Biology - HOT Science Lab

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Student DNA Model Project (Adapted from: www.africangreyparrot.com) Student Name: ____________________________________ Due Date: __________________ Requirements: Make a model of DNA. Your model may be out of any materials that you choose as long as they are not perishable and are sturdy. Please make sure that your model includes at least 8 nucleotides. Each structure should look different from the others, and should clearly show which 2 other structures they are connected to. Please attach a key to your model, which labels each structure and shows what it is. Your model should be in a double helix form, as is DNA. Please use this checklist to make sure you have completed your project, and check the parts as you do them. Rubric: The following need to be included for full credit. (Total possible points is 50) Structure Check Connections Check Labels on Key Check 2pts Sugar 4pts Sugar 1 pt Sugar 2pts Phosphate 2pts Phosphate 1 pt Phosphate 2pts Adenine 2pts Adenine 1 pt Adenine 2pts Thymine 2pts Thymine 1 pt Thymine 2pts Cytosine 2pts Cytosine 1 pt Cytosine 2pts Guanine 2pts Guanine 1 pt Guanine 2pts Helix --- --- --- 2 pts Nucleotide 2pts H – bonds 6pts Overall neatness 1 pt Hydrogen bonds 2pts 8 nucleotides 2pts Sturdy 1 pt checklist Extra Credit: DNA that unzips at the hydrogen bonds (2 pts) Biology HSL Page 198 Curriculum and Instruction
Teacher DNA Extraction Lab NGSSS: SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. (AA) Purpose of Lab/Activity: To observe DNA in an organism. To compare and contrast the amount of DNA found in different individuals of a species. Prerequisites: Students should have already been introduced to the structure of DNA including the phosphate backbone, deoxyribose sugar location, and the nucleotides found within it such as Adenine (A), Cytosine (C), Guanine (G) and Thymine (T). Students should know that all living organism contain DNA and DNA is contained within the nucleus of the living organism. Students should have been introduced to chromosome number of different organism i.e. haploid, diploid, and etc. Materials (per group): Ziploc baggies Small (10 mL) graduated cylinders Beakers or cups for straining Cheesecloth Test tubes and containers or racks to hold them Wood splints or disposable inoculation loops Strawberries Extraction solution (10% shampoo and a dash of salt) Ice cold ethanol (70% pharmacy ethanol will work) Procedures: Day of Activity: Before activity: During activity: What the teacher will do: a. Prepare the DNA extraction buffer. In a container add 900mL water, then 50mL dishwashing detergent (or 100mL shampoo), and finally 2 teaspoons salt. Slowly invert the bottle to mix the extraction buffer. b. Be sure to provide different size strawberries and to have enough strawberries. c. Keep ethanol in refrigerator or ice bath the night before experiment. d. Discuss where in the cell the DNA is contained. e. Pre-Lab questions: 1. What do you think the DNA will look like Answers may vary. 2. Where is DNA found DNA is found in the nucleus of a cell of an organism. What the teacher will do: a. Ask students why an extraction buffer is needed. We will use an extraction buffer containing salt, to break up protein chains that bind around the nucleic acids, and dish soap to dissolve the lipid (fat) part of the strawberry cell wall and nuclear membrane. This extraction buffer will help provide us access to the DNA inside the cells. Biology HSL Page 199 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
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
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Student Natural Selection (Adapted
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Student Data Table 2 Beak Variation
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Teacher After activity: What the te
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Student Materials (per group): Inve
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Student Taxonomic Key to the Major
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Teacher 3. Is there more than one w
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Teacher Strawberry Cucumber Banana
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Teacher Strawberry Cucumber Banana
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Student Classification of Fruits NG
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Student Classifications of Fruit Gr
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Teacher ii. What does it mean when
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Teacher Organism Cards Name: Date P
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Teacher The De-riving Force of Clad
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Student 7. Select the next most sim
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Teacher Plant Structure and Functio
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Student Plant Structure and Functio
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Student Answer the following questi
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Student Part B: Roots Materials: Pl
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Student Root Systems Using Figure 5
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Student Tilia Stem (Woody growth):
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Teacher Exploring Flower Structure
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Student Exploring Flower Structure
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Student 10. On which part of the fl
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Teacher Investigating the Effect of
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Student Investigating the Effect of
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Student 6. Put the beaker in a plac
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Student During activity: After acti
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Student Procedures: 1. Write a hypo
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Teacher Animal-Vertebrate Fish "Per
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Student 10. To expose the internal
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Teacher Circulation Lab (Adapted fr
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Student Circulation Lab (Adapted fr
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Teacher Take a Heart Hike (Adapted
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Teacher Cardiovascular Model Biolog
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Student Results and Conclusions: 1.
Page 147 and 148: Teacher b. An asterisk (*) is place
Page 149 and 150: Student Procedures: Before testing
Page 151 and 152: Teacher Cell Model Project NGSSS: S
Page 153 and 154: Teacher Extension: Gizmo: Cell Stru
Page 155 and 156: Student You must be able to locate
Page 157 and 158: Student Name: _____________________
Page 159 and 160: Teacher After activity: 3. Fill a t
Page 161 and 162: Student Diffusion and Osmosis NGSSS
Page 163 and 164: Student Table 2 - Physical Changes
Page 165 and 166: Teacher Investigating Inherited Tra
Page 167 and 168: Teacher During activity: After acti
Page 169 and 170: Student Investigating Inherited Tra
Page 171 and 172: Student Observations/Data: Biology
Page 173 and 174: Student Data Analysis: Sex of offsp
Page 175 and 176: Teacher Differences in Similar Phen
Page 177 and 178: Student Differences in Similar Phen
Page 179 and 180: Student Measurement of Hand Length
Page 181 and 182: Student Graph Title: ______________
Page 183 and 184: Teacher Making Karyotypes (Adapted
Page 185 and 186: Teacher Extension: Gizmo: Human Kar
Page 187 and 188: Student 3. Identify the centromere
Page 189 and 190: Student 4. Use scissors to cut out
Page 191 and 192: Student 2. Comparing and Contrastin
Page 193 and 194: Teacher During activity: deoxyribos
Page 195 and 196: Student Building a DNA Model Projec
Page 197: Student Observations/Data: Construc
Page 201 and 202: Student DNA Extraction Lab NGSSS: S
Page 203 and 204: Teacher Candy DNA Replication (Adap
Page 205 and 206: Student Candy DNA Replication (Adap
Page 207 and 208: Teacher Protein Synthesis: Transcri
Page 209 and 210: Teacher Extension: Gizmo: RNA and P
Page 211 and 212: Student Protein Synthesis: Transcri
Page 213 and 214: Student Protein Synthesis: Transcri
Page 215 and 216: Teacher Building Macromolecules NGS
Page 217 and 218: Student Building Macromolecules NGS
Page 219 and 220: Student Construct Glycine A. Draw a
Page 221 and 222: Student Construct Cytosine A. Cytos
Page 223 and 224: Student Try to determine some ways
Page 227 and 228: Student 3. Using the forceps, dip a
Page 231 and 232: Student Properties of Water NGSSS:
Page 233 and 234: Student Results: 1. From the data c
Page 235 and 236: Teacher differences 2. Did the data
Page 237 and 238: Student Observations/Data: Surface
Page 241 and 242: Student Genetic Disorder: _________
Page 243 and 244: Modified Hands-on Activities
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Page 247 and 248: 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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