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BiologyActivityBook
TobecompletedwithEdgenuityBiologyA&B
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TableofContents
1.PlopPlopFizzFizz ScientificProcess 42.TheEnormousLetter‘E’ IntrotoUsingCompoundMicroscope 73.FermentationinaBag CellularRespiration 114.MitosisInvestigation CellDivision 135.PlantPaternityTest Heredity 166.PepperedMothScavengerHunt NaturalSelection 237.HowMuchFood? CyclingofMatter 268.CuttingDowntheRain HumanImpactontheEnvironment 30Glossary 33
UsetheQRcodestoaccessavideoforeachactivity
PlopPlopFizzFizzScientificProcess
EdgenuityUnit:ScientificKnowledge Lesson:AnalyzingData/DrawingConclusionsTime:30‐60minutes http://kbsgatewayproject.weebly.com/plop‐plop‐fizz‐fizz.htmlLearningTargetIcanmakepredictionsbasedonpriorknowledge,testthemusinganexperiment,andanalyzemyresults.Materials
3Alka‐Seltzertablets 3plasticcups(18oz.) Salt Teaspoon
Vinegar Water Stopwatchorclockwithsecondhand
ThefizzingyouseewhenyoudropanAlka‐Seltzertabletinwateristhesamesortoffizzingthatyouseefrombakingpowder.Abakingpowderreactioniscausedbyanacidreactingwithbakingsoda(sodiumbicarbonate).IfyoulookattheingredientsforAlka‐Seltzer,youwillfindthatitcontainscitricacidandsodiumbicarbonate(bakingsoda).Whenyoudropthetabletinwater,theacidandthebakingsodareact‐‐thisproducesthefizz.Thequestionforthisinvestigationwillbe:“WhatfactorswillmakeanAlka‐Seltzertabletdissolvefaster?”Youwillcompare3factors:
Roomtemperaturewater Acidicwater Saltwater
Thecontrolgroupisthegroupthatisseparatedfromtherestoftheinvestigation;thefactorswillnotinfluencethisgroup.Whatshouldbeyourcontrolgroup?Theindependentvariableisthefactorthatchangesbetweengroups,forthisinvestigationtheindependentvariablewillbethetypeofwater(acidic,salt,etc).Thedependentvariableiswhatchangesorisdifferentbecauseoftheindependentvariable.Basedontheoriginalquestion,whatwillyouobserveasthedependentvariable?Developyourhypothesisbycompletingthisstatement:Alka‐Seltzerwilldissolvefastestin____________water,andslowestin____________water.Ithinkthisbecause___________________________________________________________.Procedures:Labelandfillthe3cupshalfway(~9oz.)withthefollowing:
1‐Roomtemperaturewater 2‐Roomtemperaturewaterwith2tsp.vinegar 3‐Roomtemperaturewaterwith1tsp.salt
DroponeAlka‐SeltzertabletintoCup1andusethestopwatchtokeeptrackhowlongittakestodissolvecompletely.Recordyourresultshere:
TypeofWater DissolveTime
RepeatwithCups2and3.WhatfactorsmadetheAlka‐Seltzertabletdissolvefaster?Inacompletesentence,answerthequestion:Didyourresultssupportyourhypothesis?Whyorwhynot?
Source:www.sciencebuddies.org
TheEnormousLetter‘E’IntroductiontoCompoundMicroscope
EdgenuityUnit:CellBiology Lesson:PlantandAnimalCellsTime:30‐60minuteshttp://kbsgatewayproject.weebly.com/the‐enormous‐letter‐e.htmlLearningTarget1.Icanidentifythefunctionalpartsofacompoundmicroscope2.IcandemonstratehowtoprepareawetmountslideMaterials
Compoundmicroscope Smalltweezers Letter‘e’s Clearmicroscopeslides
Coverslips Eyedropper Handlens
Thecompoundmicroscopewasfirstusedinthelate1500s,butwasnotusedinbiologyuntilahundredyearslater.Atfirstitwasjustanovelty,butin1660,ItalianMarcelloMalpighiusedthemicroscopetoviewbloodcapillariesinthetailsoflivefish.Thefirstcompoundmicroscopescouldmagnifyover100x,butthequalityoftheglassinlenseswaspoorandobjectscouldnotbeseenclearly.Anopticalcompoundmicroscopedevelopedin2011canmagnifyanobjectover6,500x.Procedures:Beginbybecomingfamiliarwithalllabelsonthemicroscope.(Alwayscarrymicroscopewith2handsbyholdingthearmandbase.)Turnmicroscopelightonandsetmagnificationtolowestpower:
a. RED–4x(lowest)b. YELLOW–10xc. BLUE–40xd. WHITE–100x(highest)
Credit:www.biologycorner.com
Thelargestknobcontrolsmajoradjustments(startwithstageaslowaspossibleandthenadjust),thesmallerknobcontrolsfine‐tuning.Cleanamicroscopeslidewithwaterandtissue.(CAREFUL!Theybreakeasily.)Useaneyedroppertoplaceonesingledropofwaterinthemiddleoftheslide.Usetweezerstoplacetheletter‘e’rightsideupontopofthedropofwater.Gentlyplacethecoverslipontheedgeofthedropofwaterandthenlowerthecoverslipovertheletter‘e’(Watchthevideoacoupletimesforthisone!)Beforeyouusethemicroscope,useahandlenstoobservetheslide.
Drawapictureofwhatyouobservebelow:Placetheslideontothemicroscopestageandfocustheimageonthelowestpower(4x).Drawapictureofwhatyouobserve:Viewtheletter‘e’withahighermagnification.(Changethepowertoyellow,blue,orwhite.)10x(Yellow):Source:MagnificentMicroworldAdventures,AIMSEducationFoundation
40x(Blue):100x(White):Whyisimportanttouseacleanslideandcoverslip?Whichmagnification(power)gaveyoutheclearestimageoftheletter‘e’?Whatisthedifferencebetweenacompoundmicroscopeandasimplemicroscope?Whataresomereasonsthatscientistswoulduseacompoundmicroscope?
FermentationinaBagCellularRespiration
EdgenuityUnit:CellBiology Lesson:EnergyinCells
Time:~60minuteshttp://kbsgatewayproject.weebly.com/fermentation‐in‐a‐bag.htmlLearningTargetIcanconstructanexplanationfortheproductionofgasduringfermentation.Materials
Dryactiveyeast Sugar 100mLgraduatedcylinder
Teaspoon Snack‐sizeZiplockbags Baglabels
Toreleasestoredenergyfromglucose(sugar)molecules,humansandotheranimalsuseatypeofcellularrespirationcalledaerobicrespiration.Thisprocessrequiresoxygen(aerobicmeans"withoxygen").Someorganismsdonotuseoxygen,however.Inthiscase,therespirationisanaerobic.Fermentationisthemetabolicprocessusedbyyeastandotherlivingorganismswithoutoxygen(anaerobic).Yeastusethisprocesstoconvertsugarintoethylalcohol(withcarbondioxideasabyproduct).Theethylalcoholcanthenbedistilledintopureethanolthatcanbeusedtofuelvehicles.WhilemostfuelethanolintheUSiscurrentlymadefromcorngrain,theGreatLakesBioenergyResearchCenterisstudyingtheuseofcornstalksandothercellulosicbiomass(likegrassesfromprairies)asanalternativesource.Procedures:Inapre‐labeledZiplocksnackbag,combine1tsp.ofsugarand1tsp.ofyeast.Add50mLofwarmtapwaterandzipthebagclosed,removingasmuchairaspossible.
Mixgently.Laybagonaflatsurfaceandwatchforresults(15‐20minutes).Observeandanswerthefollowingquestions:Ifthebagisinflating,whatisfillingitup?Warning:thebagwillexpand‐itmayevenpop!Besuretomonitorthebagandreleasethegasifitbecomestooinflated.Areyouobservingfermentation?Howdoyouknow?Wherearethenewgasparticlescomingfrom?Discardbagandcontentsintogarbageandmakesureanymessiscleanedup!Source:GreatLakesBioenergyResearchCenter
MitosisInvestigationCellDivision
EdgenuityUnit:CellProcesses Lesson:MitosisTime:~30minuteshttp://kbsgatewayproject.weebly.com/mitosis‐investigation.htmlLearningTargetIcanidentifyandlabelthestepsofmitosis.
Materials Compoundmicroscope Preparedslidesofonionroottips
Cellsdivideinmulticellularorganismsforgrowthandtoreplacedeadcells.Cellsdividethroughaprocesscalledmitosisthatmakessureeachnewcellcontainsanucleusandchromosomesidentical
totheoriginalcell.Theregularsequenceofeventsforcellsiscalledthecellcycle:Eachcellgoesthroughfivemainsteps:
Interphase Prophase Metaphase Anaphase Telophase
Turnonmicroscopeandadjusttothelowestpower(4x–
Red).Holdaslidewithonionroottipsuptothelight(therewillbethreeroottipsonaslide).Lookforthepointedendswherethecellswereactivelydividing.Placetheslideonthemicroscopestagewiththeroottipspointingawayfromyou.Usethelow‐powerobjectivetofindaroottipandfocuswiththecoarseadjustment(largeknob)untilitisclearlyvisible.Justabovetheroot“cap”isaregionthatcontainsmanynewsmallcells.Thesecellswereinprocessofdividingwhentheslidewasprepared.Centertheimageandswitchtohighpower.Observethebox‐likecellsthatarearrangedinrows.Thechromosomesofthesecellshavebeenstainedtomakethemeasilyvisible.Selectonecellwithchromosomesthatareclearlyvisible.(Remembertoonlyusethesmallknobfineadjustmentwhenusinghighpower.)Sketchthecellthatyouselectedintheboxbelow:
Credit:HartnellCollegeBiology
2. Lookattherestofthecellsandselectfourcellswhoseinternalappearancesaredifferentfrom
eachotherandthefirstcellthatyousketched.Sketchthesefourcellsintheremainingboxes.
3. Usethepicturesbelowtoidentifyandlabelthephasesofeachsketch.
Credit:NancyClarkBiology
4. Lookattherowsofcellsinthemicroscopeandcounthowmanyareineachdifferentphase.Use
thedatatabletorecordthenumbersforeachphase.
StageofCellCycle NumberofCells
Interphase
Prophase
Metaphase
Anaphase
Telophase
Whatstagewasthemajorityofcellsin?Whatevidenceshowsthatmitosisisacontinuousprocessinsteadofaseriesofseparateevents?Source:NancyClarkBiology
PlantPaternityTestHeredityInvestigation
EdgenuityUnit:Heredity Lesson:LawsofInheritanceTime:7weeks~45minutesperweekhttp://kbsgatewayproject.weebly.com/plant‐paternity‐test.htmlLearningTargetIcanexplaintheinheritanceofatraitinFastPlants.Materials
WisconsinFastPlantseedso Non‐purplestem(P1)o Purplestem(P2)o F1non‐purplestem
4delicontainergrowingsystemso 16ozdelicontainero 8ozdelicontainero Wickingcordorstring
Lightbox–growinghouseo 2crateso Aluminumfoilo Hanginglightfixtureo 24wattCFL
Pottingsoil WisconsinFastPlantfertilizer Labels Q‐tips
GenesEverycellinplantsandanimalscontainsDNAthatismadeupofthousandsofgenes.Everycell(exceptgametes)hastwocopiesofeachgene(onefromeachparent)andthetwosetsofgenesaredifferentfromeachother.Cellswithtwocopiesofgenesarecalleddiploid.Duringmeiosis,eachgenepairisspiltapartrandomlysothattheresultinggametes(eggsorsperm/pollen)haveasinglecopyofreassortedgenes.Cellsthathaveonlyonesetofgenesarecalledhaploid.Duringmating,twoparentseachcontributeasinglegamete.Thetwogametesfuseandcreateasinglediploidoffspring.AllelesEachgenecanhaveadifferentform,calledanallele.Differentallelesarerepresentedbythesameletter,butcodedbycapitalization.Dominantallelesarecapitalizedandrecessiveallelesarelowercase(e.g.Pp).Theinteractionofpairedalleles,alongwithenvironment,determinesthephenotype(thegene’sexpression)oftheoffspring.Recessiveallelesareexpressedwhenpairedwithanotherrecessiveallele(pp).Thisactivitywillinvestigateapurplepigmentfoundinmanyplants,Anthocyanin(anl),andhowthegeneispassedfromparentstooffspring.Itisbestobservedwhenplantsarebetween4and7daysold.YouwillbetestingtheinheritanceofaspecifictraitbygrowingFastPlantsfortwogenerations.
Procedure:Day0
1. Planttheseedsfromthemotherplants(P1)in1containerandplantseedsfromfirstgeneration(F1)in3containersusingthefollowingdirections:
2. Pokeaholeinthecenterofthebottomofthe8oz.delicontainer.3. Cutawick12‐14cmlong,wetthoroughlywithwaterandinsert2cmintothebottomof8oz
delicontainer.4. Pour¼cup(2oz.)ofsoilintothe8oz.container.5. Spread18pelletsoffertilizerevenlyontopofthesoil.6. Add½(4oz.)cupofsoilontopoffertilizerpellets.7. Sprinklewateroversoiluntilitisdrippingfromthewick.8. Labelcontainersbasedontheseedsthatwereplanted.9. Place5seedsinacirclepatternontopofthesoil.10. Coverseedswith¼cupofsoil.11. Pour1cup(8oz.)ofwaterintothe16oz.delicontainer.12. Setthesmallcontainerontopofthelargercontainer.13. Placeinlightboxandcoverfront(theplantswillneedplentyofwaterand24hoursoflight!)
Days4‐7
1. ObservethestemandleafcoloroftheyoungP1andF1plants.2. Recordthenumberofindividualswitheachtraitinthetablebelow.
Listeachphenotype
Purplestem Greenstem Purpleleaf Greenleaf
P1generation
F1generation
3. DiscardtheP1plantsbutcontinuetomaintaintheF1plants.4. ThinF1plantsto2percontainer.5. ExplainhowyouthinkstemandleafcolorsareinheritedinFastPlants.
6. Predictthefather’s(P2)stemandleafcolorsbasedonyourexplanation.
Days15‐17
1. PollinatetheentirepopulationofF1plantsfor3days.UseQ‐tipstospreadpollenfromoneflowertoanother.Makesureallflowersreceivepollenfrommorethanoneplant.
FastPlantsrequireoutcrossingtoreproduce.Thiscanhappeninthewildwithhelpfrompollinators(likebees)orcanbeaidedbywind.
2. Basedonyourhypothesis,predictthestemcolorofthesecond‐generationoffspring(F2)thatwillresultfromthepollinationyoudidtoday.
Day18
1. CutoffanynewflowerbudsthatwerenotpollinatedonpreviousdaysDay37
1. Stopwateringplants.LetthemdryoutforafullweekDay44
1. HarvesttheseedsfromtheF1plants(thesewillbetheF2seeds)2. PlacetheF2seedsinamanilaenvelopeandlabelthem3. Removeplantsfromthefirstgenerationandcleandelicontainersanddry(sotheycanbe
reusedthenextday)Day45
1. PlanttheF2seedsfollowingthegrowingdirectionsfromDay0Day49
1. ObservethestemcoloroftheyoungF2plants
2. Recordthenumberofindividualswitheachtraitinthetablebelow
Listeachphenotype Purplestem Greenstem Purpleleaf Greenleaf
F2generation
3. Putyourclaimstothetest!WastheratioofthephenotypesintheF2generationwhatyou
predicteditwouldbe?Wasitevenclose?Aχ2(chi‐squared)testwillcompareyourobservationswithyourhypothesis.
Chi‐squareisastatisticaltestcommonlyusedtocompareobserveddatawithdatawewouldexpecttoobtainaccordingtoaspecifichypothesis.Forexample,if,accordingtoMendel'slaws,youexpected10of20offspringfromacrosstobemaleandtheactualobservednumberwas8males,thenyoumightwanttoknowaboutthe"goodnesstofit"betweentheobservedandexpected.Werethedeviations(differencesbetweenobservedandexpected)theresultofchance,orweretheyduetootherfactors.Howmuchdeviationcanoccurbeforeyou,theinvestigator,mustconcludethatsomethingotherthanchanceisatwork,causingtheobservedtodifferfromtheexpected.Thechi‐squaretestisalwaystestingwhatscientistscallthenullhypothesis,whichstatesthatthereisnosignificantdifferencebetweentheexpectedandobservedresult.Step1.Whatisyournullhypothesis?Step2‐DeterminetheratioofphenotypesyouexpectedintheF2generation,basedonyourhypothesis.Phenotype ExpectedNumberofPlants(e)1.____purplestem_________ _________________2.____greenstem__________ _________________3.____purpleleaf___________ _________________4.____greenleaf____________ _________________Step3‐RecordtheratioofphenotypesyouobservedintheF2generation.Phenotype ObservedNumberofPlants(o)1.____purplestem_________ _________________2.____greenstem__________ _________________3.____purpleleaf__________ _________________
4.____greenleaf___________ _________________Step4‐Filloutthefollowingtable.Note:Foroandevalues,usetheactualnumbersofplants,notpercentagesorratios.
ListEachPhenotype: 1 2 3 4
Observedvalue(o)
Expectedvalue(e)
Deviation(d)=o‐e
Deviationsquared(d2)
d2/e
Addallofthed2/evaluestogethertogettheχ2value.
Step5Calculatethedegreesoffreedombysubtractingonefromthenumberofphenotypes.degreesoffreedom=(Numberofphenotypespossible)–1Step6Determinewhethertoacceptorrejectyourhypothesis.Findtheprobabilitythatthedeviationoftheobservedvaluesfromtheexpectedvalueswasachanceoccurrence.Lookupyourdegreesoffreedominthetablebelow.Findwhereyourχ2valuefallsinthatrow.
Probabilityvalue:Iftheprobabilityis5%orgreater,thenyoucanacceptyourhypothesis.Iftheprobabilityislessthan5%,thenrejectyourhypothesis.Doyouacceptorrejectyournullhypothesis?Why?Whatdoesitmean?Day501. PlanttheP2seedsfollowingthegrowingdirectionsfromDay0.Day531. ObservethestemcoloroftheyoungP2plants.Recordyourobservationsinthetable.
Listeachphenotype Purplestem Greenstem Purpleleaf Greenleaf
F1generation
Doesthisactivityshowhowtraitsarepassedfromparentstooffspring?WhyorWhynot?Source:WisconsinFastPlants
PepperedMothInvestigationNaturalSelection
EdgenuityUnit:Evolution Lesson:FactorsAffectingNaturalSelectionTime:30‐60minuteshttp://kbsgatewayproject.weebly.com/peppered‐moth‐investigation.htmlLearningTargetIcanexplainhownaturalselectionimpactsphenotypesandgenotypesofaspeciesovertime.Materials
Paperpunch 2smallplasticcups
Twosheetsdarkgraypaper Twosheetsmediumgraypaper Twosheetslightgraypaper
Beforetheyear1845,inthecityofManchester,EnglandapopulationoflightgraycoloredmothsknownasPepperedmothslivedinthesurroundingforests.Theywouldclingtothetrunksoftreesthatwerethemselvescoveredwithalightgraycoloredbark.Thefactthatthesemothswereabletoblendinwiththislightgraybackgroundservedasanadvantage,providingprotectionintheformofcamouflagefrombirds(predators).However,agenecontrolsthecolorationofmothswithallelesthancanbeexpressedindifferentshadesofgray.Becauseofthisgeneticvariation,darkandmediumgraycoloredmothsweresometimesborn.Around1845thecitystartedbecomingmoreindustrialized,withfactoriespouringblackcoalsmokeintotheair.Thispollutionfellintothesurroundingforestsandslowlyturnedthebarkofthetreestoadarkergraycolortherebymakingthelightergraymothsmorevulnerabletopredation.Suddenlythedarkgraycoloredmoths
possessedanadvantage.Asaresult,overaperiodofapproximatelyfiftyyearsthemothpopulationexperienceda“shift”inthefrequencyoftheallelesthatdeterminemothcoloration.Inthisexample,thetraitofcolorationisthetargetedselectionwhiletheagentofselectionisthepredation.Thisinvestigationwillallowyoutorole‐playasthepredator.
Procedures:Labelthefollowingpapersononeside:
LightGray–Environment1. MediumGray–Environment2. DarkGray–Environment3.
WikipediaCommons:Khaydack
Fillaplasticcupwithroomtemperatureorcoolwater.Punchout30circleseachfromthethreeUNLABELEDsheets.Askaneighborortheteachertoplace10dark,10medium,and10lightgraydotsontheEnvironment1sheetwithoutyouwatching.
Whenyourassistantisfinishedsettingup,dipyourpointerfingerinthecupofwater.You’llbeusingthisfingertopickupthedots.Beginwith“Environment1”andpickupasmanydotsasyoucanin10secondswithyourwetfinger.Placetheseintoanemptyplasticcupandrecordthecolorsinthetablebelow:
LightGrayDots MediumGrayDots DarkGrayDotsLightGray
Environment1
MediumGrayEnvironment2
DarkGrayEnvironment3
RepeatwithEnvironments2&3andrecordinthetable.
Completethefollowingquestionsrememberingthatdotsrepresentedpepperedmoths.
WhatcolorwasthemajorityofpepperedmothsinManchesterbefore1845?Wastheshiftcoloration,fromlightgraytodarkgray,abeneficialchangeforthemothpopulationasawhole?Whyorwhynot?Inthisinvestigation,which“moths”hadthebestchanceforsurvivalinenvironment1?Why?Inthisinvestigation,which“moths”hadtheworstchanceforsurvivalinenvironment1?Why?
Inthisinvestigation,which“moths”hadthebestchanceforsurvivalinenvironment2?Why?Inthisinvestigation,which“moths”hadthebestchanceforsurvivalinenvironment3?Why?Whatdoyouthinkwouldhappentothepepperedmothpopulationifaftertheindustrialrevolutionthetreeschangedbacktotheiroriginallightgraycoloredbark?Inyouropinion,isnaturalvariationwithinapopulationbeneficialtothelong‐termsurvivalofapopulation(orspecies)asawhole?Pleaseexplain,whyorwhynot.
InvestigatingPlantNutritionFastPlantsandFertilizer
EdgenuityUnit:Ecology Lesson:CyclesofMatterTime:4weeks 60minutesonDay0and~5minutesperdayafterhttp://kbsgatewayproject.weebly.com/feed‐your‐plants.htmlLearningTargetIcandesignanexperimenttodeterminethebestamountofnutrientstoaddforplantgrowth.Materials
WisconsinFastPlantseeds(standard) 4delicontainergrowingsystems
Lightbox–growinghouseo 2crates
o 16oz.delicontainero 8oz.delicontainero Wickingcordorstring
Labels Q‐tips
o Aluminumfoilo Hanginglightfixtureo 24wattCFL
Pottingsoil WisconsinFastPlantfertilizer
Greenplantsmaketheirownfoodthroughtheprocesscalledphotosynthesis,buttheyalsorequirenutrientstheyobtainfromthesoil.NutrientsinFastPlantfertilizerarenitrogen,phosphorus,andpotassium.Farmersneedtodecideeachseasonhowmuchfertilizertheyshouldaddtotheirfields.Iffertilizeradditionsaredoubled,willthecropsproducemorethanpreviousyears?Fertilizercanbeexpensive–willtheadditionalyieldcoverthecostsofmorefertilizeruse?Fertilizerthatisnotusedbyplantscanhaveharmfulenvironmentalimpacts,includingeutrophication.Duringeutrophication,nitrogenandphosphorousarewashedintolakesandcausetoomuchalgaetogrow,whichcandecreasetheamountofoxygenavailabletorestofthelivingthings.NotesonNutrientsinFertilizer Nitrogen
o Optimum:Plantsarerichgreenandproteincontentincreases.o Deficient:Plantsarestuntedandlightgreenincolor;lowerleavesareyellow,stemis
slender.o Excessive:Plantshaveverylushfoliagewithsappy,softstems;floweringisdelayed.
Phosphorous
o Optimum:Plantshaveavigorousstartduetostimulatedrootformationandgrowth;phosphorusalsostimulatesfloweringandaidsinseedformation.
o Deficient:slowergrowthanddelayedflowerandpoddevelopment;leavesaredarkgreenanddull;rootsystemispoorwithlittlebranching;stemisslender.
o Excessive:Plantshaveverylushfoliagewithsappy,softstems;floweringisdelayed. Potassium
o Optimum:plantshaveincreasedvigoranddiseaseresistant.o Deficient:Leavescanbemottled;flowersdonotachievevibrantyellowcolor;stemis
slender.o Excessive:Plantshavedarkfoliageandstiffstemsandleafbranches.
Day01. Answerthequestionsbelow:Ifnutrientsareimportantforyourplantstogrow,develop,andreproduce,istheresomeparticularamountoffertilizerthatisbestfortheplants?
InthepreviousinvestigationwithFastPlants,therewasasuggestedamountoffertilizertoadd.Doyouthinkthatthereisaminimumamountoffertilizerthatplantsmusthavetogrow,develop,flower,andproduceseed?Howcanyoufindout?Iffertilizerisgoodforplants,ismorefertilizeralwaysbetter?Howcanyoufindout?Whataresomecharacteristicsthatyoucouldobservetodeterminethebestamountoffertilizertoadd?Circletheonecharacteristicthatyouwillobserve.2. Completethetoprowofthedatatablebywritinginthecharacteristicthatyouwillbeobserving.
Youwillcompletetherestofthetablewithyourdailyobservations.Days Characteristic: Days Characteristic:
1 15
2 16
3 17
4 18
5 19
6 20
7 21
8 22
9 23
10 24
11 25
12 26
13 27
14 28
Procedures:3. Planttheseedsin4containersusingthefollowingdirections:4. Pokeaholeinthecenterofthebottomofthe8oz.delicontainer.5. Cutawick12‐14cmlong,wetthoroughlywithwaterandinsert2cmintobottomof8oz.deli
container.6. Pour¼cupofsoilintothe8oz.container.7. Labelcontainersbasedontheamountoffertilizerthatwasadded.(0,2,4,10)8. Spreadfertilizerpelletsevenlyontopofthesoil.Putadifferentamountineachcontainer(as
labeled)andmakesurethatonecontainerhasNOfertilizeradded.9. Add½cupofsoilontopoffertilizerpellets.10. Sprinklewateroversoiluntilitisdrippingfromthewick.11. Place5seedsinacirclepatternontopofthesoil.12. Coverseedswith¼cupofsoil.13. Pour1cupofwaterintothe16oz.delicontainer.14. Setthesmallcontainerontopofthelargercontainer.15. Placeinlightboxandcoverfront(theplantswillneedplentyofwaterand24hoursoflight!)Days1‐281. Makeanobservationeachdayandrecorditintheprevioustable.Day281. Compareyourobservationstoyourpredictionsbeforeyoustarted.Answerthefollowing
questions:Ifnutrientsareimportantforyourplantstogrow,develop,andreproduce,isthereaparticularamountoffertilizerthatisbestfortheplants?Whatevidencebacksupyouranswer?Doyouthinkthereisaminimumamountoffertilizerthatplantsmusthavetogrow,develop,flower,andproduceseeds?Whatevidencebacksupyouranswer?
Iffertilizerisgoodforplants,ismorefertilizeralwaysbetter?Whatevidencebacksupyouranswer?Source:WisconsinFastPlants
CuttingDowntheRainHumanImpactontheEnvironment
EdgenuityUnit:Ecology Lesson:HumanImpactandtheEnvironmentTime:2weeks 30minutesonDay0and15‐30minutesonDays14&15http://kbsgatewayproject.weebly.com/cutting‐down‐the‐rain.htmlLearningTargetIcanexplainanexampleofhumanimpactandtheaffectonecosystems.Materials
WisconsinFastPlantseeds(standard) 4delicontainergrowingsystems
o 16oz.delicontainero 8oz.delicontainero Wickingcordorstring
2sandwichZiplockbags 2binderclips Scissors
Lightbox–growinghouseo 2crateso Aluminumfoilo Hanginglightfixtureo 24wattCFL
Pottingsoil WisconsinFastPlantfertilizer
Thedestructionofthetropicalrainforestsgetsalotofmediacoverage.Thisbiomeisingreatdangerastreesarebeingcutorburneddownatanalarminglyfastrate.Manyspeciesofplantsandanimalsarealsodisappearingwiththeforests.ThechangingofoneecosystemontheEarthcanhavearippleeffectontherestoftheworld.Inthisactivity,youwillinvestigatethedifferencebetweenecosystemswithdifferentamountsofleafsurfacearea.YouwillbeusingFastPlantsthatareabout2weeksold.Iftherearenoneavailable,beginbyfollowingthedirectionstogrowtheplants(SkiptoDay14ifyouhaveplantsthatareready).Planttheseedsin2containersusingthefollowingdirections:1. Pokeaholeinthecenterofthebottomofthe8oz.delicontainer.2. Cutawick12‐14cmlong,wetthoroughlywithwaterandinsert2cmintobottomof8oz.deli
container.3. Pour¼cupofsoilintothe8oz.container.4. Labelcontainersbasedontheamountoffertilizerthatwasadded.5. Spreadfertilizerpelletsevenlyontopofthesoil.Putadifferentamountineachcontainerand
makesurethatonecontainerhasNOfertilizeradded.6. Add½cupofsoilontopoffertilizerpellets.7. Sprinklewateroversoiluntilitisdrippingfromthewick.8. Place5seedsinacirclepatternontopofthesoil.
9. Coverseedswith¼cupofsoil.10. Pour1cupofwaterintothe16oz.delicontainer.11. Setthesmallcontainerontopofthelargercontainer.12. Placeinlightboxandcoverfront(theplantswillneedplentyofwaterand24hoursoflight!)13. Checkonwaterdaily.
Day71. Keepthe3bestplantsineachcontainerandremoveallothers.Day141. Covertheplantsinonecontainerwithaplasticbag.Securebagwithbinderclip.Becarefulnotto
breakordamagetheplantwhileputtingonthebag.Theseplantsrepresentanintacttropicalrainforest.
2. Usingthescissors,snipoffalltheleavesontheplantsintheothercontainer.Covertheseplantsasinstep2.Theywillrepresentanareainwhichthetropicalrainforesthasbeencutdown.
3. Returntheplantstothelightbox.
Day151. Observetheplantstoanswerthefollowingquestions:
Whatarethedifferencesbetweenthe“ecosystems”thatyouobserved?Wheredoyouthinkthewateronthebagcamefrom?Ifthe“ecosystem”withleavescycledmorewaterintotheatmosphere(bag),whatcanyouinferabouttheamountsofwatercycledintotheairbyundisturbedforestscomparedtoclearedareas?Explainwhythedestructionofforestsmightleadtochangeinrainfall.
Whyshouldpeoplewholiveinotherareasoftheworldbeconcernedaboutclearingoftropicalrainforests?
GlossaryAerobicrespiration–AformofcellularrespirationthatrequiresoxygeninordertogenerateenergyAllele–OnememberofapairofgenesoccupyingaspecificspotonachromosomethatcontrolsthesametraitAnaerobicrespiration–AformofcellularrespirationthatoccurswhenoxygenisabsentorscarceAnaphase–Thestageofmitosisormeiosisbeginningwiththeseparationofsisterchromatids(orhomologouschromosomes)followedbytheirmovementtowardsthepolesofthespindleBiome–AmajorecologicalcommunityoforganismsadaptedtoaparticularclimaticorenvironmentalconditiononalargegeographicareainwhichtheyoccurCapillaries–ThesmallestvesselswhichcontainoxygenatedbloodCellcycle–Sequenceofgrowthanddivisionofacell;consistsofInterphase,MitosisandCytokinesis
Cellularrespiration–Seriesofmetabolicprocessesthattakeplacewithinacellinwhichbiochemicalenergyisharvestfromorganicsubstance(i.e.glucose)andstoredasenergycarriers(ATP)foruseinenergy‐requiringactivitiesofthecellCellulosicbiomass–ProcessedplantmaterialcontaininghighlevelsofcellulosethatmaybeusedforethanolChromosome–StructurewithinthecellthatbearsthegeneticmaterialasathreadlikelinearstrandofDNAControlgroup–GroupinascientificexperimentwherethefactorbeingtestedisnotappliedsothatitmayserveasastandardforcomparisonagainstanothergroupwherethefactorisappliedDependentvariable–AfactorwhosevaluechangeswhentheindependentvariableischangedDiploid–AcelloranorganismconsistingoftwosetsofchromosomesDistillation–AlabtechniqueusedtopurifyasubstanceDominant–Analleleorgenethatisexpressedinanorganism’sphenotype,maskingtheeffectoftherecessivealleleorgenewhenpresent.Ecosystem–AsystemthatincludesalllivingorganismsinanareaaswellasitsphysicalenvironmentfunctioningtogetherasaunitEvolution–Changeingeneticcompositionofapopulationoversuccessivegenerations,whichmaybecausedbynaturalselection,inbreeding,hybridizationormutation.Fermentation–AnanaerobiccellularprocessinwhichorganicfoodsareconvertedintosimplercompoundsandchemicalenergyisproducedGamete–AreproductivecellorsexcellthatcontainsthehaploidsetofchromosomesGene–Fundamentalunitofheredityonaspecificsiteonachromosomethatisresponsibleforthephysicalandinheritablecharacteristicsorphenotypeofanorganism.Geneticvariation–Variationsofgenomesbetweenmembersofspecies,orbetweengroupsofspeciesthrivingindifferentpartsoftheworldasaresultofgeneticmutationGenotype–Asetofallelesthatdeterminestheexpressionofaparticularcharacteristicortrait(phenotype)Haploid–Acelloranorganismhavinghalfofthenumberofchromosomesinsomatic(non‐gamete)cells
Hypothesis–Asuppositionortentativeexplanationthatmaybetested,verifiedoransweredbyfurtherinvestigationorexperimentIndependentvariable–ThevariablethatismanipulatedinanexperimentInheritance–TheacquisitionoftraitsgeneticallytransmittedfromparentstooffspringInterphase–ThephaseinthelifecycleofacellwhereinthecellisnotundergoingcelldivisionMeiosis–Formofcelldivisionhappeninginsexuallyreproducingorganismsbywhichtwoconsecutivenucleardivisions(meiosisIandmeiosisII)occurwithoutthechromosomalreplicationinbetween,leadingtoproductionoffourhaploidgametesMetaphase–Thestageofmitosis(andmeiosis)followingprophaseandprecedinganaphase.Atthisstage,condensedchromosomeshavealignedalongthemetaphaseplateMitosis–Processwhereasinglecelldividesresultingingenerallytwoidenticalcells,eachcontainingthesamenumberofchromosomesandgeneticcontentasthatoftheoriginalcellMulticellular–HavingorconsistingofmanycellsormorethanonecelltoperformallvitalfunctionsNaturalselection–Processinnatureinwhichorganismspossessingcertaingenotypiccharacteristicsthatmakethembetteradjustedtoanenvironmenttendtosurvive,reproduce,increaseinnumberorfrequency,andtherefore,areabletotransmittheirDNAtooffspringNucleus–Thelarge,membrane‐boundorganellethatcontainsthegeneticmaterialintheformofDNAcalledchromosomesOrganism–Alivingthingthatcanreacttostimuli,reproduce,growandmaintainhomeostasisPhenotype–PhysicalappearanceorbiochemicalcharacteristicofanorganismasaresultoftheinteractionofitsgenotypeandtheenvironmentPhotosynthesis–Themakingofglucoseusingcarbondioxide,water,andlightenergyPopulation–AgroupoforganismsofonespeciesthatinterbreedandliveinthesameplaceatthesametimePredation–AformofsymbioticrelationshipbetweentwoorganismsofunlikespeciesinwhichoneofthemactsaspredatorthatcapturesandfeedsontheotherorganismthatservesasthepreyProphase–Firstphaseofmitosis(ormeiosis)inwhichthechromosomescondenseandbecomevisible
Reaction–Arearrangementoftheatomsormoleculesoftwoormoresubstancesthatcomeintocontactwitheachother,resultingintheformationofoneormorenewsubstancesRecessive–AgeneorallelewhosephenotypicexpressionismaskedbyadominantgeneoralleleSpecies–Agroupoforganismshavingcommoncharacteristicsandusuallyarecapableofmatingwithoneanothertoproducefertileoffspring.Telophase–Finalstageofmitosisormeiosis,whenchromosomeseparationiscompleted.
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