curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads/health... · Web viewIn Class Period 6, students will need access to computers with word processing software to write

AOHS Biotechnology

Lesson 4Introduction to the Laboratory

In this lesson, students acquire the fundamental skills necessary to work in a biotechnology laboratory based on the requisite math skills and English Language Arts skills. Students learn how to make careful observations, use a lab notebook, work safely in the lab, design and carry out an experiment, record and analyze experimental results, write a complete lab report, and also to adhere to OSHA safety standards for a laboratory setting.

Advance Preparation In Class Period 1, you will need access to the video “Top 10 Rules of Science Lab Safety” at

http://www.youtube.com/watch?v=s6lOQ5_Vlok or “Flinn Scientific Laboratory Safety Challenge” at http://www.youtube.com/watch?v=V-fNpaOX0-g .

If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (seekeepvid.com) or a similar program.

Brew samples of homemade root beer for students to examine in Class Period 1 using the instructions given in Lab Resource 4.1, Procedure: Root Beer Lab. This takes approximately four days. You will need two small clear plastic cups for each student; label half of them “1” and half of them “2.”

Gather all equipment and materials for the lab in this lesson according to Lab Resource 4.1. Follow the instructions to prepare the lab according to Teacher Resource 4.1, Supplement: Root Beer Lab. The lab occurs in Class Period 3.

The fermentation step of the root beer experiment takes approximately 72 to 96 hours (three to four days). The fermentation is started in Class Period 3 and needs to be finished by Class Period 5, which is just 48 hours later if the classes are on consecutive days. To allow sufficient time for fermentation, arrange the schedule so that a two-day break (weekend) happens after either Class Period 3 or Class Period 4.

Prior to Class Period 3, make a copy of the role-play cards in Teacher Resource 4.6, Role Play: Lab Safety Rules, onto card stock and gather the required materials.

In Class Period 6, students will need access to computers with word processing software to write their lab reports (one computer per pair of students).

This lesson is expected to take 6 class periods.

Copyright © 2014‒2016 NAF. All rights reserved.

http://www.youtube.com/watch?v=V-fNpaOX0-g

http://www.youtube.com/watch?v=s6lOQ5_Vlok

AOHS BiotechnologyLesson 4 Introduction to the Laboratory

Lesson FrameworkLearning ObjectivesEach student will:

Develop and maintain a scientific notebook that includes an account of all laboratory procedures and data that models college-level documentation and industry standards*

Practice standard safety laboratory operating procedures, including the use of sterile technique Demonstrate the ability to use the scientific method to conduct a valid experiment, including

hypothesis formation, data collection, and data analysis* Evaluate the validity of results obtained during lab experimentation using scientific method

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic Standards Apply the fundamentals of biochemistry, cell biology, genetics, mathematical concepts,

microbiology, molecular biology, organic chemistry and statistics to conduct effective biotechnology research and development of products (CCTC Standards HL-BRD, 2)

Demonstrate the principles of solution preparation, sterile techniques, contamination control, and measurement and calibration of instruments used in biotechnology research (CCTC Standards HL-BRD, 4)

Determine processes for product design and production and how that work contributes to an understanding of the biotechnology product development process (CCTC Standards HL-BRD, 5)

Apply personal safety procedures based on Occupational Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations (Healthcare Foundation Standard 7.21)

Apply safety techniques in the work environment (National Health Science Standards 2015, 7.31) Observe all safety standards related to the Occupational Exposure to Hazardous Chemicals

Standard (Safety Data Sheets [SDSs]) (National Health Science Standards 2015, 7.41) Comply with safety signs, symbols, and labels (National Health Science Standards 2015, 7.42) Evaluate roles and responsibilities of team members (National Health Science Standards 2015,

8.11) Identify characteristics of effective teams (National Health Science Standards 2015, 8.12) Recognize methods for building positive team relationships (National Health Science Standards

2015, 8.21) Apply scientific principles and evidence to provide an explanation about the effects of changing

the temperature or concentration of the reacting particles on the rate at which a reaction occurs (Next Generation Science Standards 2013, HS-PS1-5, Matter and its Interactions)

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (Next Generation Science Standards 2013, HS-PS2-6, Motion and Stability: Forces and Interactions)

Copyright © 2014‒2016 NAF. All rights reserved. 2


AssessmentAssessment Product Means of Assessment

Quiz on lab safety rules (Teacher Resource 4.7) Answer Key: Lab Safety Rules Quiz (Teacher Resource 4.8)

Lab report for root beer experiment Rubric: Lab Report (Teacher Resource 4.9)

Prerequisites Ability to measure accurately using beakers and graduated cylinders

Instructional Materials Lab Resource

Lab Resource 4.1, Procedure: Root Beer Lab

Teacher Resources Teacher Resource 4.1, Supplement: Root Beer Lab Teacher Resource 4.2, Presentation 1 and Notes: Lab Notebook (includes separate PowerPoint

file) Teacher Resource 4.3, Guide: Lab Notebook Rules Teacher Resource 4.4, Guide: Lab Safety Rules Teacher Resource 4.5, Presentation 2 and Notes: Ways to Make Root Beer (includes separate

PowerPoint file) Teacher Resource 4.6, Role Play: Lab Safety Rules Teacher Resource 4.7, Quiz: Lab Safety Rules Teacher Resource 4.8, Answer Key: Lab Safety Rules Quiz Teacher Resource 4.9, Rubric: Lab Report Teacher Resource 4.10, Key Vocabulary: Introduction to the Laboratory Teacher Resource 4.11, Bibliography: Introduction to the Laboratory

Student Resources Student Resource 4.1, Venn Diagram: Root Beer Samples Student Resource 4.2, Reading: Lab Notebook Student Resource 4.3, Notes: Ways to Make Root Beer Student Resource 4.4, Reading: Ways to Make Root Beer Student Resource 4.5, Design: Root Beer Experiment Student Resource 4.6, Assignment: Lab Safety Diagram



Student Resource 4.7, Reading: Example Lab Report Student Resource 4.8, Conclusion: Root Beer Experiment

Equipment and Supplies LCD projector and computer for PowerPoint presentations An up-to-date video player on a computer ready to show a YouTube video Computers with word processing software (one computer per pair of students) Commercial root beer, ½ cup per pair of students Small clear plastic cups, two per student (half labeled “1” and half labeled “2”) The equipment and reagents for the root beer experiment as listed in Lab Resource 4.1,

Procedure: Root Beer Lab Chart paper or whiteboard Graph paper, one sheet per student Card stock Copies of role-play cards and materials for role playing as listed in Teacher Resource 4.6, Role

Play: Lab Safety Rules Soap Cleaning solution Sticky notes, preferably a bright color, one for each student Index cards, one per pair of students

Lesson StepsStep Min. Activity

CLASS PERIOD 1

1 15 Venn Diagram: Root Beer SamplesThe purpose of this activity is for students to gain practice in making careful observations and in evaluating a product.

Prior to class, prepare small plastic cups, two per student, by labeling one cup “1” and the other “2.” Have the commercial root beer and the traditional root beer made according to Teacher Resource 4.1, Supplement: Root Beer Lab, and Lab Resource 4.1, Procedure: Root Beer Lab, ready to taste test (without students being able to tell which root beer is which).



Step Min. Activity

To start the activity, hold up the two bottles of root beer that students will evaluate, the traditional root beer you made using the instructions in Lab Resource 4.1 and a commercial root beer soda product. (Present the samples so that students cannot tell which product is which.)

Explain that traditional root beer is a biotechnology product made with yeast, whereas commercial root beer sodas are usually made with carbonated water and flavorings in order to save time and money. Point out that one popular brand of root beer soda has almost $50 million in annual sales in the United States, which means that profits can be made by developing a better root beer. Point out to students that they will have an opportunity to do just that, as they will brew their own root beer product in this lesson.

Tell students that they are going to evaluate the two samples of root beer by making careful observations. Ask students:

What are some characteristics of root beer that you think would be important to observe?

Have a student volunteer record the answers on the board. After students have identified possible root beer attributes, ask for volunteers to help pour root beer. Ensure that the homemade root beer is poured into the plastic cups labeled "1" and the commercial root beer soda is poured into the plastic cups labeled “2.” The volunteers can then distribute a sample of each root beer to each student.

Refer students to Student Resource 4.1, Venn Diagram: Root Beer Samples. Students record observations about the attributes of color, clarity, amount of sediment (small bits of solid material suspended in the liquid), carbonation, and smell of the two samples. If students wish, they may also choose to taste the two samples (note that traditional root beers may have trace amounts of alcohol, comparable to the amount found in bread). Walk around the room while students work to help answer any questions and ensure that students are following directions.

When students have completed their observations, have them share with a partner and then with the class. Summarize student responses on chart paper or whiteboard. Ask students:

From your observations, do you think you could identify which of the two samples is commercial soda and which is homemade?

Ask students who identify the two samples to explain their reasoning.

To conclude, explain that making careful observations and evaluating products are important skills in biotechnology. Tell students that they will use these skills later in this lesson when they make their own root beer products and evaluate them.

2 20 Presentation: Lab NotebookThis activity demonstrates the importance of keeping a lab notebook and provides instruction on the basic requirements for keeping one. It also develops students’ listening and note-taking skills.

To prepare, make notes to guide class discussion using Teacher Resource 4.2, Presentation 1 Notes: Lab Notebook. Have Teacher Resource 4.2, Presentation 1: Lab Notebook (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.



Step Min. Activity

Begin by asking students:

What do you know about lab notebooks? Why are they important?

After students share their ideas, explain that lab notebooks are important for many reasons: they are the foundation for scientific discovery and they provide the legal basis for owning the commercial rights to a discovery. Many college science classes require a laboratory notebook, and maintaining a proper lab notebook is also a key requirement of most lab-based jobs.

Tell students to take notes on the presentation in their course notebook of their binder. Ask them to record five reasons why maintaining a lab notebook is important.

Present the slideshow. Use the notes you prepared previously and the questions on the slides to encourage class discussion.

This presentation is duplicated as Student Resource 4.2, Reading: Lab Notebook. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review.

After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy. Invite each pair or triad to share their thoughts and questions.

Distribute copies of Teacher Resource 4.3, Guide: Lab Notebook Rules, to the students. Ask them to review the lab notebook rules and then add the resource to their lab notebook. Give students a chance to ask questions about the rules before concluding this activity.

To conclude, explain that recording the right information in a lab notebook is critical for keeping track of discoveries in the laboratory, and that being able to document work is a key requirement for many other jobs as well.

3 15 Video: SafetyThe purpose of this activity is for students to learn proper safety procedures in the biotechnology laboratory by watching a video.

Prior to class, prepare to project the following video or alternative video option:

http://www.youtube.com/watch?v=s6lOQ5_Vlok http://www.youtube.com/watch?v=V-fNpaOX0-g

If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program


What is a lab safety rule you should follow, and why?

After students share their ideas, explain to them that they need to follow lab safety rules when they make their root beer products. Tell students to record the safety rules from the video in the lab notebook section of their binder. Then show students a short video on safety:







Step Min. Activity

Alternative video option:


Stop the video to go over each safety rule and to give students time to record the rule. Proper hand washing should be emphasized, as it is particularly important for the root beer experiment in this lesson. After you show the video, distribute copies of Teacher Resource 4.4, Guide: Lab Safety Rules, to the students. Ask them to review the lab safety rules and then add the resource to their lab notebook.

Tell students that biotechnology laboratories often use hazardous chemical and biological materials and that lab safety rules protect people and biotechnology products from those hazards.

CLASS PERIOD 2

4 15 Presentation and Discussion: Root Beer ExperimentThis activity gives students an in-depth look at how new biotechnology food products are developed using the scientific method.

To prepare, make notes to guide class discussion using Teacher Resource 4.5, Presentation 2 Notes: Ways to Make Root Beer. Have Teacher Resource 4.5, Presentation 2: Ways to Make Root Beer (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.


What attributes of root beer could you change to try to make a new and better kind of root beer?

After students share their ideas, explain that biotechnology product development uses the same process as a science experiment to make new products or improve on existing ones.

Review Student Resource 4.3, Notes: Ways to Make Root Beer, with students. Tell them to listen for and write down information about the key terms in this resource during the presentation. Give students a few minutes to fill in any information that they already know about these terms.

Then present the slideshow. This presentation is also duplicated as Student Resource 4.4, Reading: Ways to Make Root Beer, to use according to your preferences.

After the presentation, briefly discuss the key terms as a class, using Teacher Resource 4.10, Key Vocabulary: Introduction to the Laboratory, as a reference. Tell students to revise their notes on key terms as necessary.

To conclude, point out that the process of varying a procedure for a biotechnology product is the same as the process for carrying out a science experiment.

5 25 Experimental Design: Root Beer ExperimentIn this activity, students design an experiment. It focuses on the following college and career skill:




Step Min. Activity

Demonstrating creativity and innovation

Refer students to Lab Resource 4.1, Procedure: Root Beer Lab. Divide students into pairs and ask them to review the standard procedure together. Ask students:

What are possible changes you could make to the root beer standard procedure?

Record the suggestions on chart paper or whiteboard and instruct students to copy the variations in their lab notebook. Students might suggest varying the amount or type of sugar, yeast, or root beer extract, adding another ingredient such as vanilla, or possibly altering the temperature during the fermentation period. Provide some guidance as to what modifications are feasible given the available time and reagents.

Organize students into pairs and have students complete Student Resource 4.5, Design: Root Beer Experiment. While students work, walk around the room to help answer any questions and ensure students are following directions. In particular, students may need assistance in writing their research questions.

Students will continue to work with their partner on the root beer experiment throughout the rest of the lesson.

Tell students that experimental design is a key activity in biotechnology.

6 10 Peer Evaluation: Experimental DesignIn this activity, students evaluate an experimental design.

Tell students that they will work in pairs to evaluate another group’s work on Student Resource 4.5, Design: Root Beer Experiment. Review the table in the Peer Evaluation section of the resource. Explain to students that when they review they should fill in the table by answering the question at the top of each column: what made sense, what did not make sense, and what questions they have.

Give students several minutes to review the responses to the design questions and write down feedback in the Peer Evaluation table. Walk around the room while students work to help answer any questions and ensure students are following directions.

Have students return the completed evaluations to the other group and to use the peer evaluation to prepare for carrying out their root beer experiment. Students should record purpose, research question, and hypothesis in their lab notebook. They can either record their new procedure or add Lab Resource 4.1, Procedure: Root Beer Lab, to their notebook with a notation on the resource of the alteration they will make. This work can be completed for homework.

Tell students to inform you if they are planning on using a new ingredient or piece of equipment in their root beer experiment. Explain that this type of alteration will need to be approved in advance.

To conclude, explain that evaluation of experimental design in biotechnology results in better experiments, which results in saving both time and money.

CLASS PERIOD 3

7 15 Draw, Pair, Share: Lab Safety Diagram



Step Min. Activity

In this activity, students learn the proper use of lab safety equipment and map the location of this equipment in their laboratory.

Begin by asking students to identify safety equipment in the classroom. Then show the class the location of goggles, eyewash station, gloves, lab coats, hand sanitizer, safety shower, emergency exits, alarms, power shut-offs, and fire extinguisher. Review the proper use of this equipment.

Hand out one sheet of graph paper to each student and refer students to Student Resource 4.6, Assignment: Lab Safety Diagram. Explain to them that they will use graph paper to create a diagram of the laboratory space, which will include labels and locations of the safety equipment.

Next, have students share their diagram with a partner. Ask students to evaluate the diagrams by considering if they could find the equipment and safety features using only their partner's map. After the review is finished, ask students to correct their diagram and glue it to the inside back cover of their lab notebook.

Point out that knowledge of lab safety equipment is vital in an emergency situation such as a fire or chemical exposure.

8 15 Role Play: Lab Safety RulesIn this activity, students identify violations of lab safety rules.

Begin by telling the class that they will identify safety violations in role plays performed by their classmates. Each role play should take about one or two minutes.

First ask for 15 students to volunteer to be actors in a role play. Then with those volunteers, assign groups of three students to carry out role plays in Teacher Resource 4.6, Role Play: Lab Safety Rules. Give each group one card to enact. Explain that the initial positions of the actors are described in the Scene section, and the speech and action of the actors are described in the Scene and Script Summary column. Tell them that each script ends with the actors asking the student audience what safety rules were not followed and that they should wait for them to respond.

While the volunteer actors review the cards, prepare for the role plays by setting up a lab table with two chairs at the front of the class and the equipment listed in Teacher Resource 4.6. Have the volunteers use their own backpack and two lab notebooks.

Instruct the volunteers to enact the five role plays.

Tell students to prepare for a short quiz on lab safety in the next class period. Students should review Teacher Resource 4.4, Guide: Lab Safety Rules, and Student Resource 4.6, Assignment: Lab Safety Diagram.

To conclude, explain that implementation of experiments in the laboratory requires practice and constant safety awareness.

9 20 Lab: Brewing Root Beer, Part 1In this activity, students carry out the experiments they designed and record their first sets of observations of a biotechnology product. It focuses on the following college and career skill:



Step Min. Activity

Utilizing time efficiently when managing complex tasks

Begin by asking students to put on goggles and clean their hands with soap. Then have students clean their workspaces using a cleaning solution followed by a disinfectant spray. Explain that cleaning will prevent the destruction of the root beer product by other microorganisms.

Following the instructions outlined in Lab Resource 4.1, Procedure: Root Beer Lab, students work in pairs to add the appropriate amounts of sugar, yeast, root beer extract, and water to a clean plastic bottle according to the alterations they made to the standard procedure for making root beer. While students work, walk around the room to help answer any questions and ensure that they are following directions.

Tell students to record mistakes or observations in their lab notebook. This is a good time to discuss what details need to be recorded about the experiment. For example, if a student spills a small amount of sugar when adding it to the plastic bottle, that detail is important to record since it might affect the outcome of the experiment.

Once students’ solutions are mixed, ask them to record their first set of observations of the root beer product in the Data Collection table of Lab Resource 4.1. Students will not be able to test for taste at this time.

Once the observations are complete, ask students to label their bottles and clean and return all equipment and wash hands again.

Store the bottles in a safe area for 48‒96 hours to allow for fermentation. The storage temperature should be at least 65°F, and ideally between 68°F and 81°F. In colder temperatures, fermentation will not occur. At higher temperatures, fermentation will be very rapid.

Important safety note: The bottles with fermenting root beer should be checked daily to see if they have become "hard," which indicates that the fermentation has produced enough gas to create significant pressure in the bottle. Any hard bottles should be transferred to a refrigerator in order to stop further fermentation. Allowing already hard bottles to keep fermenting can cause the bottle to explode.

Point out to students that proficiency in laboratory technique is a requirement in biotechnology. Lab skills can also be useful in other areas of life, such as in cooking or doing crafts. Also point out to students that their college applications may benefit from demonstrated laboratory coursework.

CLASS PERIOD 4

10 15 Quiz: Laboratory SafetyIn this activity, students demonstrate their knowledge of lab safety rules.

Distribute Teacher Resource 4.7, Quiz: Lab Safety Rules, and give students 10 minutes to complete the quiz. Collect the quizzes and review the correct answers with the students. Assess the quizzes using Teacher Resource 4.8, Answer Key: Lab Safety Rules Quiz.

Point out to students that biotechnology laboratories require workers to complete a lab safety course as well as an OSHA safety compliance course, along with certain required certifications.



Step Min. Activity

11 25 Rubric-Based Review: Example Lab ReportIn this activity, students analyze a lab report using a rubric.

Distribute copies of Teacher Resource 4.9, Rubric: Lab Report. Tell students that the lab reports they will write will be evaluated using this rubric. Explain that the rubric describes criteria for four levels of proficiency and is organized by lab report section.

Describe the lab report sections, which are Introduction, Hypothesis, Procedure, Data, and Conclusion. Refer students to Student Resource 4.7, Reading: Example Lab Report. Give students 5‒10 minutes to read the Example Lab Report individually and mark how it meets the rubric criteria. Have them make simple notes to justify their choices.

After students have completed analyzing the Example Lab Report, have them meet with their lab partner and compare their reviews. When students are done comparing, encourage them to share criteria they disagreed about and to ask questions about criteria they did not understand. End by working with the class on suggestions for how the Example Lab Report could be improved.

Tell students that writing lab reports is a key activity in their biotechnology course and other laboratory courses in college.

12 10 Lab: Brewing Root Beer, Part 2In this activity, students record their second sets of observations of a biotechnology product.

Use your preferred process for classroom laboratory activities management.

Begin by asking students to get with their lab partner, put on goggles, and clean their hands with soap and their workspaces with disinfectant spray. Distribute students’ root beer products. Tell students to record their second set of observations of their root beer product in their lab notebook without opening the bottles. They should also record observations in row 2 of their Data Collection Table in Lab Resource 4.1.

Tell students that they will not be able to test for smell and taste but that they should observe the root beer in the bottle and record observations about its color, clarity, amount of sediment, and amount of carbonation. Students should look for changes in the rigidity of the bottle that would indicate gas production during fermentation.

Have students return the bottles to you when their observations are complete and wash hands again. Store the bottles in a safe area to complete the fermentation process.

Point out to students that careful daily observations can indicate how a biotechnology experiment is progressing.

CLASS PERIOD 5

13 10 Lab: Brewing Root Beer, Part 3In this activity, students make careful observations of a biotechnology product.

On the night prior to class, refrigerate or chill the students’ root beer bottles.



Step Min. Activity

Begin by asking students to get with their lab partner, put on goggles, and clean their hands with soap and their workspaces with disinfectant spray. Distribute students’ root beer products. Ask them to record their third set of observations of their root beer product in row 4 of Table: Root Beer Observations, and in their lab notebook.

Tell students to first observe the root beer in the bottle and record observations about its color, clarity, amount of sediment, and amount of carbonation. After they have recorded these observations, students slowly and carefully open their root beer bottles and decant a small volume of the homemade soda into a small paper cup. Emphasize the importance of opening the bottles carefully, as the contents may be under pressure. Students can now observe and record the smell and (optionally) taste of their root beer in row 4 of the Data Collection table.

Note: Most teachers see this as a safe and acceptable taste test. If you have any concerns about your students tasting their experiment, you should find other ways for them to evaluate the results, such as conducting a smell test.

At this point, students should be observing only their own root beer. However, tell them to keep their paper cups, as they will use them for a taste test of all the root beer experiments.

Point out to students that careful observations can indicate if a biotechnology experiment is successful.

14 20 Peer Evaluation: Taste Test of Root Beer ExperimentsIn this activity, students evaluate potential new biotechnology products.

Begin by distributing one index card to each pair of lab partners and a sticky note to each student. Tell students to identify their product by writing their names and hypothesis on an index card and displaying it next to their bottle of root beer on the lab bench.

Tell students to move about the room and observe the work of their peers. As an option, students can carry their paper cup with them and taste tablespoon-size samples from the other root beer batches. Students who participate in the taste test will vote for the root beer that tasted best to them by placing a sticky note on the index card.

Remind students that although they were given permission to taste and smell the root beer in their experiment, they are never to taste or smell anything in the lab without being instructed to do so by the teacher. When choosing a classroom method for tasting the root beer, consider risk identification in the classroom and your school’s polices.

Once the evaluation is complete, students empty their root beer bottle in the sink, rinse well, and return it to you. Students then wash their hands. As students clean, review the sticky note votes and announce the winner of the taste test.

To conclude, remind students that product evaluation is a key activity in biotechnology.

15 20 Lab: Brewing Root Beer, Part 4In this activity, students work cooperatively to analyze data from an experiment and form conclusions about where the hypothesis was supported or refuted.



Step Min. Activity

Refer students to Student Resource 4.8, Conclusion: Root Beer Experiment. Have students work in pairs to answer the questions. While students work, walk around the room to help answer any questions and ensure students are following directions.

Point out that almost all experiments in biotechnology are done by teams of scientists, so it is important to learn how to communicate, evaluate, and work together to analyze data and form conclusions.

CLASS PERIOD 6

16 25 Lab Report Writing: Root Beer ExperimentIn this activity, students work cooperatively to write a complete lab report. It focuses on the following college and career skill:

Demonstrating the ability to write effectively

Students need access to a computer for this activity (one computer per pair of students). Refer students to Student Resource 4.5, Design: Root Beer Experiment; Student Resource 4.7, Reading: Example Lab Report; Student Resource 4.8, Conclusion: Root Beer Experiment; and Teacher Resource 4.9, Rubric: Lab Report. Have partners work together to type their lab report on the computer. Students can alternate typing and reviewing sections.

While students work, walk around the room to help answer any questions and ensure students are following directions.

Point out that being able to write clear lab reports is a key skill in biotechnology. Some important discoveries, like those made by Mendel on genetics, were overlooked in part because his hypothesis and conclusion were not described clearly in his reports. But because Mendel gave good descriptions of his procedure (methods), other scientists were able to reproduce his experiments.

17 15 Rubric-Based Peer Review: Root Beer Experiment Lab ReportIn this activity, students give and receive peer feedback to improve their lab reports.

Have lab partners swap their lab report with another pair of partners to evaluate each other’s lab reports using Teacher Resource 4.9, Rubric: Lab Report.

Once the peer reviews are complete, give students an opportunity to make changes to their lab report in class or for homework before turning in a final draft for assessment. Evaluate the lab reports using Teacher Resource 4.9, Rubric: Lab Report.

To conclude, explain that writing lab reports includes producing multiple drafts and getting feedback from qualified reviewers or editors. The definition of a "real" scientific journal is one that uses peer review, whereby experts review every article and decide whether it should be published.

18 10 Think, Pair, Share: Working in the Laboratory



Step Min. Activity

In this activity, students reflect on the process of biotechnology product development.

Tell students that they will reflect on their experiment. Ask them to discuss the following questions with their lab partner before sharing answers with the class:

What did you learn from your experiment? What did you learn about laboratory safety? If you were going to brew another batch of root beer with the same objective (i.e.,

changing the same attribute), what changes would you make to your procedure? What did you learn about the challenges of developing a new product?

You may choose to end the lesson by asking students to discuss their interest in a lab-based career.

ExtensionsContent Enrichment

Have students research the history of how root beer was made and marketed. As an option, have students focus on the story of a particular brand, such as Hires Root Beer or A&W Root Beer. Charles Hires was a Philadelphia pharmacist who created Hires Root Beer and popularized it at the 1876 Philadelphia Centennial exhibition. A&W Root Beer was a joint venture of Roy Allen and Frank Wright in 1919 and was sold at roadside drink stands.

Have students research the different uses of microorganisms in food and make a detailed chart that describes the microorganism, the food, the action of the microorganism, and a short history of the use. Foods that students can research include yogurt, kefir, cheese, chocolate, vinegar, sauerkraut, kimchi, and soy sauce.

Yeasts produce a large number of byproducts in addition to carbon dioxide, alcohol, and lactic acid. Have students research these other byproducts and how they affect the flavor of a food product.

In 1960, the US Food and Drug Administration banned sassafras, a key ingredient in traditional root beer. Have students research the history of sassafras use in food and medicines and the reasoning behind the ban. As an option, students can conduct a debate over whether sassafras should be allowed, with some students assigned to argue each side.

Greek-style yogurt has recently become popular. How is this yogurt different from regular yogurt? Is the difference due to the microorganisms used or the processing steps? Have students research these questions.

Have students look up a recipe for making ginger ale that uses yeast and then compare the recipe with the recipe for root beer. They can make a chart, of their own design, that summarizes the similarities and differences in the production of ginger ale versus root beer.

Bacteria in the human digestive tract play an important role in our health. The group of all bacteria typically found living in and on humans is known as the human microbiome. In recent years, tremendous progress has been made in understanding the human microbiome, largely due to sequencing the genomes of the bacteria that live in us. Have students read two online articles about the human microbiome (http://www.npr.org/blogs/health/2013/11/04/240278593/getting-your-microbes-analyzed-raises-big-privacy-issues, and http://www.npr.org/blogs/thesalt/2013/11/08/243929866/can-we-eat-our-way-to-a-healthier-


http://www.npr.org/blogs/thesalt/2013/11/08/243929866/can-we-eat-our-way-to-a-healthier-microbiome-its-complicated

http://www.npr.org/blogs/health/2013/11/04/240278593/getting-your-microbes-analyzed-raises-big-privacy-issues

http://www.npr.org/blogs/health/2013/11/04/240278593/getting-your-microbes-analyzed-raises-big-privacy-issues


microbiome-its-complicated). Then have them discuss whether they would like to have their own microbiome sequenced, and what they might learn from doing so.

Have students research commercially available probiotic products as one example of how knowledge of the microbiome is being used to develop new products.

STEM Integration Math: Integrate the production of root beer with a study of the scaling up of production processes.

Have students measure the height of the 2-liter bottle used in the root beer experiment and the diameter at the point at which the liquid was filled to. Have students calculate the surface area to volume ratio and pressure at the bottom of the bottle. Then have students carry out the same calculations for a 500-liter tank that is 131 cm high and has an 80 cm diameter. Ask students to consider how the difference in container size impacts initial mixing and carbon dioxide buildup.

Technology: Discuss how digital technologies can be applied to the problem of keeping an accurate lab notebook. What design requirements would a digital lab notebook need to meet? What would be some of the challenges of designing a computerized lab notebook system? Have students consider the advantages and disadvantages of digital lab notebooks. A useful reference article is at http://www.nature.com/news/going-paperless-the-digital-lab-1.9881 .

Additional Cross-Curricular Ideas History: Integrate the production of root beer with a study of food technology. Have students

research and report on one of the following: how food technology was used to improve nutritional quality and reduce spoiling and contamination, how food technology led to increased trade at different times in history, and how changes in food technology led to changes in traditional gender roles in different societies.


http://www.nature.com/news/going-paperless-the-digital-lab-1.9881

http://www.npr.org/blogs/thesalt/2013/11/08/243929866/can-we-eat-our-way-to-a-healthier-microbiome-its-complicated

Documents

curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads/health... · Web viewIn Class Period 6, students will need access to computers with word processing software to write