Saturday, December 3, 2016
Wednesday, November 9, 2016
Cell Transport STEM Activity 11/22/16
You will need:
- Biology Textbook - iPad - Headphones - Composition Notebook
Title the next page of your composition notebook Cell Transport Activity. Follow the instructions to complete the introductory activity on Cell Transport. Write the answers to the questions in your composition notebook. You do not need to write the questions.
1. Turn to page 208 in your textbook. Read the THINK ABOUT IT section at the top of the page.
What does the book compare the cell membrane to in the analogy?
2. Look at the bold print by the blue key on page 209. Define the term passive transport.
3. Go back to page 208 and find the word Diffusion in blue. Read this section. Answer the following questions:
A. What does the cytoplasm consist of?
B. How do particles tend to move?
C. What is the name given to this process?
D. What term is given to a solution when the concentration of substances is the same on both sides of a membrane?
4. Look down a the second half of page 209. Read this section and answer the following questions:
A. What type of molecule passes easily through the cell membrane?
B. Define the term facilitated diffusion.
C. From page 209, identify a molecule that moves through a membrane by facilitated transport.
D. Turn to page 210. Identify a second molecule that new research shows moves by facilitated diffusion.
E. Using Figure 7-16, draw a sketch to show this specialized protein. Label the cell membrane, the water, and the aquaporin in your diagram and give it a title..
5. Find the term osmosis in bold print on page 210. Define the term osmosis.
6. Read the paragraph at the bottom of page 210, and examine Figure 7-18. There are three types of conditions a cell can face- isotonic, hypertonic, and hypotonic. For each condition:
A. Define the condition.
B. Draw a simple picture of the cell (plant or animal) and use arrows to show the movement of water.
7. Watch the Amoeba Sisters video on Osmosis: A Solute and Solvent Love Story
Answer the questions:
A) What happens to a salt water fish if you put it in fresh water?
B) Explain why putting salt on a slug kills the slug.
8. Turn to page 212. Find the bolded words next to the blue key. Define the term active transport.
9. What does active transport require? (Use a one word answer.)
10. What carries out active transport of small molecules or ions across a cell membrane?
11. Identify 3 types of ions moved by the proteins pumps.
12. Look at Figure 7-19. Where does the energy to drive these pumps come from?
13. How do the pumps move the ions across the membrane?
14. Look at page 213. There are two types of bulk transport- endocytosis and exocytosis. Distinguish between endocytosis and exocytosis and draw a simple picture of each process.
15. Examine Figure 7-20. What is being taken into the white blood cell by mean of endocytosis?
16. Complete the Membrane Channels simulation from PhET.
1) Download and open the simulation.
2) Click the Show Concentrations box on the right.
3) Using the top red button on the left, add 30 green molecules to the top of the membrane.
4) Using the bottom red button on the left, add 30 blue molecules to the top of the membrane.
5) Notice the size of the green and blue bars on the bar graph on the right. This compares the concentrations of the green and blue molecules.
6) Click and drag a green gated channel and a blue gated channel up to the yellow membrane.
7) Open the channels by using the button on the top right.
8) Watch the bars in the bar graph.
Answer the questions:
A) What happened to the concentrations of the molecules after a few minutes?
B) Why could you have predicted this would happen?
- Biology Textbook - iPad - Headphones - Composition Notebook
Title the next page of your composition notebook Cell Transport Activity. Follow the instructions to complete the introductory activity on Cell Transport. Write the answers to the questions in your composition notebook. You do not need to write the questions.
1. Turn to page 208 in your textbook. Read the THINK ABOUT IT section at the top of the page.
What does the book compare the cell membrane to in the analogy?
2. Look at the bold print by the blue key on page 209. Define the term passive transport.
3. Go back to page 208 and find the word Diffusion in blue. Read this section. Answer the following questions:
A. What does the cytoplasm consist of?
B. How do particles tend to move?
C. What is the name given to this process?
D. What term is given to a solution when the concentration of substances is the same on both sides of a membrane?
4. Look down a the second half of page 209. Read this section and answer the following questions:
A. What type of molecule passes easily through the cell membrane?
B. Define the term facilitated diffusion.
C. From page 209, identify a molecule that moves through a membrane by facilitated transport.
D. Turn to page 210. Identify a second molecule that new research shows moves by facilitated diffusion.
E. Using Figure 7-16, draw a sketch to show this specialized protein. Label the cell membrane, the water, and the aquaporin in your diagram and give it a title..
5. Find the term osmosis in bold print on page 210. Define the term osmosis.
6. Read the paragraph at the bottom of page 210, and examine Figure 7-18. There are three types of conditions a cell can face- isotonic, hypertonic, and hypotonic. For each condition:
A. Define the condition.
B. Draw a simple picture of the cell (plant or animal) and use arrows to show the movement of water.
7. Watch the Amoeba Sisters video on Osmosis: A Solute and Solvent Love Story
Answer the questions:
A) What happens to a salt water fish if you put it in fresh water?
B) Explain why putting salt on a slug kills the slug.
8. Turn to page 212. Find the bolded words next to the blue key. Define the term active transport.
9. What does active transport require? (Use a one word answer.)
10. What carries out active transport of small molecules or ions across a cell membrane?
11. Identify 3 types of ions moved by the proteins pumps.
12. Look at Figure 7-19. Where does the energy to drive these pumps come from?
13. How do the pumps move the ions across the membrane?
14. Look at page 213. There are two types of bulk transport- endocytosis and exocytosis. Distinguish between endocytosis and exocytosis and draw a simple picture of each process.
15. Examine Figure 7-20. What is being taken into the white blood cell by mean of endocytosis?
16. Complete the Membrane Channels simulation from PhET.
1) Download and open the simulation.
2) Click the Show Concentrations box on the right.
3) Using the top red button on the left, add 30 green molecules to the top of the membrane.
4) Using the bottom red button on the left, add 30 blue molecules to the top of the membrane.
5) Notice the size of the green and blue bars on the bar graph on the right. This compares the concentrations of the green and blue molecules.
6) Click and drag a green gated channel and a blue gated channel up to the yellow membrane.
7) Open the channels by using the button on the top right.
8) Watch the bars in the bar graph.
Answer the questions:
A) What happened to the concentrations of the molecules after a few minutes?
B) Why could you have predicted this would happen?
Monday, October 17, 2016
Cell Theory STEM Biology Activity 10/18/16
1) Title this section of your Composition Notebook "Cell Theory"
2) Then write, "Three Parts of the Cell Theory," visit Study.com- Cell Theory and list the 3 parts.
3) -Create a chart in your Composition Notebook.
-It should have three columns: Scientist, Summary of Work, Date of Work.
-In the Scientist column, fill in the names of the following scientists (leave about 1.5 inches of space between each one): Hans and Zaccharias Janssen, Anton Van Leeuwenhoek, Robert Hooke, Matthias Schleiden, Theodore Schwann, Carl Heinrich Braun, Rudolph Virchow, and Walther Flemming.
-Title your chart, "Scientists Contributing to the Cell Theory."
4) As you visit the following sites, complete the chart to fill in the missing information. Not all scientists will be discussed on all sites.
View the video on: The Wacky History of the Cell Theory
Examine the timeline at: Cell Theory Timeline
Read about the History of Biology: Cell Theory
Examine the quick summary of the Cell Theory
5) Title the next section "Modern Cell Theory." View the Wikipedia entry on Cell Theory. List the three modern additions to the cell theory which are generally accepted.
6) In 2 sentences, discuss one time there was a disagreement among scientists during the development of the Cell Theory.
2) Then write, "Three Parts of the Cell Theory," visit Study.com- Cell Theory and list the 3 parts.
3) -Create a chart in your Composition Notebook.
-It should have three columns: Scientist, Summary of Work, Date of Work.
-In the Scientist column, fill in the names of the following scientists (leave about 1.5 inches of space between each one): Hans and Zaccharias Janssen, Anton Van Leeuwenhoek, Robert Hooke, Matthias Schleiden, Theodore Schwann, Carl Heinrich Braun, Rudolph Virchow, and Walther Flemming.
-Title your chart, "Scientists Contributing to the Cell Theory."
4) As you visit the following sites, complete the chart to fill in the missing information. Not all scientists will be discussed on all sites.
View the video on: The Wacky History of the Cell Theory
Examine the timeline at: Cell Theory Timeline
Read about the History of Biology: Cell Theory
Examine the quick summary of the Cell Theory
5) Title the next section "Modern Cell Theory." View the Wikipedia entry on Cell Theory. List the three modern additions to the cell theory which are generally accepted.
6) In 2 sentences, discuss one time there was a disagreement among scientists during the development of the Cell Theory.
Monday, June 6, 2016
STEM- Brine Shrimp Lab, Final Day
This will be the final day for the Brine Shrimp Lab.
You should already have the following in your Composition Notebook:
A section titled, "Brine Shrimp Lab."
Background -(10 sentences of research about brine shrimp)
Problem- (Stated as a question)
Hypothesis- (What you are predicting what will happen in your experiment)
Materials- (A list of the materials you will need for your experiment)
Procedure/Experiment- (A list of numbered steps explaining how you set up your experiment)
Diagram- (OPTIONAL- a sketch showing your experimental setup)
Today you will need to add the following sections:
Data- A data table comparing the data collected in your experiment. It should have a title and clearly labeled columns with units if applicable.
Graph- A graph comparing the data collected in your data table. Don't forget a title and label your X and Y axis.
Conclusion- 4 or 5 sentences analyzing the results of your experiment. Was your hypothesis supported or not supported by your data? Explain and elaborate.
You should already have the following in your Composition Notebook:
A section titled, "Brine Shrimp Lab."
Background -(10 sentences of research about brine shrimp)
Problem- (Stated as a question)
Hypothesis- (What you are predicting what will happen in your experiment)
Materials- (A list of the materials you will need for your experiment)
Procedure/Experiment- (A list of numbered steps explaining how you set up your experiment)
Diagram- (OPTIONAL- a sketch showing your experimental setup)
Today you will need to add the following sections:
Data- A data table comparing the data collected in your experiment. It should have a title and clearly labeled columns with units if applicable.
Graph- A graph comparing the data collected in your data table. Don't forget a title and label your X and Y axis.
Conclusion- 4 or 5 sentences analyzing the results of your experiment. Was your hypothesis supported or not supported by your data? Explain and elaborate.
Tuesday, May 31, 2016
STEM Brine Shrimp Lab- Day 2
Today you are going to design an experiment to test a variable of your choice relating to brine shrimp.
Suggestions for variables (or come up with your own area) that affect the hatching rate of brine shrimp eggs:
- Temperature
- Salinity (salt content) of the water
- Size of container
- Type of container
- Ratio of eggs to water
If you are working with salinity, a heaping spoonful of salt in a liter of spring water will give you a salt concentration of 25 parts per thousand. You can vary the amount of salt to change the concentration.
In your composition notebook you should already have a this lab titled and a 10 sentence section titled 'Background.'
Working with your group members you job today is to come up with your:
Problem- (Stated as a question)
Hypothesis- (What you are predicting what will happen in your experiment)
Materials- (A list of the materials you will need for your experiment)
Procedure- (A DETAILED NUMBERED list of the steps of your experiment)
On the index card Mrs. Keller provides, write a list of materials your group will need for Thursday. Be complete and specific as possible. Turn this in to Mrs. Keller.
Suggestions for variables (or come up with your own area) that affect the hatching rate of brine shrimp eggs:
- Temperature
- Salinity (salt content) of the water
- Size of container
- Type of container
- Ratio of eggs to water
If you are working with salinity, a heaping spoonful of salt in a liter of spring water will give you a salt concentration of 25 parts per thousand. You can vary the amount of salt to change the concentration.
In your composition notebook you should already have a this lab titled and a 10 sentence section titled 'Background.'
Working with your group members you job today is to come up with your:
Problem- (Stated as a question)
Hypothesis- (What you are predicting what will happen in your experiment)
Materials- (A list of the materials you will need for your experiment)
Procedure- (A DETAILED NUMBERED list of the steps of your experiment)
On the index card Mrs. Keller provides, write a list of materials your group will need for Thursday. Be complete and specific as possible. Turn this in to Mrs. Keller.
Friday, May 13, 2016
STEM Brine Shrimp Lab- Introduction and Research
After Keystone testing is over, we will do our final project of the year, Brine Shrimp.
You may have seen brine shrimp marketed as "Sea Monkeys" or even had some when you were a kid!
Today you will need to do some background research with brine shrimp so that you have a depth of understanding necessary to do your lab work.
Title this section of your composition notebook, "Brine Shrimp Lab."
Underneath the this, title the first section, "Background." Then visit the following links to learn more about brine shrimp. Write a 10-sentence paragraph summarizing what you learned about brine shrimp.
Brine Shrimp from Learn Genetics
Brine Shrimp from the Great Salt Lake Ecosystem Project
Brine Shrimp in the Great Salt Lake of Utah
Brine Shrimp from Wikipedia
After you are done with your research, think about who you would like to work with in your group (groups of 3 to 4 are good), and in what area your might like to conduct your research. You might research one of the following areas (or come up with your own area) that affect the hatching rate of brine shrimp eggs:
- Temperature
- Salinity (salt content) of the water
- Size of container
- Type of container
- Ratio of eggs to water
After the Keystones you will come together in your group, formulate a hypothesis, and design and complete an experiment to test your hypothesis.
Today you will need to do some background research with brine shrimp so that you have a depth of understanding necessary to do your lab work.
Title this section of your composition notebook, "Brine Shrimp Lab."
Underneath the this, title the first section, "Background." Then visit the following links to learn more about brine shrimp. Write a 10-sentence paragraph summarizing what you learned about brine shrimp.
Brine Shrimp from Learn Genetics
Brine Shrimp from the Great Salt Lake Ecosystem Project
Brine Shrimp in the Great Salt Lake of Utah
Brine Shrimp from Wikipedia
After you are done with your research, think about who you would like to work with in your group (groups of 3 to 4 are good), and in what area your might like to conduct your research. You might research one of the following areas (or come up with your own area) that affect the hatching rate of brine shrimp eggs:
- Temperature
- Salinity (salt content) of the water
- Size of container
- Type of container
- Ratio of eggs to water
After the Keystones you will come together in your group, formulate a hypothesis, and design and complete an experiment to test your hypothesis.
Monday, May 9, 2016
Popcorn Energy Flow STEM Lab
Introduction:
In this lab you will
create a model of energy flow through FOUR TROPHIC LEVELS of an ecological system. You will use
popcorn and various containers to represent energy flow through each trophic
level. (There are is NOT just one correct way model this.) You will need paper and a calculator. You will practice using the metric system and calculating percentages. You will then design a Google Slides presentation and conclude the lab by teaching your class about energy flow in ecosystems.
Materials:
· One bag of popcorn per group. All of this popcorn must be included on the bottom of your energy pyramid (1st Trophic Level)
· A variety of containers to represent trophic levels
One large plastic bag
A piece of manilla tagboard to be used as a scoop/funnel
· Electronic balances and triple beam balances to calculate the amount of energy proceeding from
one level to the next. (Remember, you need to mass only the energy and not the
container you have on the balance, so subtract the mass of the container.)
· Broom and dustpan
· Chlorox Wipes (the waste energy gets all over the lab tables and leaves
a greasy residue)
Directions:
1. Work in groups of about 4.
2. Read the section on page 77 of your textbook titled, "Pyramids of Energy."
3. Obtain 1 bag of
popcorn from the Energy Supply area. Be sure to note special information on the
bag (i.e. mass or volume). This information may prove useful when you need to
perform calculations. DO NOT THROW THE BAG AWAY!
4. Select containers from
the materials at the Trophic Level Building Supply Store. You will use these to build
a model of energy flow.
5. Work to create a model
of energy flow using your materials. You will write up your procedure such that
another scientist could replicate your model. This means each step needs to be
justified and explained thoroughly.
6. Special
hint---remember only 10% of energy that enters a system makes it to the next
trophic level. You need to be able to quantify the amount of energy that leaves
a system as waste and the amount that makes it to the next trophic level. This
is where the balance and calculator come in. Include these calculations in your presentation.
7. When you are satisfied with your model, you will show create a 6 to 7 slide Google Slides presentation showing your procedure and results. Take photos with your phone to use in your presentation. These photos should document your procedure. Share your presentation with a few group members and nkeller@penncrest.org.
8. Each group will give their presentation on Friday. You will explain your model to the class as you click through the presentation.
9. While you are giving your presentation, include the following information:
In the model, energy is represented by ____ and trophic levels are represented by ____.
Describe the steps you used to represent energy flow.
Identify the types of organisms found at each level of the Pyramid of Energy
Explain how you calculated the amount of energy lost between trophic levels. Show your calculations of the amount of energy you began with, as well as the amount lost at each level and passed on at each level.
Explain where the missing energy goes.
Explain why there are very rarely more than 4 levels in an Energy Pyramid.
Explain why there are very rarely more than 4 levels in an Energy Pyramid.
Explain why you think you had to do this lab.
10. Eat your popcorn or throw it away!
Adapted from a lab by Dr. A Scott, Athens Academy, Athens, GA
Friday, April 29, 2016
How Does Acid Rain Affect Seed Germination? STEM Lab
Background: One of the problems created by burning fossil fuels is acid rain. It affects organisms and ecosystems on many different levels. How does acid rain affect the germination of seeds?
Germination- the process by which a plant begins to grow from a seed
In this lab you will design your own experiment to determine the effects of acid rain on seed germination. We will allow the seeds to grow until Tuesday and then collect our data, analyze our results, and draw conclusions.
The following materials are provided, you do not need to use them all.
- Bean seeds (soaked overnight in water)
- Paper towels
- Ziplock sandwich bags
- Rulers
- "Acid Rain" (water with vinegar (acetic acid) added to it to change the pH values to 6.0, 5.0, and 4.0)
- Non-acidic Rain (tap water)
- Sharpie
- Dropper
- 10 mL Graduated Cylinder
- Scissors
Hints:
* Wrap your seeds up in a paper towel which has been soaked in a solution to simulate being placed in soil with different acidities. Place this in a Ziplock bag to keep the moisture inside.
*Label everything clearly.
* Seeds need a good deal of moisture
Think about:
* Controlling your variables (seed number, amount of rain, amount of paper towels, etc.)
* What you will use as a control group?
* Good scientist like multiple trials, so include more than one bean in your Ziplock bag.
* How much "rain" will you use?
* What technique will you use to wrap up your seeds?
* How will you measure your results? Number of seed germinated, length of root and/or shoot, etc.
Things to write Friday in your composition notebook:
- Lab Title
- Problem
- Hypothesis
- Materials
- Experiment (be SPECIFIC here; this should be a list of NUMBERED steps explaining what you did. Someone should be able to replicate your experiment by following the steps.)
- Set up a Data Table that you will complete on Tuesday.
Germination- the process by which a plant begins to grow from a seed
In this lab you will design your own experiment to determine the effects of acid rain on seed germination. We will allow the seeds to grow until Tuesday and then collect our data, analyze our results, and draw conclusions.
The following materials are provided, you do not need to use them all.
- Bean seeds (soaked overnight in water)
- Paper towels
- Ziplock sandwich bags
- Rulers
- "Acid Rain" (water with vinegar (acetic acid) added to it to change the pH values to 6.0, 5.0, and 4.0)
- Non-acidic Rain (tap water)
- Sharpie
- Dropper
- 10 mL Graduated Cylinder
- Scissors
Hints:
* Wrap your seeds up in a paper towel which has been soaked in a solution to simulate being placed in soil with different acidities. Place this in a Ziplock bag to keep the moisture inside.
*Label everything clearly.
* Seeds need a good deal of moisture
Think about:
* Controlling your variables (seed number, amount of rain, amount of paper towels, etc.)
* What you will use as a control group?
* Good scientist like multiple trials, so include more than one bean in your Ziplock bag.
* How much "rain" will you use?
* What technique will you use to wrap up your seeds?
* How will you measure your results? Number of seed germinated, length of root and/or shoot, etc.
Things to write Friday in your composition notebook:
- Lab Title
- Problem
- Hypothesis
- Materials
- Experiment (be SPECIFIC here; this should be a list of NUMBERED steps explaining what you did. Someone should be able to replicate your experiment by following the steps.)
- Set up a Data Table that you will complete on Tuesday.
Tuesday, April 26, 2016
Plasmolysis in Elodea Plant Cells
Write all answers in your composition notebook. Title this Lab, "Plasmolysis in Elodea Plant Cells" in your notebook.
Pre-Lab (Title this Pre-Lab in your notebook)
Visit the following sites and read the information about the Plasma (Cell Membrane):
Life Science Connections (the Cell Membrane)
University of South Dakota- Cell-ebration: Cell Membrane
Answer the following questions in your notebook.
1. What is the major function of a cell membrane?
2. Why did the first site depict the cell membrane as a gate?
3. Name 5 important terms associated with the plasma membrane.
4. How is the structure of the cell membrane related to its function?
Visit the following site and read the information about the Cell Wall.
The Cell Wall from Molecular Expressions
Answer the questions in your notebook.
5. What is the major function of the cell wall?
6. Describe the structure of the cell wall and its composition.
7. How is the structure of the cell wall related to its function?
Experiment and Observations (Write this as the next section in your composition notebook.)
IMPORTANT NOTE!!! When asked to record your observations do the following:
Part 1- Elodea in Tap Water
Pre-Lab (Title this Pre-Lab in your notebook)
Visit the following sites and read the information about the Plasma (Cell Membrane):
Life Science Connections (the Cell Membrane)
University of South Dakota- Cell-ebration: Cell Membrane
Answer the following questions in your notebook.
1. What is the major function of a cell membrane?
2. Why did the first site depict the cell membrane as a gate?
3. Name 5 important terms associated with the plasma membrane.
4. How is the structure of the cell membrane related to its function?
Visit the following site and read the information about the Cell Wall.
The Cell Wall from Molecular Expressions
Answer the questions in your notebook.
5. What is the major function of the cell wall?
6. Describe the structure of the cell wall and its composition.
7. How is the structure of the cell wall related to its function?
Experiment and Observations (Write this as the next section in your composition notebook.)
IMPORTANT NOTE!!! When asked to record your observations do the following:
- Draw a sketch of a group of Elodea cells under the described condition.
- Label the magnification under which the plant cells are being observed (40x or 100x).
- Label the sketches to note the cell structures that you can identify.
- Be sure to note any changes in the color, size, and shape of the cells.
- Make your sketches as accurate as possible.
- Prepare a wet mount of an Elodea leaf with tap water. To do this, place a drop of water towards one end of the slide. Using forceps, remove a small leaf from the tip of an Elodea plant and lay it flat in the drop of water. Cover with a cover slip.
- Observe the leaf at 40X and record your observations.
- Increase the magnification to 100X, observe, and record your observations.
- Remove the slide from the stage of the microscope.
- Place 2 drops of the 5% salt solution on the slide at the left edge of the cover slip.
- Tear off a small piece of paper towel and place the torn edge on the slide at the right edge of the cover slip. The piece of towel should begin to soak up water, drawing the salt solution under the cover slip as it does so. (See Figure)
- Return the slide to the microscope stage and observe the cells at 40X and 100X.
- Record your observations.
Part 3- Elodea in 10% Salt Solution
- Repeat the procedure above with 10% salt solution.
- Observe the cells at 40X and 100X. Record your observations.
Part 4- Flushing Out the Salt Solution
- Remove the slide from the stage of the microscope.
- Place 3-5 drops of tap water on the slide at the cover slip.
- Draw the water through using a small piece of paper towel.
- Observe the cells at 40x and 100x. Record your observations.
Remove the slide from the stage, clean it, and the cover slip, and put it away.
Conclusions (Write this in your composition notebook.)
1. Why did the cells shrink in the salt solutions? Use the terms diffusion, concentration, and membrane in your answer.
2. Why didn't the salt from the outside just move inside the cell instead of the water moving out of the cell? Use the term selectively permeable in your answer
3. What structure did the shrinking of the cell allow you to observe in better detail?
4. Why didn't the cell wall shrink and collapse?
5. Predict what would happen if we used a 20% salt solution for an additional part of the lab.
6. In a sentence or two, relate what we did in this lab to the concept of HOMEOSTASIS.
Adapted from an AAAS Lab
Adapted from an AAAS Lab
Wednesday, April 20, 2016
STEM Bacterial ID Lab
Visit this link to start the lab: http://media.hhmi.org/biointeractive/vlabs/bacterial_id/index.html
Answer the questions from the off-white paper in your composition notebook. Title this section "Bacterial ID Lab."
Answer the questions from the off-white paper in your composition notebook. Title this section "Bacterial ID Lab."
Friday, April 8, 2016
Friday, April 1, 2016
Resume for Nicole Ann Tilley Keller
NICOLE ANN TILLEY KELLER
Permanent Address:
2808 Sunset Trail
Waterford, PA 16441
Contact Information:
(814)403-6011
natkeller93@gmail.com
Contact Information:
(814)403-6011
natkeller93@gmail.com
EDUCATION: Edinboro University of Pennsylvania- Edinboro,
PA
Master of Arts in Educational Leadership,
May 2010
Messiah College- Grantham, PA
Bachelor
of Science in Biology Education, May 1993
Colorado State University- Pueblo, CO
Graduate
Credits
University of California San Diego
Extension- San Diego, CA
Graduate
Credits
CERTIFICATION: Pennsylvania
State Certification- Instructional II- Biology,
Earth
& Space Science, and Mid-Level Math
Texas State Certification, Biology,
Grades 6-12
TEACHING Penncrest School District- Saegertown, PA
EXPERIENCE: Science Teacher (1/08 to Present)
- taught
Biology, Advanced Biology, STEM, General Science, and Earth & Space Science
to grades 7 to 12
-
developed and aligned Keystone Biology course to PA State Standards
-
contributing member of the Multiple Tiers Support
System
Team
-
Student Council Adviser
Harlingen
High School- Harlingen, TX
Biology Teacher (8/01 to 6/07)
- taught Biology, Advanced Placement Biology, and
Pre-AP Biology to high school students
- Biology Team Leader
-
developed and revised Biology curricula
Myra
Green Middle School- Raymondville, TX
Sixth Grade Science Teacher (8/98 to
6/01)
-
Gifted and Talented Department Chair
-
taught Science to middle school students
Upper Darby High School- Upper Darby,
PA
Biology Teacher (8/94 to 3/98)
-
responsible for teaching General Biology to all levels
of tenth grade students
Interboro High
School- Prospect Park, PA
Earth Science Teacher (2/94 to 6/98)
-
long-term substitute teacher for ninth grade students
RELATED Praxis Exam
Question Writer
EXPERIENCE: Texas Certified Gifted
and Talented Teacher
Tuesday, January 12, 2016
DNA STEM Online Activity 1/13/16
You will need:
- the Internet - iPad - Headphones - Composition Notebook
Title the next page of your composition notebook DNA Online Activity. Follow the instructions to complete the extension activity on DNA. Write the answers to the questions in your composition notebook. You do not need to write the questions.
PART 1- MITOCHONDRIAL DNA
Did you know you have a second set of DNA? It is the DNA found in your mitochondria.
1. Visit the Nature.com's page on Mitochondrial DNA and write down 5 ways that mitochondrial DNA (mtDNA) is different from the DNA found in the nucleus of cells.
Visit https://en.wikipedia.org/wiki/Mitochondrial_DNA.
2. If you were a plant, you would have a third set of DNA. What other organelle also has its own DNA?
3. From which parent does a person inherit their mitochondrial DNA?
Mitochondrial DNA is very helpful in tracing the ancestry of a person. Read about "Mitochondrial Eve" at NOVA Online and answer the following questions.
4. Who is (mitochondrial) "Eve?"
5. How many mitochondria are in each cell?
6. How many genes are in mtDNA?
7. What happens to the mtDNA from the sperm at fertlization?
8. What do researchers examine in the mtDNA which has allowed them to create a universal family tree?
9. According to the article, when did the most recent common ancestor of humans and
Neanderthals live?
PART 2- FORENSIC DNA; Solving a Bank Robbery
Figure 1 is an example of DNA patterns made by gel electrophoresis derived from a DNA database. A series of bank robberies took place in one town during the past 4 days. Your job will be to determine if the robberies were linked and if any of the suspects now in custody are the guilty parties.
Evidence #1- The First National Bank was robbed at noon on Monday. The bank robber ran up to the drive-through window and demanded money. The robber made off with an unspecified amount of money, but cut a finger smashing the surveillance camera. Police detectives analyzed the blood sample. The DNA sample is the sample shown in the first column in Figure 1. It is labeled Bank 1.
Evidence #2- The Second National Bank was robbed at 11 A.M. on Tuesday. This time the robber entered the bank and handed the teller a note demanding an unspecified amount of money. The teller handed over the money but kept the envelope. Luckily for detectives, the robber licked the envelope, leaving behind a DNA sample. It is possible that some of the teller's DNA could also be found on the envelope as she did handle the envelope. This sample can be found in the second column of Figure 1. It is labeled Bank 2.
Evidence #3- The Third National Bank was robbed at 10 A.M. on Wednesday. The robber demanded money and left without leaving any evidence at the teller's station. However, the robber had been chewing gum and, just before stepping up to the teller, dropped the gum in the trash can. Observant witnesses alerted police and the gum was collected and analyzed. DNA was extracted and this sample is seen in the third column of Figure 1. It is labeled Bank 3.
10. Does it appear that any of the bank robberies were committed by the same person? Explain.
11. Which suspect would you bring in for further questioning?
12. What bank (s) does it appear that they robbed?
13. How can you determine which bank the employee worked at simply be examining the DNA?
14. What advice would you give detectives regarding the suspects tested and Bank 2?
PART 3- FORENSIC DNA; The Royal Romanov Family
On July 16, 1918, members of the Romanov royal household- Tsar Nicholas III of Russia, his wife, the Tsarina Alexandria, their five children, their family doctor, and three servants- were secretly executed by a Bolshevik firing squad and buried in an undisclosed location. Eyewitness accounts by members of the firing squad stated that shortly thereafter, the bodies of two children were removed from the burial site and cremated.
In 1991, nine skeletons were exhumed from a shallow grave near Ekaterinburg, Russia. Physical characteristics of the skeletons revealed that three of the skeletons belonged to female children; two were from adult females; and four were from adult males. Nuclear DNA samples from the skeletons were taken and compared to determine relatedness among them.
The table below shows the five genetic markers that were analyzed for comparison.
Look at the DNA markers of the children and compare them to those of the adults. Remember that the offspring get half of their DNA from their mother and half from their father, and assume that the three children share the same parents.
15. Determine which two adults could have been the parents of the children. EXPLAIN your conclusions.
Investigators hypothesized that the remains of five individuals were those of the royal family, while the rest belonged to the doctor and servants. To support their hypothesis mitochondrial DNA from each female skeleton was compared to that of the Tsarina Alexandria's closest living maternal relative- Prince Philip, Duke of Edinburgh, whose grandmother was the tsarina's sister. A the same time, mtDNA from male skeletons was compared with that of Tsar Nicholas II's closest living relative- his great grandnephew James, the Duke of Fife.
16. Compare the simulated DNA sequences in both of the following tests, looking for differences in bases. Do they support the hypothesis that skeletons 3 and 8 are from the tsar and his wife? Explain your answer.
17. To further confirm the identity of skeleton 3, the body of the tsar's brother Georgij Romanov was exhumed and mtDNA was sampled. As expected, Georgij's mtDNA was a match. Consider the four tests that were performed and summarize how the evidence suggests that the skeletal remains found at Ekaterinburg belong to the murdered Romanovs.
18. Anna Demidova, Tsarina Alexandra's lady-in-waiting, was among those household members murdered in 1918. Can you presume that skeleton 9 is hers? Explain what type of testing you might do to provide conclusive evidence.
Extension:
If you have time, watch the National Geographic video The Mystery of the Romanovs
- the Internet - iPad - Headphones - Composition Notebook
Title the next page of your composition notebook DNA Online Activity. Follow the instructions to complete the extension activity on DNA. Write the answers to the questions in your composition notebook. You do not need to write the questions.
PART 1- MITOCHONDRIAL DNA
Did you know you have a second set of DNA? It is the DNA found in your mitochondria.
1. Visit the Nature.com's page on Mitochondrial DNA and write down 5 ways that mitochondrial DNA (mtDNA) is different from the DNA found in the nucleus of cells.
Visit https://en.wikipedia.org/wiki/Mitochondrial_DNA.
2. If you were a plant, you would have a third set of DNA. What other organelle also has its own DNA?
3. From which parent does a person inherit their mitochondrial DNA?
Mitochondrial DNA is very helpful in tracing the ancestry of a person. Read about "Mitochondrial Eve" at NOVA Online and answer the following questions.
4. Who is (mitochondrial) "Eve?"
5. How many mitochondria are in each cell?
6. How many genes are in mtDNA?
7. What happens to the mtDNA from the sperm at fertlization?
8. What do researchers examine in the mtDNA which has allowed them to create a universal family tree?
9. According to the article, when did the most recent common ancestor of humans and
Neanderthals live?
PART 2- FORENSIC DNA; Solving a Bank Robbery
Figure 1 is an example of DNA patterns made by gel electrophoresis derived from a DNA database. A series of bank robberies took place in one town during the past 4 days. Your job will be to determine if the robberies were linked and if any of the suspects now in custody are the guilty parties.
Evidence #1- The First National Bank was robbed at noon on Monday. The bank robber ran up to the drive-through window and demanded money. The robber made off with an unspecified amount of money, but cut a finger smashing the surveillance camera. Police detectives analyzed the blood sample. The DNA sample is the sample shown in the first column in Figure 1. It is labeled Bank 1.
Evidence #2- The Second National Bank was robbed at 11 A.M. on Tuesday. This time the robber entered the bank and handed the teller a note demanding an unspecified amount of money. The teller handed over the money but kept the envelope. Luckily for detectives, the robber licked the envelope, leaving behind a DNA sample. It is possible that some of the teller's DNA could also be found on the envelope as she did handle the envelope. This sample can be found in the second column of Figure 1. It is labeled Bank 2.
Evidence #3- The Third National Bank was robbed at 10 A.M. on Wednesday. The robber demanded money and left without leaving any evidence at the teller's station. However, the robber had been chewing gum and, just before stepping up to the teller, dropped the gum in the trash can. Observant witnesses alerted police and the gum was collected and analyzed. DNA was extracted and this sample is seen in the third column of Figure 1. It is labeled Bank 3.
10. Does it appear that any of the bank robberies were committed by the same person? Explain.
11. Which suspect would you bring in for further questioning?
12. What bank (s) does it appear that they robbed?
13. How can you determine which bank the employee worked at simply be examining the DNA?
14. What advice would you give detectives regarding the suspects tested and Bank 2?
PART 3- FORENSIC DNA; The Royal Romanov Family
On July 16, 1918, members of the Romanov royal household- Tsar Nicholas III of Russia, his wife, the Tsarina Alexandria, their five children, their family doctor, and three servants- were secretly executed by a Bolshevik firing squad and buried in an undisclosed location. Eyewitness accounts by members of the firing squad stated that shortly thereafter, the bodies of two children were removed from the burial site and cremated.
In 1991, nine skeletons were exhumed from a shallow grave near Ekaterinburg, Russia. Physical characteristics of the skeletons revealed that three of the skeletons belonged to female children; two were from adult females; and four were from adult males. Nuclear DNA samples from the skeletons were taken and compared to determine relatedness among them.
The table below shows the five genetic markers that were analyzed for comparison.
Look at the DNA markers of the children and compare them to those of the adults. Remember that the offspring get half of their DNA from their mother and half from their father, and assume that the three children share the same parents.
15. Determine which two adults could have been the parents of the children. EXPLAIN your conclusions.
Investigators hypothesized that the remains of five individuals were those of the royal family, while the rest belonged to the doctor and servants. To support their hypothesis mitochondrial DNA from each female skeleton was compared to that of the Tsarina Alexandria's closest living maternal relative- Prince Philip, Duke of Edinburgh, whose grandmother was the tsarina's sister. A the same time, mtDNA from male skeletons was compared with that of Tsar Nicholas II's closest living relative- his great grandnephew James, the Duke of Fife.
16. Compare the simulated DNA sequences in both of the following tests, looking for differences in bases. Do they support the hypothesis that skeletons 3 and 8 are from the tsar and his wife? Explain your answer.
17. To further confirm the identity of skeleton 3, the body of the tsar's brother Georgij Romanov was exhumed and mtDNA was sampled. As expected, Georgij's mtDNA was a match. Consider the four tests that were performed and summarize how the evidence suggests that the skeletal remains found at Ekaterinburg belong to the murdered Romanovs.
18. Anna Demidova, Tsarina Alexandra's lady-in-waiting, was among those household members murdered in 1918. Can you presume that skeleton 9 is hers? Explain what type of testing you might do to provide conclusive evidence.
Extension:
If you have time, watch the National Geographic video The Mystery of the Romanovs
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