BIOLOGY – under the microscope

Norms •We are all learners today working towards same goals

•We share discussion time

•We are respectful of each other

•We turn off all electronic devices

•Place all comments in parking lot

•It’s all about us!

October 5, 2011

Goals for This Session

Problem Solving through Inquiry

Review State Requirements for Biology EOC and Resources

HOT Lab Topic VI – Limiting Factors

HOT Lab Topic VII - Diffusion and Osmosis

In what way

is a baggy

similar to a

cell

membrane?

Part A

The Case of the Shipwrecked

Sailor

The story… A shipwrecked sailor is stranded on a small desert

island with no fresh water to drink.

He knows he could last without food for up to a

month, but if he didn't have water to drink he would

be dead within a week.

Hoping to postpone the inevitable, his thirst drove

him to drink the salty seawater.

He was dead in two days.

What

happened?

Why do you think drinking seawater killed the

sailor faster than not drinking any water at all?

?

Objective:

To determine the cause of the sailor's death, we will

determine the effects of salt water on slices of potato.

- measure changes in length and mass

Our assumption is that potato cells will behave like the

sailor's cells in his body.

How does salt water concentration change the

length and mass of potato slices?

Objective:

Problem Statement:

Hypothesis:

Variables: Independent-

Dependent-

Controlled-

Procedures:

You will have

30 minutes to

create and

set up your

experiment.

Data

collection will

occur after

lunch.

Complete the steps of the scientific method as you proceed

Elicit Prior Knowledge

What do you know about a potato?

How do substances move into and out of a cell?

Does this movement happen by itself or does it require

energy?

What causes this movement to stop?

Would the movement of a solvent across a membrane

happen in the same way that movement of a solute across

a membrane does?

Make a plan.

Think clearly about what you are testing.

Think about why you are doing each step.

Think about how things compare to one another.

Anticipate what meanings potential outcomes would have.

You will have

30 minutes to

create and

set up your

experiment.

Data

collection will

occur after

lunch.

Water

Sodium

chloride

solution

Sucrose

solution

Potatoes

Aluminum

foil

Beakers

Graduated

cylinders

Toothpicks

Balances

Rulers

Razors

SAMPLE Record Data

Sample Initial

mass

Final

mass

Change in

mass

Change in

Length

Turgidity

(crisp/flaccid)

20% salt

10% salt

Fresh

water

COMPLETE YOUR LAB SETUP

TAKE A SHORT BREAK

AND

PLEASE RETURN TO YOUR

SEATS

Next Generation

Sunshine State

Standards 9-12

Benchmarks are grouped

within standards (Big Ideas

in K-8) according to their

Bodies of Knowledge

Nature of Science

Earth and Space Science

Life Science

Physical Science

FLDOE Course

Descriptions determine the

benchmarks that must be

taught in each course

There are 61

benchmarks in the

Biology 1 Course

Description

These benchmarks have

been grouped according

to 22 Annually Assessed

(AA) benchmarks

Nature of Science

benchmarks are

embedded throughout

the AA benchmarks

Biology

EOC

Reporting

Categories

Molecular and Cellular

Biology (35%)

Classification, Heredity,

and Evolution (25% )

Organisms, Populations,

and Ecosystems (40%)

Molecular and Cellular Biology

(35%)

SC.912.L.14.1 - Describe the scientific theory of cells (cell theory) and relate the history of its discovery to

the process of science. (Also assesses SC.912.N.1.3, SC.912.N.2.1, SC.912.N.3.1, and SC.912.N.3.4)

SC.912.L.14.3 - Compare and contrast the general structures of plant and animal cells. Compare and

contrast the general structures of prokaryotic and eukaryotic cells. Also assesses SC.912.L.14.2.)

SC.912.L.16.3 - Describe the basic process of DNA replication and how it relates to the transmission and

conservation of the genetic information. (Also assesses SC.912.L.16.4, SC.912.L.16.5, and

SC.912.L.16.9)

SC.912.L.16.17 - Compare and contrast mitosis and meiosis and relate to the processes of sexual and

asexual reproduction and their consequences for genetic variation. (Also assesses SC.912.L.16.8,

SC.912.L.16.14, and SC.912.L.16.16)

SC.912.L.18.1 - Describe the basic molecular structures and primary functions of the four major categories

of biological macromolecules. (Also assesses SC.912.L.18.11)

SC.912.L.18.9 - Explain the interrelated nature of photosynthesis and cellular respiration. (Also assesses

SC.912.L.18.7, SC.912.L.18.8, and SC.912.L.18.10)

SC.912.L.18.12 - Discuss the special properties of water that contribute to Earth's suitability as an

environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and

versatility as a solvent.

Classification, Heredity, and Evolution

(25%)

SC.912.L.15.1 - Explain how the scientific theory of evolution is supported by the fossil record, comparative

anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary

change. (Also assesses SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1,

SC.912.N.3.4, and SC.912.L.15.10)

SC.912.L.15.6 - Discuss distinguishing characteristics of the domains and kingdoms of living organisms.

(Also assesses SC.912.N.1.3, SC.912.N.1.6, SC.912.L.15.4, and SC.912.L.15.5)

SC.912.L.15.8 - Describe the scientific explanations of the origin of life on Earth. (Also assesses

SC.912.N.1.3, SC.912.N.1.4, and SC.912.N.2.1)

SC.912.L.15.13 - Describe the conditions required for natural selection, including: overproduction of

offspring, inherited variation, and the struggle to survive, which result in differential reproductive

success. (Also assesses SC.912.N.1.3, SC.912.L.15.14, and SC.912.L.15.15)

SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to analyze patterns of

inheritance. (Also assesses SC.912.L.16.2)

Organisms, Populations, and Ecosystems

(40%)

SC.912.L.14.7 - Relate the structure of each of the major plant organs and tissues to physiological

processes.

SC.912.L.14.26 - Identify the major parts of the brain on diagrams or models.

SC.912.L.14.36 - Describe the factors affecting blood flow through the cardiovascular system.

SC.912.L.14.52 - Explain the basic functions of the human immune system, including specific and

nonspecific immune response, vaccines, and antibiotics. (Also assesses SC.912.L.14.6, HE.912.C.1.4,

and HE.912.C.1.8)

SC.912.L.16.10 - Evaluate the impact of biotechnology on the individual, society and the environment,

including medical and ethical issues.

SC.912.L.16.13 - Describe the basic anatomy and physiology of the human reproductive system. Describe

the process of human development from fertilization to birth and major changes that occur in each

trimester of pregnancy.

SC.912.L.17.5 - Analyze how population size is determined by births, deaths, immigration, emigration, and

limiting factors (biotic and abiotic) that determine carrying capacity. (Also assesses SC.912.N.1.4,

SC.912.L.17.2, SC.912.L.17.4, and SC.912.L.17.8)

SC.912.L.17.9 - Use a food web to identify and distinguish producers, consumers, and decomposers.

Explain the pathway of energy transfer through trophic levels and the reduction of available energy at

successive trophic levels. (Also assesses SC.912.E.7.1)

SC.912.L.17.20 - Predict the impact of individuals on environmental systems and examine how human

lifestyles affect sustainability. (Also assesses SC.912.N.1.3, SC.912.L.17.11, SC.912.L.17.13 and

HE.912.C.1.3)

SC.912.N.1.1 (Also assesses SC.912.N.1.4, SC.912.N.1.6,

SC.912.L.14.4, LA.910.2.2.3, LA.910.4.2.2,

MA.912.S.1.2, and MA.912.S.3.2)

Annually Assessed benchmark

but does not belong to one

specific reporting category

and is addressed in all three

The Nature of Science

Fair

Game

Previously learned content

knowledge from K-8 will be

considered “Fair Game”

Students could be tested in

any previous content

knowledge K-8

Teachers must be aware on

what knowledge is

considered “Fair Game”

A marine food web is shown below.

Which of the following organisms is a consumer in this food

web? A. Seaweed

B. Sea Grass

C. Clam Worm

D. Phytoplankton

A marine food web is shown below.

Which of the following is a long-term effect on the removal

of the redfish from the ecosystem represented by this food

web? A. The osprey population will increase.

B. The amphipod population will increase.

C. The clam worm population will increase.

D. The phytoplankton population will increase.

Interim Assessments

Pre-test, Quarterly’s

Science Website

Pacing guide

Hot Labs

EOC Resources

Discovery

Gizmo

Biology Interim

Assessments

Baseline, Fall and Winter

Interim

Tool to monitor student

progress and to target

instruction (page 18 of guide)

All benchmarks are addressed

in each test

70 questions per test, with each

question tagged to a specific

benchmark

Performance bands tagged to

reporting categories

http://oada.dadeschools.net/I

AP/IAProgramGuide2011-

2012.pdf

Science

Website

Instructional Focus Calendar

Higher Order Thinking (HOT) Labs

DISCOVERY EDUCATION

Gizmos

Florida State Websites

Florida Department of Education http://www.fldoe.org/educators

Assessment

FCAT

FCAT 2.0

EOC

Test Design Summary 2011

Florida Standards and Course Descriptions http://www.floridastandards.org/

Resources

Resources

Item Specs

Defines the content and format of assessment

Biology 1 EOC Assessment Test Item Specifications

Pacing Guides

- District Science Website

http://science.dadeschools.net

Lunch Break

1 hour

Collect data

upon your return

Prepare a graph of

your data

Conclusion: Address the following in your conclusion:

• What happened to the potato slices?

• Is diffusion or osmosis responsible for the changes?

• Explain which solution is isotonic, hypertonic, and

hypotonic. How do you know?

• Sea water is 35% salt. Why did the sailor die more

quickly drinking sea water than fresh water? What do

you think killed him?

What variable did you test?

What changes to the potatoes did you find?

How can you explain your results?

What variables did you keep the same?

How can you compare your results with bodily processes?

Collect your

data, analyze,

and prepare

to report

findings.

Diffusion and Osmosis

Look at the Item Specs and Pacing guide. Determine

what changes, if any, you would make to ensure

coverage of the concept.

Hot Lab Review the HOT Lab.

Determine what changes, if

any, that you would make.

Explain what you tested and what you found out.

Which solutions (if any) were hypertonic, isotonic, or hypotonic?

Explain how you know!

After reviewing the Item Specs, what changes would you make?

After reviewing the pacing guide, what comments do you have?

http://gtm-

media.discoveryeducation.com/videos/dsc/externalapp

lications/accessible/simulations/Diffusion/index.html

In your 5-10 min presentation,

at minimum, discuss these

points

LIMITING FACTORS

SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. AA

(Also addresses SC.912.N.1.4)

HOW IS A

POPULATION OF

ORGANISMS

DETERMINED IN

AN ECOSYSTEM?

Results/Conclusion

1. List the basic needs of animals.

2. Describe the relationship between resource availability

and population growth or decline.

3. Define “limiting factors’ and provide three examples.

4. What is the carrying capacity for the deer population

according to your graph?

5. Once the deer population goes significantly above the

carrying capacity, describe what happens to the deer

population in the years following.

Describe changes you might see in ecosystems

experiencing:

1. A change of seasons (Seasonal changes)

2. A gradual rising of the air temperature that remains

(climate changes)

3. A reduction in biodiversity

Thank you for coming!