Flinn Scientific Guided Inquiry Labs for Advanced ...waltonapsi.typepad.com/files/flinn-ap-bio-labs-2012.pdf · 1 Welcome! Flinn Scientific Guided Inquiry Labs for . Advanced Placement
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Welcome! Flinn Scientific
Guided Inquiry Labs for Advanced Placement Biology
Presented by Maureen Hunt
Irene Cesa
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Four Big Ideas – More Great Labs! • Integrate scientific inquiry and reasoning through a
series of student-directed, inquiry-based laboratory investigations.
• Model the inquiry process and demonstrate activities from new guided inquiry labs for AP Biology.
• Share proven strategies for improving students’ ability to generate meaningful questions, design experiments, and analyze statistical evidence
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Today’s Workshop • Promote and Support Scientific Inquiry • Interactive Lab and Inquiry Activities Enzyme Activity Mitosis
• Transitioning Current AP Biology Labs – Inquiry Opportunities
• Critical Thinking and Inductive Reasoning Chromosome Analysis
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The Nature of Science – A Vision for Inquiry in AP Biology • Students “construct” or
discover knowledge with an understanding of how scientists study the natural world.
• Inquiry learning extends beyond experiments to develop science practice and process skills in addition to science content.
Content
Reasoning Inquiry
Levels of Scientific Inquiry • Confirmation – verify a principle through activities with known results • Structured inquiry – investigate a teacher-
presented question following a prescribed procedure
• Guided inquiry – research and design a procedure to investigate a teacher-presented question
• Open inquiry – investigate topic-related questions formulated through student-designed or selected procedures
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AP Biology Lab Investigations • A continuum! • The goal is for students to become proficient
exploring concepts and applying reasoning skills via guided- and open-inquiry laboratory investigations.
• Role of structured inquiry • Review prerequisite knowledge • Introduce techniques • Develop laboratory skill proficiency
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Science Practice and Process Skills –Promote Inquiry
• Reviewing known facts, models and theories • Observations based on experience,
demonstrations, and interactive or preliminary experiments
• Making predictions • Planning the investigation
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The world is full of obvious things, which nobody by any chance ever observes. – Sherlock Holmes
Reasoning based on the evidence!
Science Practice and Process Skills – Support Inquiry
There’s more to a good experiment than samples, specimens, chemicals, and test tubes!
• Baseline experiments • Variables and controls • Gather and analyze data • Construct explanations • Create, critique and revise models • Scientific arguments and communication
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Enzyme Activity – Baseline Activity
Peroxidase catalyzes decomposition of hydrogen peroxide in presence of acceptor compounds, AH2, such as guaiacol.
9 4H2O2 + 4AH2 8H2O + Tetraguaiacol (orange)
Enzyme
y = 0.0016x R² = 0.9957
y = 0.0008x R² = 0.9984
y = 0.0004x R² = 0.9698
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0 100 200 300 400 500 600
Abs
orba
nce
at 5
00 n
m
Time (sec)
Effect of Enzyme Concentration
[E] = 2x
[E] = x
[E] = 0.5 x
Peroxidase Enzyme Product Concentration Series
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Effect of Enzyme Concentration on Reaction Rate
y = 0.0008x
R2 = 1
0.0000
0.0005
0.0010
0.0015
0.0020
0 0.5 1 1.5 2 2.5
Relative Enzyme Concentration
Rate
(Del
ta A
bs/s
ec)
Explain effect of concentration on enzyme activity in terms of dynamic theory of biological reactions. How will substrate concentration influence rate of reaction?
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Enzyme Activity – Inquiry Opportunity
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Effect of Substrate Concentration
y = 0.0008xR² = 0.9984 y = 0.0007x
R² = 0.9736
y = 0.0005xR² = 0.959
0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
0.40
0 100 200 300 400 500 600
Time (sec)
Abs
orba
nce
at 5
00 n
m
[S] = 2x
[S] = 0.5x
[S] = 0.25x
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Effect of Substrate Concentration on Enzyme Activity
00.00010.00020.00030.00040.00050.00060.00070.00080.0009
0.0 0.5 1.0 1.5 2.0 2.5
Relative Substrate Concentration
Rat
e (D
elta
Abs
/sec
)
Why does rate level off at high substrate concentrations? Explain in terms of basic model of enzyme function!
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Inquiry Opportunities, Learning Objectives and Enduring Understandings • Effect of pH – Understand relationship between enzyme
structure and function! – Subcomponents of a biological molecule and their sequence
determine properties of the molecule (4A1)
• Temperature – Determine factors that will change the rate of an enzyme reaction. – All biological systems are affected by complex biotic and abiotic
interactions involving the exchange of matter and energy (2D1)
• Inhibitors and activators – Explain in terms of the regulation of enzyme activity and metabolism. – Interactions between molecules affect their structure and
function (4B1) 14
Mitosis– Baseline Activity • Recognize stages of
mitosis in root apical meristem tissue. – Review microscope use,
and learn how to prepare root tip squashes.
• Compare root tips grown in water to those grown with either a mitosis promoter or inhibitor.
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Pool class data. Do a chi-square test to determine if the treatment had a significant effect on the rate of mitosis. Was there a significant difference between groups?
Treatment Tip Interphase Mitotic Total
1
2
3
Total
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Environmental Effects on Mitosis
• What benefit would a plant pathogen derive from excreting a mitosis promoter?
• Explain in terms of rapid cell division on the overall health of the plant.
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Mitosis Activity – Inquiry Opportunity
Design and conduct an investigation to determine what biotic or abiotic factors or substances in the environment might increase or decrease the rate
of mitosis in roots.
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Inquiry Opportunities, Learning Objectives and Enduring Understandings • Effect of mitosis promoters and inhibitors – Explain in terms of
how disrupting cell cycle controls effects an organism. – The cell cycle is directed by internal controls or checkpoints. Internal
and external signals provide stop-and-go signs at the checkpoints (3A2 also 3D1a and 4C2)
• Biotic and abiotic factors – Determine factors that will change the rate of mitosis. – All biological systems are affected by complex biotic and abiotic
interactions involving the exchange of matter and energy (2D1)
• Dose response curve – Analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems – Biological systems are affected by disruptions to their dynamic
homeostasis (2D3) 19
Safety Considerations • Review current Material Safety Data Sheets for safety,
handling, and disposal information. – Look at hazard, first aid, personal protection, and toxicological
sections.
• Wear chemical splash goggles, chemical-resistant gloves, and a chemical-resistant apron. – Know if the chemical needs special gloves
• Carbol-fuchsin stain in mitosis lab contains phenol. Use nitrile or neoprene gloves, not latex.
• First aid – just in case – Know if the chemical needs special first aid procedures and have
those on hand before you begin. • Carbol-fuchsin stain in mitosis lab contains phenol. Rinse with IPA or
propylene glycol. NO water!
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Transitioning Current AP Biology Labs – Inquiry Opportunities • Lab 1, Osmosis and Diffusion
– Use unknown sucrose concentration solutions and compare water potential in various tubers.
• Lab 2, Enzyme Catalysis with Catalase – Vary the enzyme or substrate concentration. Investigate the
effect of pH and temperature on the rate of catalysis.
• Labs 3A, Mitosis, and 3B, Meiosis – Explore influence of mitotic inhibitors and promoters. Vary the
type of meristem used as well as the slide preparation techniques (fixatives and stains).
– Sordaria meiosis activity remains unchanged!
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Transitioning Current AP Biology Labs – Inquiry Opportunities • Lab 4A, Plant Pigments, and 4B, Photosynthesis
– Study different plants and different plant parts. Vary the stationary phase media for chromatography.
– Investigate effect of light source (intensity and wavelength) on the rate of photosynthesis. Explore light and dark reactions.
• Lab 5, Cell Respiration – Explore rate of respiration using various types of seeds and/or
small animals. What is the effect of temperature?
• Labs 6A, Bacterial Transformation, and 6B, Restriction Enzymes – Both labs are transitioned in the new curriculum! See new
Sample Investigations 8 and 9.
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Transitioning Current AP Biology Labs – Inquiry Opportunities • Lab 7, Genetics of Organisms
– Vary the types of model organisms and investigate the effect of temperature, food source, egg-laying area.
– Explore drosophila mutant eye color using chromatography!
• Lab 8, Population Genetics and Evolution – Correlate food preference questionnaire with PTC taster vs.
non-taster. Compare results with annual demographic record.
• Labs 9, Transpiration – Investigate biotic and abiotic effects, such as light source and
wavelength, humidity, wind, coatings on leaves, etc.
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Transitioning Current AP Biology Labs – Inquiry Opportunities • Lab 10, Physiology of the Circulatory System
– Vary the type of organism and examine heart-rate suppressors and promoters, as well as environmental conditions, such as temperature.
• Lab 11, Animal Behavior – Study different organisms and investigate effects of temperature,
light, pH, aromatic chemicals. Explore plant taxis?
• Lab 12, Dissolved Oxygen and Aquatic Primary Productivity – Compare dissolved oxygen levels at different locations and at
different times of year. Set up aquarium ecosystems and conduct longitudinal study.
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Flinn Scientific – Guided Inquiry Labs for Advanced Biology
Evolution • Natural Selection,
FB1989 • Antibiotic Sensitivity
Testing, FB1935 • Gene Pool and Natural
Selection, FB1568
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Cell Processes • Electron Capture and
Photosynthesis, FB1966 • Exploring the Rate of
Diffusion, AP7273 • The Permeability of
Yeast Cells, FB1907
Flinn Scientific – Guided Inquiry Labs for Advanced Biology
Genetics • Caution! Mold Crossing
Ahead, Sordaria FB2001 • Transformation of E.
coli with pGal, FB0313 • Meiosis Laboratory Kit,
FB1811 26
Ecology • Biofilms, FB1886 • Bacteria Soil Ecology,
FB1658 • Winogradsky Column,
Biosphere in a Bottle, FB1574
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