Biology - HOT Science Lab

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Student Genetic Disorders: Informational Poster and Presentation NGSSS: SC.912.L.16.1 Use Mendel‘s Laws of Segregation and Independent Assortment to analyze patterns of inheritance. (AA) 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) Background: Genetic disorders are caused by abnormalities in genes or chromosomes. While some diseases, such as cancer, are due in part to genetic disorders, they can also be caused by environmental factors. Most disorders are quite rare and affect one person in every several thousands or millions. In this activity, you will select a genetic disorder from a list and develop a poster presentation. Purpose of Activity: To research the symptoms, causes, treatments, social ramifications, and support groups of various genetic disorders. To provide students with a forum to discuss the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. To provide an opportunity for students to analyze how heredity and family history can impact personal health. Vocabulary: autosomal dominant, autosomal recessive, chromosomal defect, deletion, inversion, karyotype, multifactorial, mutation, pedigree, polygenic, sex-linked disorder, singlegene defect, translocation, X-linked dominant, X-linked recessive, Y-linked Materials (per group) Construction paper Diagrams Drawings Glue Markers Pictures Poster board Stapler <strong>Biology</strong> HSL Page 240 Curriculum and Instruction
Student Genetic Disorder: ___________________________________ Due Date: ________________ Procedures: Information on your poster must be written in your own words and include the following: 1. The name of your disease. (Choose a genetic disorder from the next page.) 2. Phenotypic characteristic: How do you recognize someone with your disease 3. Describe the genetics of the disease. For example: a. What chromosome pair is affected b. Is it a result of translocation c. Is it sex-linked d. Does it skip a generation 4. What are the causes of your disease How does it occur Is it preventable How 5. What are the symptoms and complications of your disease 6. Is the disease fatal When What is the life expectancy of an individual with the disorder 7. What are current treatments for the disease How effective are they 8. What questions are researchers currently attempting to answer 9. What are the social ramifications for those afflicted with the disease 10. What are the support groups that exist for this disease List at least one support organization. 11. Bibliography must contain a minimum of four references, two of which must be from the internet. Information must be typed and glued to a poster board. Pictures, drawings and diagrams increase your grade. GRADING: The final grade will have a value of three grades and will be calculated based on the following: Poster Content (60 points) Poster Presentation (40 points) This form must be signed and turned in on the project due date. I have read and understand the guidelines for the poster project assignment. I understand that not turning in a poster will result in a zero grade. I also understand that if I do not present, the maximum number of points I can receive is 60, which will result in a D for the assignment. I also understand that the information on my poster board MUST be in my own words and not copied directly from the source! STUDENT SIGNATURE: _______________________________________________ PARENT/GUARDIAN SIGNATURE: ______________________________________ <strong>Biology</strong> HSL Page 241 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.
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Teacher b. An asterisk (*) is place
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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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Page 193 and 194: Teacher During activity: deoxyribos
Page 195 and 196: Student Building a DNA Model Projec
Page 197 and 198: Student Observations/Data: Construc
Page 199 and 200: Teacher DNA Extraction Lab NGSSS: S
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 225 and 226: Teacher During activity: After acti
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
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Page 243 and 244: Modified Hands-on Activities
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Page 249 and 250: Teacher DINOFLAGELLATES DINOFLAGELL
Page 251 and 252: Teacher SCALLOP SCALLOP TROPHIC LEV
Page 253 and 254: Teacher FISH LARVA FISH LARVA TROPH
Page 255 and 256: Teacher OCTOPUS OCTOPUS TROPHIC LEV
Page 257 and 258: Teacher SEA STAR SEA STAR TROPHIC L
Page 259 and 260: Teacher SEA URCHINS SEA URCHINS TRO
Page 261 and 262: Additional Hands-on Activities
Page 265 and 266: Student Fun with Bubbles NGSSS: SC.
Page 267 and 268: Student Observations/Data: Diameter
Page 269 and 270: Teacher Stimuli Effects on Heart Ra
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Page 287 and 288: Teacher 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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