Biology - HOT Science Lab

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Student DNA Electrophoresis Simulation (Adapted from: Mike Basham, El Dorado High School) NGSSS: SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (AA) Background Information: Methods of DNA identification have been applied to many branches of science and technology, including medicine (prenatal tests, genetic screening), conservation biology (guiding captive breeding programs for endangered species), and forensic science. One of these techniques involves gel electrophoresis. DNA samples are often subjected to gel electrophoresis to characterize the size and number of different fragments in the sample. Gel electrophoresis is used to analyze DNA or proteins. Enzymes are used to cut the long DNA or protein samples at specific locations to form the fragments. Then, the DNA or protein fragments are placed in a "well" with a DNA dye along the top of the jello-like gel (agarose gel). Next, a current is applied to the gel, and the electrically charged fragments of the sample migrate through the gel away from the wells. Strongly charged pieces tend to migrate more quickly and, larger pieces migrate more slowly, since they have more difficulty slipping through the gel's matrix. Because DNA is a negatively charged molecule, it will always move toward the positive end of the gel electrophoresis box (red electrode). By comparing the banding patterns of the samples with known substances (standard), scientists can learn about the DNA or protein fragments. Repeated experiments with different enzymes that cut at different locations help scientists determine the makeup of the DNA or protein sample. Problem Statement: Will a small fragment of DNA move faster than a larger fragment of DNA Safety: Take precautions to avoid injuring yourself or others when the experiment involves physical activity. Alert your teacher if there is any reason you should not participate in the activity. Vocabulary: biotechnology, genetic engineering, gel electrophoresis, DNA fingerprinting, DNA base pairs, restriction enzyme, genome, genetic marker Materials: Football, soccer or other large grass field (It is important to use a grass field in case students fall during the activity.) 50m or 100m measuring tape Stopwatch or other timing device <strong>Biology</strong> HSL Page 296 Curriculum and Instruction
Student Procedures: 1. The class is taken out to the football field and assembled in the end zone. 2. One student is selected as the timer. 3. Two students are chosen as "spotters" to mark how far each group of students is able to migrate in the 10-second time period. 4. Two students are selected to operate the measuring tape and determine how far each group of students migrates in the 10-second time period. 5. All students will record the data on a table. 6. Select one student and have him/her line up on the goal line. Using the standard "ready, set, go" command, have the student run as fast as he/she can for 10 seconds. 7. Have the markers determine how far the student was able to travel in the 10-second period. Finally, have the measurement team determine how far the student was able to migrate in the time period. Have all students record the data. 8. For the next run, select 2-3 students and have them stand back-to-back and lock arms tightly. Have this group of students migrate as far as they can in 10 seconds. Again, have the marking and measurement teams determine the distance traveled. Have all students record the data. 9. Repeat step 7 several more times, each time increasing the number of tightly locked students in the group. For the last run, try to involve the entire class. <strong>Biology</strong> HSL Page 297 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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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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Page 251 and 252: Teacher SCALLOP SCALLOP TROPHIC LEV
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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
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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
Page 271 and 272: Student Stimuli Effects on Heart Ra
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Page 283 and 284: Student a. Depending upon your size
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Page 287 and 288: Teacher Investigating Bacterial Gro
Page 289 and 290: Student Investigating Bacterial Gro
Page 291 and 292: Student 3. To inoculate your agar p
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Page 295: Teacher After activity: 2. Why do y
Page 299 and 300: Teacher Identifying Organic Compoun
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Page 305 and 306: Student 7. In each section, place a
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Biology - HOT Science Lab

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