Biology - HOT Science Lab

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Teacher Linnaean table Common Name Date Palm Honey Bee Leopard Frog Bactrian Camel House Cat African Lion Siberian Tiger California Sea lion Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia Phylum Magnoliophyta Artropoda Chordata Chordata Chordata Chordata Chordata Chordata Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora Family Arecaceae Apidea Ranidae Camelidae Felidae Felidae Felidae Otariidae Genus Pheonix Apis Rana Camelus Felis Panthera Panthera Zalophus Species dactylifera mellifera pipiens bactrianus silvestris leo tigris Californianus Biology HSL Page 100 Curriculum and Instruction
Teacher The De-riving Force of Cladogenesis Andrew J Petto University of Wisconsin, Milwaukee, and Editor, National Center for Science Education Cladogenesis is the term used to describe the branching off of new taxa. These branches - or clades - are based on several criteria that make the descendants along a particular branch different from their ancestors and from related taxa on other branches. Each new branch exhibits a combination of novel characteristics that are unique to that branch mixed with some "familial" characteristics, which this branch shares with its evolutionary ancestors. Although certain novel traits may be diagnostic for members of an evolving lineage, it is often the combination of unique and shared characteristics that defines new branches. The basis of constructing a valid cladogram is the ability to identify the characteristics of the ancestral population and those of the descendants. Characteristics found among the ancestors and shared by most or all members of related taxa are referred to as primitive. In cladistic studies this word is understood as "original" or "primal" and not as "crude" or "simple". A cladogram is constructed on these combinations of ancestral and derived characteristics in related taxa by organizing and diagramming the pattern and sequence in which they could have arisen. Ideally, we want a cladogram based on branches defined by uniquely derived characters that emerge once in an evolving lineage and are shared by all subsequent descendants. This helps us to test our hypotheses about common descent in evolving lineages. A branch that includes all the organisms descended from the same ancestral population is said to be monophyletic. Two fundamental principles used in evaluating cladograms are parsimony and robusticity. First, when there is more than one way to draw a cladogram, and when there are no other data that suggest one of these is more likely than the others, we tend to choose the one in which derived traits are re-invented in different branches the fewest number of times. Second, we prefer trees that maintain their basic form; even when different options are applied to the sequence of changes in one or more of their branches. However, when more data are available about the history or the origin of a particular feature, these data are more important tools in determining which of the alternative trees is better. In contrast to exercises in mere classification, we want to base our taxonomy on the cladogram. The guiding principle is that our taxa should be monophyletic. Each evolutionary branch must contain all descendants of a common ancestor. Fossil data help to refine cladistic analysis by providing information about the sequence or order in which certain derived traits emerged. Cladistic analysis helps to resolve the "problem" of the so-called "missing links" or the intermediate specimens, because it does not require that fossil species evolve into any related species, which emerge later. Instead, it represents the evolutionary history of an evolving lineage in terms of a collection of characteristics that can be passed along to descendant populations - or not! Biology HSL Page 101 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
Page 49 and 50: Teacher During activity: After acti
Page 51 and 52: Student Human Impact - Effects of A
Page 53 and 54: Student Effects of pH on the Germin
Page 55 and 56: Teacher During activity: from the f
Page 57 and 58: Student Evidence for the Theory of
Page 59 and 60: Student Deinonychus Fossil Evidence
Page 61 and 62: Student Figure 1 Table 1 Characteri
Page 63 and 64: Student Animal Table 2 Function of
Page 65 and 66: Student Conclusions: Explain in par
Page 67 and 68: Teacher d. Student misconceptions s
Page 69 and 70: Student Examining the Fossil Record
Page 71 and 72: Student period should be place towa
Page 73 and 74: Teacher Natural Selection (Adapted
Page 75 and 76: Teacher Additional instructions/Han
Page 77 and 78: Student Natural Selection (Adapted
Page 79 and 80: Student Data Table 2 Beak Variation
Page 81 and 82: Teacher After activity: What the te
Page 83 and 84: Student Materials (per group): Inve
Page 85 and 86: Student Taxonomic Key to the Major
Page 87 and 88: Teacher 3. Is there more than one w
Page 89 and 90: Teacher Strawberry Cucumber Banana
Page 91 and 92: Teacher Strawberry Cucumber Banana
Page 93 and 94: Student Classification of Fruits NG
Page 95 and 96: Student Classifications of Fruit Gr
Page 97 and 98: Teacher ii. What does it mean when
Page 99: Teacher Organism Cards Name: Date P
Page 103 and 104: Student 7. Select the next most sim
Page 105 and 106: Teacher Plant Structure and Functio
Page 107 and 108: Student Plant Structure and Functio
Page 109 and 110: Student Answer the following questi
Page 111 and 112: Student Part B: Roots Materials: Pl
Page 113 and 114: Student Root Systems Using Figure 5
Page 115 and 116: Student Tilia Stem (Woody growth):
Page 117 and 118: Teacher Exploring Flower Structure
Page 119 and 120: Student Exploring Flower Structure
Page 121 and 122: Student 10. On which part of the fl
Page 123 and 124: Teacher Investigating the Effect of
Page 125 and 126: Student Investigating the Effect of
Page 127 and 128: Student 6. Put the beaker in a plac
Page 129 and 130: Student During activity: After acti
Page 131 and 132: Student Procedures: 1. Write a hypo
Page 133 and 134: Teacher Animal-Vertebrate Fish "Per
Page 135 and 136: Student 10. To expose the internal
Page 137 and 138: Teacher Circulation Lab (Adapted fr
Page 139 and 140: Student Circulation Lab (Adapted fr
Page 141 and 142: Teacher Take a Heart Hike (Adapted
Page 143 and 144: Teacher Cardiovascular Model Biolog
Page 145 and 146: Student Results and Conclusions: 1.
Page 147 and 148: Teacher b. An asterisk (*) is place
Page 149 and 150: Student Procedures: Before testing
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Teacher Cell Model Project NGSSS: S
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Teacher Extension: Gizmo: Cell Stru
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Student You must be able to locate
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Student Name: _____________________
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Teacher After activity: 3. Fill a t
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Student Diffusion and Osmosis NGSSS
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Student Table 2 - Physical Changes
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Teacher Investigating Inherited Tra
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Student Investigating Inherited Tra
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Student Observations/Data: Biology
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Student Data Analysis: Sex of offsp
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Teacher Differences in Similar Phen
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Student Differences in Similar Phen
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Student Measurement of Hand Length
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Student Graph Title: ______________
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Teacher Making Karyotypes (Adapted
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Teacher Extension: Gizmo: Human Kar
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Student 3. Identify the centromere
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Student 4. Use scissors to cut out
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Student 2. Comparing and Contrastin
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Teacher During activity: deoxyribos
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Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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