LABORATORY
BIOLOGY
BLACK HORSE PIKE
REGIONAL SCHOOL DISTRICT
SCIENCE DEPARTMENT
August 2008
1
Grade Level:
10th to 12th
Credits:
6.0 for six periods a week for a year
Nature of student group:
Students who have tested Proficient or Advanced Proficient on the GEPA and NJ
ASK exams in math and language arts or who have shown strength in math and
language arts courses
Prerequisites:
Introductory Physical Science. Exceptions will be made based on departmental
approval
Course Description:
The aim of this course is to provide students with an in-depth understanding of living matter in a laboratoryoriented situation. The course is designed in an inquiry-oriented fashion to guide the student to an overall concept
through carefully designed investigations that unify concepts. The main themes include Matter, Energy and
Organization of Living Systems; Diversity and Biological Evolution; Reproduction and Heredity; Natural Systems
and Interactions. Students will examine the nature of life, the continuity of life, the diversity of life, the
comparison of animal life functions, and a detailed study of environmental science. Students will be assessed by
the NJ HSPA for Biology in May.
Text: Holt - Modern Biology. 2002
Grading Policy:
Tests/Quizzes – 50%
Lab reports – 30%
HW – 20%
2
Table of Contents
General Objectives
New Jersey Core Curriculum Content Standards for Science
Lab Biology Standards, Timeline, and Content Outline
Specific Course Objectives
Student Evaluation
General Objectives__________________________________________________
Lab Biology Specific Course Objectives
The Science of Life
Characteristics of Life
Chemical Basis of Life
Structural Basis of Life
Cell and Its Environment
Energy of Life
Nucleic Acid and Protein Synthesis
Cell Growth and Reproduction
Principles of Heredity
Applied Genetics
Origin of the Earth
Evolution
Purpose of Classification
History of Classification
Characteristics of Five Kingdoms
Life Functions
Evolutionary Trends
Ecology
Human Impact on the Environment
Environmental Issues
Appendix
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6-16
17-24
25-29
30
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25-29
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25
25
25-26
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26
26
26
27
27
27
27
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27-28
28
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28-29
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GENERAL COURSE OBJECTIVES
The student will be able to:
1. Develop and apply problem solving, decision making, inquiry, and communication skills
2. Recognize that science and technology can respond to and generate changes in social/political
conditions as demonstrated by the contributions of scientists
3. Integrate mathematics as a tool for problem solving in science, and as a means of expressing
and/or modeling scientific theories
4. Demonstrate the proper and safe use of laboratory equipment
5. Interpret and analyze qualitative and quantitative data through observations and graphing
6. Identify the characteristics of life and describe basic life functions
7. Explain how a one-celled organism is able to function despite lacking the levels of organization
present in more complex organisms.
8. Explain the basic biochemical processes in living organisms and their importance in maintaining
dynamic equilibrium.
9. Explain disease as a failure of homeostasis.
10. Relate processes at the system level to the cellular level in order to explain dynamic equilibrium
in multicelled organisms.
11. Explain the mechanisms and patterns of evolution.
12. Evaluate the role of genetics and explain its importance to all living things
13. Explain the importance of preserving diversity of species and habitats.
14. Investigate, interpret, and evaluate the environment as a system of interdependent components
affected by human activity and natural phenomena
15. Explain the physical and chemical characteristics that denote the living condition
4
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR SCIENCE
OCTOBER, 2004
There are 10 science standards, each of which has a number of identified strands. The 6 standards and
their associated strands highlighted below are scheduled to be assessed at the end of this course.
5.1
Scientific Processes
A. Habits of Mind
B. Inquiry and Problem Solving
C. Safety
5.2
Science and Society
A. Cultural Contributions
B. Historical Perspectives
5.3
Mathematical Applications
A. Numerical Operations
B. Geometry and Measurement
C. Patterns and Algebra
D. Data Analysis and Probability
5.4
Nature and Process of Technology
A. Science and Technology
B. Nature of Technology
C. Technological Design
5.5
Life Science
A. Matter, Energy, and Organization in Living Systems
B. Diversity and Biological Evolution
C. Reproduction and Heredity
5.6 Physical Science - Chemistry
A. Structure and Properties of Matter
B. Chemical Reactions
5.7 Physical Science - Physics
A. Motion and Forces
B. Energy Transformations
5.8 Earth Science
A. Earth's Properties and Materials
B. Atmosphere and Weather
C. Processes that Shape the Earth
D. How We Study the Earth
5.9 Astronomy and Space Science
A. Earth, Moon, Sun System
B. Solar System
C. Stars
D. Galaxies and Universe
5.10
Environmental Studies
A. Natural Systems and Interactions
B. Human Interactions and Impact
5
STANDARD 5.1(SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING,
DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE
QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC
OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND
COMMUNICATING RESULTS.
Descriptive Statement: Students best learn science by doing science. Science is not merely a
collection of facts and theories but a process, a way of thinking about and investigating the world
In which we live. This standard addresses those skills that are used by scientists as they discover
and explain the physical universe-skills that are an essential and ongoing part of learning science.
Strands and Cumulative Progress Indicators
Building upon the knowledge and skills gained in preceding grades, by the end of grade 12, students will:
A. Habits of Mind
1.
When making decisions, evaluate conclusions, weigh evidence, and recognize that
arguments may not have equal merit.
2.
Assess the risks and benefits associated with alternative solutions.
3.
Engage in collaboration, peer review, and accurate reporting of findings.
4.
Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.
B. Inquiry and Problem Solving
1.
Select and use appropriate instrumentation to design and conduct investigations.
2.
C. Safety
1.
Show that experimental results can lead to new questions and further investigations.
Understand, evaluate and practice safe procedures for conducting science investigations.
6
STANDARD 5.2(SCIENCE AND SOCIETY) ALL STUDENTS WILL DEVELOP AN
UNDERSTANDING OF HOW PEOPLE OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE
ADVANCEMENT OF SCIENCE AND TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND
EVENTS HAVE ADVANCED SCIENCE AND TECHNOLOGY.
Descriptive Statement: Science is a human endeavor involving successes and failures, trials
and tribulations. Students should know that great numbers of people from many cultures have
contributed to our understanding of science and that science has a rich and fascinating history.
This standard encourages students to learn about the people and events that have shaped or
revolutionized important scientific theories and concepts.
Strands and Cumulative Progress Indicators
Building upon the knowledge and skills gained in preceding grades, by the end of grade 12, students will:
A. Cultural Contributions
1.
Recognize the role of the scientific community in responding to changing social and
political conditions and how scientific and technological achievement effect historical
events.
B. Historical Perspectives
1.
Examine the lives and contributions of important scientists who effected major
breakthroughs in our understanding of the natural and designed world.
2.
Discuss significant technological achievements in which science has played an important
part as well as technological advances that have contributed directly to the advancement of
scientific knowledge.
3.
Describe the historical origin of important scientific developments such as atomic theory,
genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can
be replaced or modified in light of new information and improved investigative techniques.
7
STANDARD 5.3(MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE
MATHEMATICS AS A TOOL FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF
EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES.
Descriptive Statement: Science cannot be practiced or learned without appreciation of the role of mathematics in
discovering and expressing natural laws. This standard recognizes the need for students to fully integrate
mathematics skills with their learning of science.
Strands and Cumulative Progress Indicators
Building upon the knowledge and skills gained in preceding grades, by the end of grade 12, students will:
A. Numerical Operations
1. Reinforce indicators from previous grade level.
B. Geometry and Measurement
1. When performing mathematical operations with measured quantities, express answers to reflect
the degree of precision and accuracy of the input data.
C. Patterns and Algebra
1. Apply mathematical models that describe physical phenomena to predict real world events.
D. Data Analysis and Probability
1. Construct and interpret graphs of data to represent inverse and non-linear relationships, and
statistical distributions.
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STANDARD 5.4 (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL UNDERSTAND
THE INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A
CONCEPTUAL UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY.
Descriptive Statement: This standard focuses on developing students' understanding of the interrelationship
between science and technology. It introduces students to and expands their understanding of the nature of
technology. In addition, it introduces and develops students’ abilities with technological design including
experiences in predicting, decision making, critical
thinking, and problem solving.
Strands and Cumulative Progress Indicators
Building upon the knowledge and skills gained in preceding grades, by the end of grade 12, students will:
A. Science and Technology
1. Know that scientific inquiry is driven by the desire to understand the natural world and seeks
to answer questions that may or may not directly influence humans, while technology is
driven by the need to meet human needs and solve human problems.
B. Nature of Technology
1. Assess the impacts of introducing a new technology in terms of alternative solutions, costs,
tradeoffs, risks, benefits and environmental impact.
C. Technological Design
1. Plan, develop, and implement a proposal to solve an authentic, technological problem.
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STANDARD 5.5 (CHARACTERISTICS OF LIFE) ALL STUDENTS WILL GAIN AN
UNDERSTANDING OF THE STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF
ORGANISMS AND WILL INVESTIGATE THE DIVERSITY OF LIFE.
Descriptive Statement: The study of science must include the diversity, complexity, and interdependence of life on
Earth. Students should know how organisms evolve, reproduce, and adapt to their environments.
Strands and Cumulative Progress Indicators
Building upon the knowledge and skills gained in preceding grades, by the end of grade 12, students will:
A. Matter, Energy and Organization in Living Systems
1. Relate the structure of molecules to their function in cellular structure and
metabolism.
2. Explain how plants convert light energy to chemical energy.
3. Describe how plants produce substances high in energy content that become the
primary source of energy for life.
4. Relate disease in humans and other organisms to infections or intrinsic failures
of system.
B. Diversity and Biological Evolution
1. Explain that through evolution the Earth's present species developed from earlier
distinctly different species.
2. Explain how the theory of natural selection accounts for extinction as well as an
increase in the proportion of individuals with advantageous characteristics within a
species.
C. Reproduction and Heredity
1. Describe how information is encoded and transmitted in genetic material.
2. Explain how genetic material can be altered by natural and/or artificial means;
mutations and new gene combinations may have positive, negative, or no effect on
organisms or species.
3. Assess the impact of current and emerging technologies on our understanding of
inherited human characteristics.
10
STANDARD 5.10 (ENVIRONMENTAL STUDIES) ALL STUDENTS WILL DEVELOP AN
UNDERSTANDING OF THE ENVIRONMENT AS A SYSTEM OF INTERDEPENDENT
COMPONENTS AFFECTED BY HUMAN ACTIVITY AND NATURAL PHENOMENA
Descriptive Statement: Creating an awareness of the need to protect, conserve, and preserve natural resources is a
goal of science education. This standard calls for students to develop knowledge of environmental issues,
including management of natural resources, production and use of energy, waste management, and the
interdependence of ecosystems.
Strands and Cumulative Progress Indicators
Building upon the knowledge and skills gained in preceding grades, by the end of grade 12, students will:
A. Natural Systems and Interactions
1. Distinguish naturally occurring process from those believed to have been modified by
human interaction or activity.
 climate change
 ozone production
 erosion and deposition
 threatened and endangered species
B. Human Interactions and Impact
1. Assess the impact of human activities on the cycling of matter and the flow of energy
through ecosystems.
2. Use scientific, economic, and other data to assess environmental risks and benefits
associated with societal activity.
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Text Chapters and Publisher’s Timeline
(155 class periods includes time for minimal labs and assessment. Leaves time remaining for additional labs,
quarterly or semester comprehensive assessments, review for HSPA, and additional chapters/topics of teacher’s
choice – assuming 10 weeks with 6 periods per week or 240 periods)
Holt Modern Biology 2002
Title
Suggested
# pds
Title
Suggested
# pds
1
The Science of Life
4
26
Protozoa
2
2
Chemistry
4
27
Algae and Funguslike Protists
0.5
3
4
Biochemistry
4
28
Fungi
4
Structure and Function of the Cell
8
29
2
5
Homeostasis and Transport
6
30
The Importance of Plants
Plant Evolution and
Classification
6
Photosynthesis
5
31
Plant Structure and Function
0.5
7
Cell Respiration
5
34
3
8
Cell Reproduction
8
35
9
Fundamentals of Genetics
Nucleic Acids and
Protein Synthesis
6
36
Introduction to Animals
Sponges, Cnidarians,
and Ctenophores
Flatworms, Roundworms,
and Rotifers
8
37
Mollusks and Annelids
1
6
38
Arthropods
0.5
12
Gene Expression
Inheritance Patterns
and Human Genetics
7
39
0.5
13
DNA Technology
8
40
Insects
Echinoderms and
Invertebrate Chordates
14
The Origin of Life
5
41
Fishes
0.5
15
5
42
Amphibians
0.5
16
Evolution: Evidence and Theory
The Evolution of Populations
and Speciation
5
43
Reptiles
0.5
17
Human Evolution
1
44
Birds
0.5
18
Classification
5
45
0.5
19
Introduction to Ecology
4
46
20
Populations
5
47
21
Community Ecology
4
48
22
Ecosystems and the Biosphere
5
49
23
Environmental Science
4
50
Mammals
Skeletal, Muscular, and
Integumentary Systems
Circulatory and Respiratory
Systems
Infectious Diseases and the
Immune System
Digestive and Excretory
Systems
Nervous System and Sense
Organs
24
Bacteria
4
51
Endocrine System
0.25
25
Viruses
4
52
Reproductive System
0.25
CH
10
11
CH
4
1
1
0.5
0.5
0.25
0.25
0.25
0.25
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Content Outline for Laboratory Biology
Please note: The numbers and letters in the parenthesis following each week refer to the New Jersey Science Core
Content Standards and Identified Strands as listed in this course of study. The highlighted areas are those identified
on the EOC Biology Directory of Test Specifications.
First Quarter WEEK 1, 2
I.
The Nature of Life (Chapter 1)(5.1 B, C; 5.2 B; 5.3 A; 5.4 A, C)
A. The Science of Life
1. Lab Safety
2. Scientific Method
a. Experimental Design
3. Microscope
a. Compound Microscope
1)
Parts and Functions
2)
Care and Handling
3)
Application
1) Focusing
2) Magnification
3) Preparation of Slides
b. Electron Microscope
First Quarter WEEK 3
B. Characteristics of Life (Chapter 1)(5.2 A, B; 5.5 B)
1. Living vs. Non Living
a. Movement and Response
b. Energy From the Environment
1) Autotrophs
2) Heterotrophs
c. Production of Waste
d. Growth and reproduction
e. Presence of Water and Organic Chemicals
f. Presence of Cells
g. Metabolism
h. Inheritance and Development
i. Adaptation of the Environment
First Quarter WEEK 4, 5, 6
C. Chemical Basis of Life (Chapter 2, Chapter 3) (5.1 A, B, C; 5.2 B; 5.5
A)
1. Atoms, Molecules and Types of Bonding
2. Elements and Molecules Essential to Organisms/Humans
a. Properties of Water
3. Structure and Function of Organic Compounds
a. Carbohydrates
b. Lipids
c. Proteins
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1) Enzymes.
d. Nucleic Acids
First Quarter WEEK 7, 8, 9
D. The Structural Basis of Life (Chapter 4) (5.1 A; 5.2 B; 5.5 A, B)
1. Cell Theory
2. Processes of a Cell
3. Animal Cell vs. Plant Cell
4. Structure and Function of Cell Organelles
5. Levels of Organization in Living Things
E. The Cell and Its Environment (Chapter 5)(5.3 A, D; 5.5 A)
1. Homeostasis
2. Passive Transport
a. Osmosis
1) Plasmolysis & turgor pressure
b. Diffusion & Facilitated Diffusion
3. Active Transport
a. Transport by Vesicles
b. Transport by Molecules by Membrane Protein Pumps
4. Differential Permeability of the Plasma Membrane
First Quarter WEEK 10 and including WEEK 1, 2 of Second Quarter
1st
Comprehensive Quarterly Assessment
F. Energy of Life
(5.1 A, B; 5.2 B; 5.7 B; 5.10 A)
1. Photosynthesis and its importance (Chapter 6)
a. The Process of Photosynthesis
1) Light Reaction
2) Dark Reaction
b. Role of ATP
c. Producers vs. Consumers
Second Quarter WEEK 2, 3, 4
2. Cellular Respiration (Chapter 7) (5.1 A, B; 5.7 B; 5.10 A)
a. The Process of Glycolysis
b. The Process Anaerobic Respiration
1) Fermentation
2) Commercial Use
c. The Process of Aerobic Respiration
1) Krebs Cycle
2) Electron Transport Chain
d. The Role of ATP
3. Comparing Photosynthesis and Cellular Respiration
14
Second Quarter WEEK 5, 6, 7
G. Nucleic Acids and Protein Synthesis (Chapter 10)(5.5 A, B, C)
1. DNA
a. Structure & Function
1) Watson & Crick Model
b. Replication
2. RNA
a. Structure
b. 3 Types
c. Transcription
3. Translation
4. DNA Technology (Chapter 13)
a. Genetic Engineering
b. Recent Advances
Second Quarter WEEK 8 & 9
H. Cell Growth and Reproduction (Chapter 8)(5.1 A, B; 5.3 A, B, C; 5.5 A,
B, C)
1. Cell Division
a. Role of Mitosis
1) Asexual Reproduction
b. Factors Initiating Mitosis
1) Surface Area to Volume Ratio
2. Cell Cycle
a. Stages of Mitosis
b. Cytokinesis
c. Differentiation
3. Sexual Reproduction
a. Meiosis
b. Fertilization
4. Compare and Contrast Mitosis and Meiosis
Second Quarter WEEK 10 and WEEK 1, 2 of THIRD QUARTER
2nd
Comprehensive Quarterly Assessment
II.
The Continuity of Life
(5.1 A, B; 5.2 B; 5.3 A, C, D; 5.5 A, B, C; 5.10 A)
A. Principles of Heredity (Chapter 9)
1. Mendel
a. Dominance, Segregation, Independent Assortment
2. Genotype vs. Phenotype
3. Punnett Squares
a. Monohybrid Cross & Test Cross
b. Calculate & Interpret Genetic Ratios
c. Dihybrid Cross
15
4. Patterns of Inheritance(Chapter 12)(5.1 A, B; 5.2 A, B; 5.3 D;
5.4 A, B, C)
a. Chromosomal Theory of Inheritance
b. Incomplete Dominance
c. Multiple Alleles
d. Sex Determination
e. Sex-Linked Genes
f. Crossing Over, Linkage Groups, Mapping
Third Quarter WEEK 2
5. Mutations (Chapter 12)(5.1 A, B; 5.2 A, B; 5.3 D; 5.4 A, B, C)
a. Gene Mutations
1) Point Mutation
2) Frame Shift Mutation
3) Diseases & Disorders
b. Chromosomal Mutations
1) Nondisjunction
2) Translocation, Insertion, Deletion
3) Polyploidy
4) Diseases & Disorders
Third Quarter WEEK 3, 4 & 5
B. Origin of the Earth (Chapter 14) (5.8 A, B, C, D; 5.5 A, B; 5.2 A, B)
1. Geologic Time Scale
C. Evolution
1. Origin of Life
2.
3.
4.
5.
a. Oparin and Miller
b. Heterotroph Hypothesis
c. Prokaryote vs. Eukaryote
Evidence of Evolution (Chapter 15)
a. Fossils
1) Radioactive Dating
b. Homologous, Analogous, Vestigial Structures
c. Embryology
d. Biochemistry
Theory of Evolution
a. Darwin
Process of Evolution (Chapter 16)
a. Natural Selection
Speciation
Third Quarter WEEK 6, 7 & 8
III.
Diversity of Life
A. Purpose & History of Classification (Chapter 18)
16
B. Domains and Kingdoms
1. Cladistics and Phylogeny
C. Characteristics of Six Kingdoms
1. Bacteria and Viruses (Chapter 24 and Chapter 25)
a. Archaebacteria vs. Eubacteria
b. Structure
c. Helpful vs. Harmful
d. Lytic vs. Lysogenic Cycle
2. Protists (Chapter 26)
a. Characteristics
b. Examples
3. Fungi (Chapter 28)
a. Characteristics
b. Examples
4. Plants (Chapter 29 and Chapter 30)
a. Nonvascular Plants
1) Characteristics
2) Examples
b. Vascular Plants
1) Characteristics
2) Examples
5. Animal (Chapter 34)
a. Characteristics of the Animal Phyla
a. Porifera (Chapter 35)
b. Cnidaria
c. Platyhelminthes (Chapter 36)
d. Nematode
e. Annelid (Chapter 37)
f. Mollusks
g. Echinoderms (Chapter 40)
h. Arthropod (Chapter 38)
i. Chordates
1. Vertebrates (Chapter 41)
Third Quarter WEEK 9, 10
IV.
Comparing Animal Life Functions In Select Phyla (Portions of Chapters 34
to 45) (5.5 A, B, C)
A. Life Functions
1. Obtaining Nutrients
a. Intracellular and Extracellular
2. Internal Transport
a. Oxygen
b. Nutrients
c. Metabolic waste
3. Excretion
4. Response to Stimuli
5. Reproduction
a. Asexual
17
b. Sexual
1) Internal
2) External
6. Support
a. Exoskeleton
b. Endoskeleton
7. Protection
B. Evolutionary Trends
rd
3 Comprehensive Quarterly Assessment
Fourth Quarter WEEK 1, 2, 3
V.
Environmental Science (5.1 A; 5.3 A, B, C, D; 5.5 A, B; 5.8 A, B, C; 5.10, B)
A. Ecology (Chapter 19)
1. Ecosystems
a. Biotic & Abiotic Factors
b. Habitat and Niche
2. Energy Flow (Chapter 22)
a. Food Chains and Food Webs
1) Producers, Consumers, Decomposers
b. Energy Pyramid
3. Cycles
a. Water Cycle
4. Biomes
a. Terrestrial
b. Aquatic
5. Relationships in the Ecosystem (Chapter 20 and 21)
a. Symbiosis
1) Parasitism, Mutualism, Commensalism
b. Population Dynamics
1) Population Growth Patterns
2) Limiting Factors
a. Carrying Capacity
3) Predation and Competition
4) Succession
c. Human Population Growth
Fourth Quarter WEEK 4, 5, 6
B. Human Impact on the Environment (Chapter 23) (5.1 A, B, C; 5.2 A,
B; 5.4 A, B; 5.3 A; 5.8 A, B; 5.10 A, B)
1. Types of Pollution
a. Air, Water and Land
1) Greenhouse Effect /Global Warming
2) Acid Rain
3) Ozone Depletion
4) Pesticides & Biomagnification
2. Natural Resources
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a. Soil, Minerals, Water, Air
b. Energy Resources
C. Environmental Issues
1. Risk Assessment
a. Resource Management
2. Conservation
a. Protecting Wildlife
1) Threatened and Endangered Species
Fourth Quarter WEEK 7 & 8
Review for and administer NJ End of Course Biology Assessment - May
Fourth Quarter WEEK 9 & 10
Coverage of Chapters and Concepts not covered prior to End of Course Assessment – those NOT
highlighted
4th Comprehensive Quarterly Assessment
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Specific Course Objectives for Laboratory Biology
I. The Nature of Life
The student will be able to:
A. properly use lab equipment. (5.1 B 1)
identify and properly use safety equipment. (5.1 C 1)
design a controlled experiment and discuss the unpredictability of science
research. (5.1 A 1, 2, 3; B 1, 2; 5.4 A 1)
properly use a monocular microscope and perform proper laboratory techniques
using biological equipment and materials. (5.1 B 1)
calculate the approximate size of a specimen as seen through the microscope.
(5.3 A 1; B 1; C 1)
compare and contrast the functions of types of electron microscopes. (5.1 B1)
B. list the characteristics common to all living things. (5.5 A 1, 4; C 1)
explain how living things obtain food. (5.5 A 1, 3)
describe how living things adapt and respond to the environment. (5.5 A 1; B 2)
explain that living things are produced only from other living things. (5.5 C 1)
C. list the properties of electrons, protons, and neutrons. (5.5 A 1; 5.6 A 1, 2, 3)
explain the difference between atomic mass and number. (5.5 A 1; 5.6 A 1, 2, 3)
explain how electrons affect the atom's ability to form compounds. (5.5 A 1; 5.6
A 1, 2, 3, 4; B 1))
compare covalent and ionic bonds.( 5.5 A 1; 5.6 A 4)
describe the properties of water. (5.5 A 1; 5.6 A 5)
define acids and bases. (5.5 A 1; 5.6 A 5)
explain the bonding properties of carbon. (5.6 A 4, 5, 6, 7)
describe the molecular structure of the amine, carboxyl, and alcohol functional
groups. (5.5 A 1; 5.6 A 6)
describe the synthesis of macromolecules from smaller molecules (5.5 A 1; 5.6
B 1, 2)
describe the structure and function of carbohydrates. (5.2 A 1, B 1, 2, 3; 5.5 A 1;
5.5 C 1, 2; 5.6 A 6)
describe the structure and function of lipids. (5.2 A 1, B 1, 2, 3; 5.5 A 1; 5.5 C 1,
2; 5.6 A 6)
describe the structure and function of proteins and enzymes. (5.2 A 1, B 1, 2, 3;
5.5 A 1; 5.5 C 1, 2; 5.6 A 6)
explain the substrate-active site model of enzyme activity. (5.5 A 1; 5.6 B 1, 2)
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describe the structure and function of nucleic acids, nucleotides, and ATP. (5.2 A
1, B 1, 2, 3; 5.5 A 1; 5.5 C 1, 2; 5.6 A 6)
D. state the cell theory. (5.2 A 1, B 1, 2, 3; 5.5 A 1)
list the function of cell organelles. (5.5 A 1)
compare and contrast animal and plant cells. (5.5 A 1, 3)
describe the levels of organization in organisms. (5.5 A 1)
E. define homeostasis. (5.5 A 4)
describe the structure of membranes. (5.5 A 1)
describe how the process of diffusion works across a selectively permeable
membrane. (5.7 A 1, 2)
describe the movement of water by osmosis. (5.7 A 1, 2)
explain the effects of osmosis on plant and animal cells. (5.5 A 1)
differentiate between active and passive transport. (5.5 A 1)
F. explain how ATP is formed and stores cell energy. (5.5 A 1, 2, 3; 5.6 B 1, 2)
write a general equation for photosynthesis. (5.5 A 1, 2, 3; 5.6 A 6; B 1, 2)
describe the function of plant pigments. (5.5 A 1, 2, 3; 5.6 A 6)
list the products of the light reactions and carbon fixation. (5.5 A 1, 2, 3; 5.6 B 1,
2)
compare and contrast producers and consumers. (5.5 A 1, 2, 3; 5.5 A 3)
write a general equation for cell respiration. (5.5 A 1, 2, 3; 5.6 A 6; B 1, 2)
explain the aerobic and anaerobic stages of respiration. (5.5 A 1)
list the products of glycolysis, the Krebs cycle, and the electron transport chain.
(5.6 B 1)
describe the pathways of fermentation. (5.6 A 6; B 1)
compare and contrast photosynthesis and cellular respiration. (5.5 A 1, 2, 3; 5.6
A 6; B 1, 2)
G. describe the experiments that led to the discovery of DNA’s structure (5.2 A 1;
B 1, 2, 3; 5.4 A 1, B 15.5 C 1, 2, 3)
list the steps to DNA replication. (5.5 C 1)
explain how DNA codes for protein synthesis. . (5.5 C 1)
list the functions and describe the structure of mRNA, rRNA, and tRNA. (5.5 C
1)
explain RNA's role in transcription and translation. . (5.5 C 1)
explain recent advances and methods in DNA technology. (5.2 A 1; B 1, 2, 3;
5.4 A 1, B 1, C 1; 5.5 C 2, 3)
H. list and describe the stages of mitosis. . (5.5 A 1)
distinguish between mitosis and cytokinesis. (5.5 A 1)
21
calculate the surface area to volume ratio of a cell. (5.3 B 1)
describe differentiation and cell specialization. . (5.5 A 1)
distinguish between cell division in plants and animals.
compare and contrast the characteristics of sexual and asexual reproduction. (5.5
A 1)
list and describe the stages of meiosis and fertilization. (5.5 A 1)
compare and contrast mitosis and meiosis. (5.5 A 1)
II.
The Continuity of Life
The student will be able to:
A. discuss how Mendel's discoveries led to the current theories of inheritance. (5.2
B 1, 3; 5.5 C 1)
define genotype and phenotype. (5.5 C 1)
explain the difference between dominant and recessive alleles. (5.5 C 1)
perform genetic crosses using Punnett squares to show genotype and phenotype
ratios. (5.3 C 1)
determine the genotype of a parent based upon the results of test cross. (5.3 C 1)
distinguish between the patterns of inheritance and conduct a monohybrid cross
for each (5.3 C 1; 5.5 C 1)
discuss the chromosomal basis of sex determination. (5.5 C 1)
explain the concept of gene linkage. (5.5 C 1)
define Nondisjunction. (5.5 C 1)
list the causes of mutations, results of Nondisjunction, the kinds of chromosomal
rearrangements and the effects of gene mutations. (5.5 A 4; C 1)
explain how pedigrees are used to study human genetics.(5.3 C 1)
describe some genetic disorders. (5.5 A 4; C 1)
explain the use of inbreeding and selection to produce new breeds (5.4 A 1; B 1;
C 1;5.5 C 2)
explain the techniques of recombinant DNA and genetic engineering. (5.4 A 1; B
1; C 1; 5.5 C 2, 3)
B. sequence the major events in the history of Earth. (5.5 B 1, 2; 5.8 C 3;D 1)
C. describe the various scientists' hypothesis for the origin of life. (5.2 A 1; B 1, 3;
5.5 B 1; 2)
describe the experimental evidence that disproved the idea of spontaneous
generation. (5.2 B 1, 3)
differentiate between prokaryotes and eukaryotes. (5.5 A 1)
explain how the ages of fossils are determined. ( 5.1 A 1; 5.5 B 1; 2)
22
explain what evidence is used to support the idea of evolution and the theory of
natural selection. (5.5 B 1; 2; 5.8 C 3)
compare and contrast Lamarck's and Darwin's theories of evolution. (5.5 B 1; 2;
5.2 B 1, 3)
describe the concepts of speciation, adaptive radiation, convergent evolution,
divergent evolution, and geographic isolation. (5.5 B 1, 2)
III.
Diversity of Life
Students will be able to:
A. list reasons for classifying organisms. (5.1 A 1)
describe the roles of scientists in the development of classification.(5.2 B 1, 3)
B. describe the organization and diversity among the five kingdom system of
classification.
use a taxonomic key to identify selected organisms. (5.1 B 1)
C. explain why viruses are classified as non-living. (5.5 A 1)
describe the structures of viruses, monerans, protists, and fungi and their
relationship to survival. . (5.5 A 1)
discuss the helpful and harmful uses of viruses, monerans, protists, and fungi. .
(5.5 A 4)
distinguish between the lytic and lysogenic cycle.(5.5 A 4; C 1)
list the characteristics of non-vascular and vascular plants. . (5.5 A 3)
identify the anatomy of a plant.
list the distinguishing characteristics of the nine animal phyla. . (5.5 A 1)
list the distinguishing characteristics of the 7 classes of vertebrates. . (5.5 A 1)
IV.
Comparing Animal Life Functions in Select Phyla
Students will be able to:
A. describe the evolutionary advances for obtaining nutrients in select animal
phyla. (5.5 B 1, 2)
describe the evolutionary advance for internal transport of oxygen, nutrients, and
metabolic waste in select animal phyla. (5.5 B 1, 2)
compare methods of excretion in select phyla.
describe the mechanisms select organisms use to respond to stimuli and how
they evolved. (5.5 B 1, 2)
compare and contrast asexual and sexual reproduction. (5.5 C 1)
compare and contrast internal and external sexual reproduction.(5.5 C 1)
list the advantages and disadvantages of an endoskeleton and exoskeleton. (5.5 A
1)
list the adaptations for various forms of protection. (5.5 B 1, 2)
23
B. Relate the evolutionary trend of specialization to the more complex method of
dealing with life functions. (5.5 B 1, 2)
V. Environmental Science
Students will be able to:
A. define an ecosystem. (5.8 A 1; 5.10 A 1)
describe the relationship between biotic and abiotic factors. (5.8 A 1; B 1; C 1,
2, 3; 5.10 A 1)
distinguish between habitat and niche. (5.7 D 1)
describe the energy flow in an ecosystem. (5.5 A 3; 5.7 B 1)
describe the roles of producers, consumers, and decomposers in an ecosystem.
(5.10 A 1)
identify differences between food chains and food webs. (5.5 A 3; 5.7 B 1)
describe the three biogeochemical cycles.(5.8 A 1; B 1; C 2; D 1; 5.10 A 1; B 1)
list the major characteristics of terrestrial and aquatic biomes. (5.8 A 1; B 2, 3)
identify forms of symbiosis.
compare exponential and logistic growth patterns. (5.10 A 1; B 1)
identify the limiting factors of a population's growth. (5.10 A 1; B 1, 2)
explain what occurs during ecological succession (5.10 A 1; B 1, 2)
discuss the impact of human population growth on the environment. (5.10 A 1;
B 1)
discuss the effects of an increased human population on planet Earth. (5.2 B 2;
5.10 A 1; B 1)
B. list the major sources of air pollution, water pollution, and land pollution, and
their effects. (5.2 B 2; 5.10 A 1; B 1)
describe biomagnification. (5.2 B 2; 5.5 A 3; 5.7 B 1)
discuss the importance of limiting nonrenewable resources. (5.7 B 1; 5.10 A 1;
B 1, 2)
identify renewable energy resources. . (5.7 B 1; 5.10 A 1; B 1, 2)
list measures for resource conservation. (5.10 A 1; B 1, 2)
explain the importance of conservation in protecting the environment. (5.10 A 1;
B 1, 2)
C. analyze environmental risks and benefits associated with human activity and
the use of natural resources. (5.2 B 2; 5.10 A 1; B 1, 2)
24
STUDENT EVALUATION
The teacher(s) currently teaching this curriculum in conjunction with the department supervisor will make
decisions concerning student evaluation. In order to be fair to all students enrolled, the methods and mechanics of
this evaluation will be standardized within each course. In order to accomplish this, all teachers teaching the same
level of the same course will meet to determine the evaluative procedures for all sections of the course. This
cooperative decision should be reached by the end of the third week of September and will be kept on file with the
department supervisor.
25
Chapter 1:
Possible Labs –
A2 – Comparing Living and Non-living Things
B1- Introduction to Experimental Design and Data Presentation
C1 – Using a Microscope
Chapter 2:
Possible Labs –
A7 – Making Models
CD-ROM Interactive Explorations in Biology: Cell Biology and Genetics
Load and Start “Thermodynamics” program
Chapter 3:
Possible Labs -
Chapter 3 Investigation pp 64-65 - Identifying Organic Compounds in Foods
Chapter 4:
Possible Labs -
Chapter 4 Investigation pp 92-93 - Comparing Animal and Plant Cells
Lab A32 – Relating Cell Structure to Function
Lab B2 – Cell Structures
Chapter 5:
Possible Labs –
Quick Lab pp 96 – Observing Diffusion
Lab A4 – Demonstrating Diffusion
Lab A32 – Relating Cell Structure to Function
Lab B3 – Diffusion and Cell Membranes
CD-ROM Interactive Explorations in Biology: Cell Biology and Genetics
Load and Start “Cystic Fibrosis” program
Chapter 6:
Possible Labs –
Lab B4 – Plant and Animal Interrelationships
Quick Lab pp 118 – Analyzing Photosynthesis
Lab C36 – Using Paper Chromatography to Separate Pigments
CD-ROM Interactive Explorations in Biology: Cell Biology and Genetics
Load and Start “Photosynthesis” program
Chapter 7:
Possible Labs –
Lab C8 – Measuring the Release of Energy – Best Food for Yeast
Quick Lab pp 134 – Comparing CO2 Production
Lab E2 – Oxidative Respiration
Chapter 7 Investigation pp 142-143 – Observing Cellular Respiration
Chapter 8:
Possible Labs –
Lab C13 – Preparing Tissue for Karyotyping
Lab C14 – Karyotyping
26
Lab C15 – Karyotyping Genetic Disorders
Quick Lab pp 149 – Identifying Prefixes and Suffixes
Lab B5 – Mitosis
Lab C9 – Preparing a Root Tip Squash
Lab C10 - Preparing a Root Tip Squash – Stopping Mitosis
Chapter 8 Investigation pp 160-161 – Observing Mitosis in Plant Cells
Lab C11 – Modeling Meiosis
Chapter 9:
Possible Labs –
Quick Lab pp 173 – Calculating Probability
Chapter 9 Investigation pp 182-183 – Modeling Monohybrid Crosses
Quick Lab pp177 – Determining Genotypes
Lab A6 – Interpreting Information on a Pedigree
Lab C12 – Analyzing Corn Genetics
Chapter 10:
Possible Labs –
Lab D2 – Extracting DNA
Lab D3 – Genetic Transformation of Bacteria
Quick Lab pp 191 – Comparing and Contrasting Types of RNA
Lab D1 – Staining DNA and RNA
Lab D4 – Genetic Transformation – Antibiotic-Resistant Bacteria
Quick Lab pp 196 – Modeling Protein Synthesis
Chapter 10 Investigation pp 200 – Modeling Replication and Transcription of
DNA
Lab B6 – Effect of Environment on Gene Expression
Lab B7 – Gene Expression
Lab E4 – Gene Regulation
Chapter 11:
Possible Labs –
Quick Lab pp 207 – Modeling After-Transcription Control
Lab B7 – Gene Expression
Lab D2 – Extracting DNA
Lab D3 – Genetic Transformation of Bacteria
Lab D1 – Staining DNA and RNA
Lab D4 – Genetic Transformation – Antibiotic-Resistant Bacteria
Lab E4 – Heredity in Families
Chapter 11 Investigation pp 218-219 – Modeling Gene Expression in the Lac
Operon
Chapter 12:
Possible Labs –
CD-ROM Interactive Explorations in Biology: Cell Biology and Genetics
Load and Start “Meiosis – Down Syndrome” program
Quick Lab pp 229 – Modeling Linkage
Lab C13 – Analyzing Corn Genetics
Lab C14 – Karyotyping
Lab C15 – Karyotyping Genetic Disorders
Lab D2 – Extracting DNA
Lab D3 – Genetic Transformation of Bacteria
Lab D1 – Staining DNA and RNA
27
Lab D4 – Genetic Transformation – Antibiotic-Resistant Bacteria
Lab E4 – Heredity in Families
Chapter 13:
Possible Labs –
Lab C16 – DNA Whodunit
Lab D4 – Genetic Transformation – Antibiotic-Resistant Bacteria
Quick Lab pp 246 – Comparing Unique Characteristics
Lab D5 – Introduction to Agarose Gel Electrophoresis
Lab D6 – DNA Fragment Analysis
Lab D7 – DNA Ligation
Lab D8 – Comparing DNA Samples
Chapter 13 Investigation pp 256-257 – Gel Electrophoresis
Lab A8 – Making a Genetic Engineering Model
Lab E5 – Heredity in Families
Chapter 14:
Possible Labs –
Quick Lab pp267 – Inferring Probability
Chapter 14 Investigation pp 276-277 – Making Microspheres
Chapter 15:
Possible Labs –
Lab B8 – Fossil Study
Chapter 15 Investigation pp 296-297 – Modeling Selection
Lab C19 – Analyzing Amino-Acid Sequences to Determine Evolutionary
Relationships
Chapter 16:
Possible Labs –
Quick Lab pp 306 – Evaluating Selection
Chapter 16 Investigation pp 316-317 – Predicting Allele Frequency
Lab B9 – Peppered Moth Survey
Chapter 17:
Possible Labs –
Lab A11 – Comparing Primate Features
Lab C17 – Analyzing Blood Serum to Determine Evolutionary Relationships
Lab C18 – Analyzing Blood Serum – Evolution of Primates
Chapter 17 Investigation pp 334-335 – Relating Amino Acid Sequences to
Evolutionary Relationships
Quick Lab pp 329 – Comparing Cranial Capacities
Chapter 18:
Possible Labs –
Quick Lab pp 338 – Practicing Classification
Lab A15 – Grouping Things You Use Daily
Lab C29 – Classifying Mysterious Organisms
Lab A11 – Comparing Primate Features
Chapter 18 Investigation pp 354-355 – Using and Formulating Dichotomous Keys
28
Chapter 19:
Possible Labs –
Quick Lab pp 362 – Modeling the Greenhouse Effect
Lab B10 – Ecology Scavenger Hunt
Lab A7 – Making Models
Chapter 19 Investigation pp 376-377 – Observing Habitat Selection
Lab C22 – Examining Owl Pellets
Lab C24 – Mapping Biotic Factors in the Environment
Lab C25 – Assessing Abiotic Factors in the Environment
Chapter 20:
Possible Labs –
Lab A13 – Using Random Sampling
Chapter 20 Investigation pp 394-395 – Studying a Yeast Population
Quick Lab pp 389 – Demonstrate Population Doubling
Chapter 21:
Possible Labs –
Quick Lab pp 399 – Analyzing Predation
Lab A26 – Assessing and Mapping Factors in the Environment
Lab B4 – Plant and Animal Interrelationships
Chapter 21 Investigation pp 412-413 – Nitrogen Fixation in Root Nodules
Chapter 22:
Possible Labs –
Lab A12 – Making a Food Web
Quick Lab pp 421 – Modeling Ground Water
Lab B10 – Ecology Scavenger Hunt
Lab C22 – Examining Owl Pellets
Chapter 22 Investigation pp 438-439 – Constructing and Comparing Ecosystems
Lab C23 – Examining Owl Pellets – NW vs. SE
Chapter 23:
Possible Labs –
Quick Lab pp 444 – Calculating CO2 Production
Lab C27 – Studying an Algal Bloom
Lab C28 - Studying an Algal Bloom – Phosphate Pollution
Chapter 23 Investigation pp 462-463 – Testing the Effects of Thermal Pollution
Lab A14 – Determining the Amount of Refuse
Lab D11 – Oil-Degrading Microbes
Lab D12 – Can Oil-Degrading Microbes Save the Bay?
Chapter 24:
Possible Labs –
Quick Lab pp 472 – Predicting the Spread of Disease
Lab C32 – Gram Staining of Bacteria
Lab C33 - Gram Staining of Bacteria - Treatment Options
Lab B11 – Composting
Lab C31 – Using Aseptic Technique
Lab D10 – Ice-Nucleating Bacteria
Chapter 24 Investigation pp 484-485 – Culturing Bacteria
Lab A16 – Using Bacteria to Make Food
29
Lab D11 – Oil-Degrading Microbes
Lab D12 – Can Oil-Degrading Microbes Save the Bay?
Chapter 25:
Possible Labs –
Quick Lab pp 488 – Calculating Nanometers
Chapter 26:
Possible Labs –
Lab A17 – Observing Protists
Chapter 26 Investigation pp 522-523 – Observing Paramecium
Lab B13 – Cryobiology
Lab B14 – Protists – A Comparison
Lab C29 – Classifying Mysterious Organisms
Chapter 27:
Possible Labs –
Lab A17 – Observing Protists
Lab C27 – Studying an Algal Bloom
Lab C28 - Studying an Algal Bloom – Phosphate Pollution
Lab B14 – Protists – A Comparison
Chapter 28:
Possible Labs –
Lab C34 – Limiting Fungal Growth
Chapter 28 Investigation pp 556-557 – Observing Fungi on Food
Chapter 29:
Possible Labs –
Lab C36 – Using Paper Chromatography to Separate Pigments
Chapter 29 Investigation pp 576-577 – Comparing Soil-Grown Plants with
Hydroponic Plants
Lab A18 – Comparing Plant Adaptations
Lab C37 – Growing Plants in the Laboratory
Lab C38 - Growing Plants in the Laboratory – Fertilizer Problem
Chapter 30:
Possible Labs –
Lab A18 – Comparing Plant Adaptations
Chapter 30 Investigation pp 576-577 – Observing Plant Diversity
Chapter 31:
Possible Labs –
Lab A19 – Inferring Function from Structure
Chapter 31 Investigation pp 576-577 – Observing Roots, Stems, and Leaves
30
Chapter 34:
Possible Labs –
Lab A21 – Recognizing Patterns of Symmetry
Quick Lab pp 678 Identifying Animal Characteristics
Lab A23 – Observing Some Major Animal Groups
Chapter 34 Investigation pp 690-691 – Sheep’s Heart Dissection
Lab A22 - Comparing Animal Eggs
Chapter 35:
Possible Labs –
Lab A23 – Observing Some Major Animal Groups
Quick Lab pp 698 – Identifying Poriferans, Ctenophorans, and Cnidarians
Chapter 35 Investigation pp 706-707 – Observing Hydra Behavior
Chapter 36:
Possible Labs –
Lab B21 – Flatworm Behavior
Quick Lab pp 717 – Comparing Flatworms and Roundworms
Chapter 36 Investigation pp 722-723 – Observing Flatworm Responses to Stimuli
Chapter 37:
Possible Labs –
Quick Lab pp 730 – Describing a Mollusk
Lab B24 – Snails
Lab B22 – Earthworm Dissection
Lab B23 – Live Earthworms
Chapter 37 Investigation pp 740-741 – Observing Earthworm Behavior
Chapter 38:
Possible Labs –
Lab B20 – Life in a Pine Cone
Quick Lab pp 748 – Observing Crayfish Behavior
Lab B25 – Crayfish Dissection
Chapter 38 Investigation pp 758-759 – Behavior of Pill Bugs
Chapter 39:
Possible Labs –
Lab B20 – Life in a Pine Cone
Chapter 39 Investigation pp 778-779 – Anatomy of a Grasshopper
Lab A24 – Observing Insect Behavior
Lab C39 – Response in the Fruit Fly
Quick Lab pp 773 – Interpreting Nonverbal Communication
Chapter 40:
Possible Labs –
Chapter 40 Investigation pp 794-795 – Comparing Echinoderms
Quick Lab pp 789 – Identifying Chordate Characteristics
Chapter 41:
Possible Labs –
Quick Lab pp 800 – Analyzing a Phylogenetic Tree
31
Lab A23 – Observing Some Major Animal Groups
Lab A26 – Vertebrate Skeletons
Quick Lab pp 804 – Modeling a Shark Adaptation
Lab B26 – Perch Dissection
CD-ROM Interactive Explorations in Biology: Human Biology
Load and Start “Evolution of the Heart” program
Chapter 42:
Possible Labs –
Quick Lab pp 820 – Comparing Fish and Amphibian Skin
Lab A25 – Observing a Frog
Lab B28 – Frog Dissection
Chapter 42 Investigation pp 794-795 – Observing Live Frogs
Chapter 43:
Possible Labs –
Quick Lab pp 842 – Modeling an Amniotic Egg
Lab A22 – Comparing Animal Eggs
Lab A26 – Vertebrate Skeletons
Quick Lab pp 853 – Demonstrating Muscle Contractions
Chapter 43 Investigation pp 858-859 – Observing Color Adaptation in Anoles
Chapter 44:
Possible Labs –
Quick Lab pp 865 – Comparing Wing Structures
Lab A22 – Comparing Animal Eggs
Lab A26 – Vertebrate Skeletons
Lab C22 – Examining Owl Pellets
Lab C40 – Conducting a Bird Survey
Chapter 44 Investigation pp 858-859 – Comparing Feather Structure and Function
Chapter 45:
Possible Labs –
Lab A23 – Observing Some Major Animal Groups
Lab A26 – Vertebrate Skeletons
Chapter 45 Investigation pp 900-901 – Mammalian Characteristics
Chapter 46:
Possible Labs –
Lab A26 – Vertebrate Skeletons
Lab A 27 – Comparing Skeletal Joints
Chapter 47:
Possible Labs –
Quick Lab pp 932 – Determining Heart Rate
Quick Lab pp 943 – Identifying Offspring
Lab C42 – Blood Typing
Lab C43 – Blood Typing – Whodunit?
Lab C44 – Blood Typing – Pregnancy and Hemolytic Disease
32
Chapter 48:
Possible Labs –
Quick Lab pp 964 – Organizing the Immune Response
Lab B32 – Antigen-Antibody Interaction
Lab B33 – Transmission of a Communicable Disease
Chapter 48 Investigation pp 974-975 – Simulating Disease Transmission
Chapter 49:
Possible Labs –
Lab C46 – Identifying Food Nutrients
Lab E7 – Diet and Weight Loss
Quick Lab pp 995 – Analyzing Kidney Filtration
Lab C48 – Urinalysis Testing
Chapter 49 Investigation pp 1000-1001 – Modeling Human Digestion
Chapter 50:
Possible Labs –
Lab A28 – Bias and Experimentation
Quick Lab pp 1020 – Observing a Lens
Lab B30 – Touch Receptors in the Skin
Lab B31 – Exploring Vision
Chapter 50 Investigation pp 1026-1027 – Sheep’s Eye Dissection
Chapter 51:
Possible Labs –
Lab A29 – Graphing Growth Rate Data
Chapter 52:
Possible Labs –
Quick Lab pp 1055 – Summarizing Vocabulary
33
Chemicals used in Curriculum:
Lab Bio, AP Bio, Honors Lab Bio, Anatomy, Living Systems
H2SO4
IKI
glucose solution
glucose solution
KMNO4
KOH
glucose test strips
glycerol
PTC paper strips
red food coloring
15% glucose 1% starch
70% Ethanol
H2O2
Rubbing alcohol
H2SO4
HCl
Hydrochloric acid 0.1N
Hydrogen peroxide 3%
Hydronium paper, litmus
paper
safranin
Salt
salt, table
Silver nitrate
Soda, lemon juice, milk of
magnesia,
IKI
Iodine
Karo Syrup
Sodium bicarbonate
Sodium chloride
Sodium Hydroxide
KMNO4
KOH
Sodium hydroxide
Starch
Lemon juice
Light Sticks
Lugol's iodine solution
Meat Tenderizer
Methylene blue
Methylene blue stain
NaOH
parafin wax
petroleum ether
Phosphate Buffer
Phosphate buffer pH 7
0.1M
starch solution
1%
Sucrose
sucrose solution
10%
sucrose solution
5%
sulfuric acid
Toluidine Blue O stain
trypticase soy agar
Various Acids and Bases
Veg. oil
vinegar
95% Ethanol
agarose
Ammonia
Bleach
Bromothymol blue
chromatography solvent
crystal violet
detergent
dextrose
dextrose agar
dichlorophenol
indophenol
distilled water
DPIP
DPIP
electrophoresis buffer
ethyl alcohol 95%
ethyl ether
fly nap
food coloring
glucose
glucose solution
Acetone
Biuret
Janus B Green
Methanol
Universal Indicator
15%
5%
Potassium hydroxide
potassium hydroxide
15%
0.1N
yeast
34