Multicellular organisms have the following 5 levels of organization ranging from simplest to most complex:

Chemical Compounds in Living Organisms There are two types of compounds (substances that contain more than one type of element):

1 Organic compounds – contain carbon, found in nature or organisms, may also contain H, O, or N and to a lesser extent P, S, Fe, Ca, Na, Cl, Mg, and K (relatively few elements compared to the number of elements on the periodic table). They are often very large and complex molecules. 2 Inorganic compounds – anything that is not organic is inorganic. As a rule, inorganic compounds do not contain C, but there are exceptions.

Water

Water is the most important inorganic compound! All organisms require water to survive. This is due to the fact that chemical reactions occur in water solutions. Without water, the cellular reactions cannot take place and the cell dies.

Cohesion – cohesion is caused by the polarity of the water molecule, which as you know is caused by the covalent bond between O and each H. Because O is “stronger” than H, it pulls the shared electrons closer to it, making it “feel” negative. The H, on the other hand will “feel” positive and the molecule is called a polar molecule. The polarity of the water molecules causes an attractive force between them, resulting in cohesion.

Adhesion – adhesion is defined as the attractive force between two different substances. Water is the best solvent because it adheres to many polar substances. Adhesion results in capillary action, which is the drawing up of water using very narrow glass tubing.

Minerals Minerals are inorganic substances essential for cellular processes.

Organic Molecules A organic molecule is one that typically consists of carbon atoms in rings or long chains, where other atoms (e.g. hydrogen,

oxygen, and nitrogen) are attached.

Carbohydrates Carbohydrates are composed of carbon, hydrogen, and oxygen. Most carbohydrates are made up of units of simple sugars called

monosaccharides. Simple sugars bonded together create polysaccharides.

Lipids Lipids unlike other carbohydrates are not soluble in water. Lipids include fats. Lipids are used in living systems to store energy.

Proteins Proteins are macromolecules. They are constructed from one or more unbranched chains of amino acids; that is, they are polymers. A typical protein contains 200–300 amino acids but some are much smaller (the smallest are often called peptides) and some much larger (the largest to date is titin a protein found in skeletal and cardiac muscle; one version contains 34,350 amino acids in a single chain!). Every function in the living cell depends on proteins.

Enzymes Enzymes are biological catalysts: this means that they speed up the chemical reactions in living things. Without enzymes, our guts

would take weeks and weeks to digest our food, our muscles, nerves and bones would not work properly and so on -we would not be living!

A catalyst is any substance which makes a chemical reaction goes faster, without itself being changed. A catalyst can be used over and over again in a chemical reaction: it does not get used up. Enzymes are very much the same except that they are easily denatured (destroyed: but do NOT use this word since the protein molecule is not broken down into amino-acids, it just loses it shape and will not work anymore) by heat. Our enzymes work best at body temperature. Our enzymes also have to have the correct pH.

All enzymes are made of protein, whose building blocks are amino acids; that is why they are sensitive to heat, pH and heavy metal ions. Unlike ordinary catalysts, they are specific to one chemical reaction. An ordinary catalyst may be used for several different

chemical reactions, but an enzyme only works for one specific reaction.

Vitamins Vitamins are organic molecules with very important roles in the human body.

Biologically Important Molecules 6. Some large insoluble food molecules are reduced to small, soluble food molecules by the process of:

o A -digestion

o B -excretion

o C -response

o D -growth

7. Which sequence is listed in order from simplest to most complex?

o F – tissue -> cell -> organ system -> organ

o G – cell -> tissue -> organ -> organ system

o H – cell -> tissue -> organism -> organ

o J – Organism -> tissue -> organ -> organ system

8. Living things are made mostly of these four main elements:

o A – hydrogen, oxygen, nitrogen, and protein

o B – water, protein, carbohydrates, and fat

o C – carbon, hydrogen, oxygen, and nitrogen

o D – glucose, salt, mineral, and base

9. Enzyme molecules are synthesized primarily from:

o A – amino acids

o B -monosaccharides

o C – fatty acids

o D -phospholipids

10. The results of an experiment to determine the chemical composition of the cytoplasm of organism X are shown in the data table below:

Vitamin Role in Humans C Helps in healing wounds D Growth of bones K Clotting of blood

Substance Percent by Mass in the Cytoplasm

Water 77 Proteins 15 Lipids 5 Carbohydrates 2 Minerals 1

What percentage of the cytoplasm is composed of organic material?

o A -15

o B -20

o C -22

o D -92

· web view_be able to explain the difference between organic and ... students will read...

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