Unit: Nature of Life

Introduction
The ability to collect, manipulate or analyze, and report data is an essential skill for any
scientist. Throughout most science courses, you will collect, organize, analyze, and draw
conclusions from data. Organizing data into tables and the appropriate graphs for analysis
may be the most important skill, because it is almost impossible to make a conclusion from a
list of unorganized data.
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Directions and Analysis

Task

This summer you will be living at Lake Independence in Minnesota, and although you will
spend a lot of your time swimming, boating, and water skiing, you will also be working part
time as a research assistant. Your job will be to collect and analyze data for an ongoing
water quality study at the lake, so your supervisor has sent you a link to the study website
so that you may become familiar with the categories of data that is collected throughout
the year. To prepare for the summer, you will graph and interpret/analyze the data.
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Process & Analysis

Part 1: Temperatures in a Lake Environment

1. You will first look at daily changes in the lake which is when you will be visiting/working.

2. Go to the link for Lake Independence.

3. Choose Select Data: Weekly Data.

4. Choose August 13, 2000 and click either HTML or Excel.

5. Examine the data for August 14 at midnight (roughly 0:00).

What happens to the temperature as you go deeper into the lake?

6. At a depth of 2 meters, what are the high and low temperatures that were recorded for the
day? [Note: data is collected and recorded close to midnight, 6 a.m. (6:00), noon, and 6
p.m (18:00).]

7. August 14 was a typical August day in the area, where the average low is 16C and the
average high is 27C. Compare the change in average air temperature to the change in
water temperature at a 2 meter depth for August 14. Relate the difference between air and
water temperature change to a property of water.
8. Take a look at the seasonal changes in the lake temperature. The table below compares
average air temperatures with mid-month water temperatures at 2 and 10 meter depths
(at noon).

Lake Independence (MN): Year = 2000

Month Jan Feb Mar Apr May Jun July Aug Sept
e
Month (number) 1 2 3 4 5 6 7 8 9
Air Temp C -10.5 -6.6 0.1 8.1 15.2 20.2 22.9 21.4 16.1
(Monthly Avg.)
Lake Temp C
2.9 2.8 4.5 6.3 14.5 20.7 27.3 25.9 19.1
(2m @ 12:00)
Lake Temp C
3.5 3.9 4.4 6.2 9.1 14.2 15.2 15.9 18.4
(10m @ 12:00)
Exact Lake Temp
1/16 2/14 3/24 4/16 5/15 6/15 7/16 8/16 9/18
dates:
Weather resource: National Weather Service Forecast

9. Using the above table, compare the lake temperatures to air temperature. Describe and
explain patterns or changes you see over this series of months: January, April, July, and
September.

Part 2: The Right Tool for the Job

1. As part of your job, you will be gathering, analyzing, and reporting to your supervisor on a
lot of data. Different graphs are useful for different purposes. Using a spreadsheet
program, you choose to analyze the daily temperature changes using an XY scattergram,
connect the points with a curve. Your temperature probe is accurate to within +/- 0.1C, so
you add error bars that go up and down -.1C:
2. Explain why it might be useful to include this graph in addition to the data table to discuss
daily temperature changes in the lake. Is there anything you can see more clearly or more
quickly with the graph?

3. You use the XY scattergram again to record seasonal changes for each month. In this
case, you plot average daily air temperature against noonday temperatures at 2m and
10m depths:

4. Take a quick look at this graph and report any trends or surprises that you hadnt noticed
previously in the data table view of the same data.

5. One of your research tasks this year will be to carry out surveys to update fish data for the
lake. The most recent species distribution data is really old. Youll want to update the
walleye size distribution table, as well. (Especially since no one seems to know where it
came from!)

Lake Independence Fish Survey

Minnesota DNR, 7/27/1998 Walleye Size Distribution
(http://www.lakeaccess.org/angl (Old data no further info recorded!)
ers.html)
Size Range
Total
Fish Species (Inch) Up to Lengths Caught
Caught
upper value
Black crappie 1,007 3-5
Yellow perch 659 5-7
Bluegill 380 7-9 1: 7.2
Pumpkinseed
116 9-11 4: 10.3, 9.1, 9.8, 10.7
sunfish
Walleye 104 11-13 5: 11.0, 12.7, 12.2, 11.6, 12.3
7: 14.7, 13.6, 13.2, 14.1, 14.4, 14.6,
Northern pike 32 13-15 13.5
 Hybrid sunfish 15 15-17 2: 15.4, 16.3
Yellow bullhead 13 17-19 1: 17.6
Largemouth
7 19-21
bass
Muskellunge 1 21-23
Black bullhead 1 23-25
White crappie 1 25-27

6. To prepare for this research, you will take the old data and graph it to see what else it can
tell you. With these two data sets in mind:

a. Explore each of the graphing tools linked below. Each tool has a help section to
explain its use. In the space provided, summarize in one or two sentences what each
is best suited for.

b. If you think one of these graphing tools is best for one of your two graphs, enter your
data. (You may choose to enter as few as 6 species in the species graph, if you wish.)
If you like the result, capture the window for step 7 below. (See Activity Appendix
Graphics Hints for directions on capturing windows.)

Bar graph
Scatter plot/line graph (With best-fit line)
Scatter plot/line graph (With best- fit curves; linear, quadratic, etc.)
Histogram

7. In the space below, paste or insert: (1) a graph of Fish Species Distribution and (2) a
graph of Walleye Size Distribution. Use the graphing tool thats best suited for each
analysis.

8. Explain your choice for each graph:

a. Fish Species Distribution

b. Walleye Size Distribution

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Unit: The Chemistry of the Cell

Purpose
Metabolism is all of the chemical reactions that occur in an organism. Most chemical
reactions in living things require a catalyst or enzyme. Without enzymes we would be
unable to digest food, plants would be unable to photosynthesize, fungi would be unable
to decompose, and all living things would cease to exist. Enzymes are proteins, and their
function is dependent on the correct pH and temperature.

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Project Introduction
You have just cut yourself and the pain is excruciating. You are not sure how you will
stand it, and then they come at you with the familiar brown bottle of hydrogen peroxide.
You have always wondered why bubbles are formed when hydrogen peroxide is poured
onto a cut or scrape. Why is it a good thing to pour this clear, colorless solution onto a
cut? Is there anything that can be done to keep the solution from bubbling? Why is the
hydrogen peroxide in a brown bottle? Maybe the answers to these perplexing questions
can distract you from your pain and suffering? After a short pity break, you start up your
computer and do an initial search for the hydrogen peroxide reaction. This initial search
leads to even more questions, so you decide to do a bit of experimenting, and before
long, you are totally distracted and no longer notice the pain.
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Directions and Analysis

Task 1: pH

10. You remember that acids are at a pH below 7, bases are above 7, they turn litmus paper
red or blue, and water is neutral.

11. You decide to investigate further. Run the pH simulation.

12. Notice on the simulation screen: a. The pull down menu of substances at the top left
b. The 3 adjustable faucets on the left
c. pH scale in the middle
d. Water components on right
Look at how the settings change with different substances.

13. Choose a substance such as battery acid (a 1.0 molar solution) with a pH of 1.0. Check
the molecule and ratio boxes on the bottom of the screen.

14. Your objective is to discover what happens to the pH of battery acid when it is diluted with
water. To find out, adjust the amount of battery acid to 0.5 liter (bottom faucet) and add
water (top right faucet) to restore the volume to 1.0 liter (0.5 M). Record your answers for
each of the following questions:
 What happens to the pH of the battery acid?

What happens to the molecules and ratio of hydronium and hydroxide molecules?

What happens to the pH of the battery acid if you dilute it to a 0.1 M solution (0.1L
battery acid and water to 1.0L)?

15. Write a paragraph or two below to explain why there is little change in the pH of battery
acid when it is diluted with water. Also include in your answer:
The water equilibrium expression.
What could you add to the battery acid to significantly change the pH of the
solution?
Search terms might include: pH and dilution, strong acid and strong base
reaction

Task 2: Enzymes
1. Now that you have refreshed your memory about pH, it is time to investigate the
hydrogen peroxide reaction. It turns out that this reaction requires an enzyme called
catalase, to occur, and like all enzyme reactions, the reaction is affected by
temperature, pH and salinity. The enzyme is found in the cells of most living things,
including potatoes.

2. To perform your enzyme investigation, you will need some items that you already have
or you will need from the grocery store. You will also need to freeze a portion of a
potato, and boil another portion, so complete step 3 and 4 an hour ahead of time.
Note: if you plan to repeat your experiment, cut the appropriate number of potato
cubes.
You will need: a sharp knife
a teaspoon (5 mL)
5 small cups
a ruler
marker
water
soda pop (fresh) = acid
a large white potato
ammonia or a household cleaner with ammonia = base
 small bottle of hydrogen peroxide

3. First, use the knife to carefully cut 2 small cubes from the potato. The size should be
about 1 X 1 X 1 cm. Label the 5 cups: frozen, boiled, acid, base, and neutral/room
temp.

4. Slice one cube into four smaller pieces and then place all four pieces into the frozen
cup and freeze for about an hour. Boil or microwave another cube until soft, slice into
four smaller pieces and then place all four pieces into the boiled cup. Once this step
has been completed, continue to step 5.

5. Cut 3 more cubes of the same size from the potato. Slice each cube into 4 and place
the four pieces from each cube into each the remaining cups (acid, base, neutral/room
temp.).

6. To each cup you will add just enough liquid to cover the potato slices.

7. Add soda pop to the acid cup, water to the neutral/room temp. cup, and ammonia to
the base cup.

8. Let the liquids sit on the potatoes for approximately 10 minutes.

9. While you are waiting the 10 minutes, complete the temperature portion of the
experiment.

10. Working quickly to keep the potato as cold as possible, remove the frozen cup from
the freezer and add 10 ml of hydrogen peroxide (2 teaspoons). Observe the reaction
and record in the data table in the Results and Analysis section below. Use the
following scale to rate the reaction: +++ = very strong reaction, ++ =strong reaction, +
= weak reaction, 0 = no reaction. Note: the reaction may take up to two minutes.

11. Add 10 ml of hydrogen peroxide to the boiled potatoes observe and record the
reaction.

12. After the 10 minutes have passed, add 10 ml of hydrogen peroxide to each of the
remaining cups. Observe and record the reaction.

13. You should repeat the procedure to verify your results.

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Resources
Buffers

Enzyme information

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Results and Analysis

Data Table:

Potatoes Reaction
Temperature: Boiled
Frozen
Room
pH: Acid
Base
Neutral

Analysis: (Write your answers here)

1. What is the chemical reaction that occurs when hydrogen peroxide is broken down by
the enzyme catalase? What is the evidence that a chemical reaction has occurred?

2. Use the induced fit model to describe what occurs during this enzyme reaction. How
do enzymes relate to activation energy?

3. In living things, most chemical reactions occur near pH 7, and changes in pH do not
normally occur. Describe how buffers maintain a pH of 7 in the human body.

4. Enzymes are proteins. Summarize in 2 or 3 paragraphs the structure and functions of

proteins in living things. Include the types of chemical bonds and specific information
about enzymes.

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Conclusion

Now that you have completed all of your research and experimentation, you have most likely
found all of the answers to your initial questions. Summarize the results of your experiment to
explain how the enzyme catalase is affected by temperature and pH. Be sure to include the
term denature:
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Unit: Cell Structure and Function

Purpose
To deepen your understanding of the process of photosynthesis, and some of the factors that affect
the rate of the process.

Project Introduction
You are getting ready to set up a do-it-yourself greenhouse, so you can grow the
biggest, juiciest vegetables, even during the winter. To do this, you want to know the
conditions that are best for plant growth/photosynthesis. You know that plants need water,
something from the air, and light to grow, but what kind of light is best? Plant lights arent
white, so they must be better than sunlight or they would be white wouldnt they? How
much light do they need? What do they need from the air, and how much?
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Directions and Analysis

1. To investigate some of the factors that affect the rate of photosynthesis run the:
photosynthesis simulation

2. This simulation allows you to investigate the color of light, amount of light, and the amount
of carbon dioxide. Spend a few minutes adjusting the variables and the speed.

3. Before beginning your experiments, make a hypothesis for each variable (write your
hypotheses in the Results and Analysis section):

Hypothesis 1: Amount of Light

Hypothesis 2: Amount of Carbon Dioxide

Hypothesis 3: Color of Light

4. Test each hypothesis using the simulation. Fill in the data tables below and add rows if
needed.

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Resources
Light reactions of photosynthesis
Calvin cycle
Light reactions and Calvin cycle
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Results and Analysis

Write your hypotheses here

Hypothesis 1 Amount of Light:

Hypothesis 2 Amount of Carbon Dioxide:
Hypothesis 3 Color of Light:

Record your results here

Data Table 1 Amount of Light

Run Carbon Dioxide Light Filter Count

Data Table 2 Amount of Carbon Dioxide

Run Carbon Dioxide Light Filter Count

Data Table 3 Color of Light

 Run Carbon Dioxide Light Filter Count

Analysis
Write your responses below each question

1. During which phase of photosynthesis is light used? Summarize these reactions in a

paragraph.

2. During which phase of photosynthesis is carbon dioxide used? Summarize these

reactions in a paragraph.

3. Chose one of the following and briefly describe in a few sentences:

a. How does temperature affect the rate of photosynthesis?

If your greenhouse was built in the desert southwest, many plants would use a different
pathway for photosynthesis. Describe the C4 pathway.

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Conclusion
Identify whether each of your hypotheses were supported or not using data to justify your
answer.
Write your conclusion here
Hypothesis 1 Amount of Light:

Hypothesis 2 Amount of Carbon Dioxide:

 Hypothesis 3 Color of Light:

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Unit: Descriptive Genetics

Introduction
All living things are made of cells. The cell cycle explains how cells can grow and reproduce.
Genetics goes hand in hand with the cell cycle because different traits are inherited
differently. In this unit activity, you will analyze two different genetics cases and make
suggestions on how to proceed for potential parents.
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Task
Imagine that you are a genetic counselor and your job is to analyze the genetics of the couple
and give them information about either their current or future children. You have cases that
range from issues of paternity to the probability that a couple will conceive a healthy child.
Use your expertise to analyze and give feedback on the following genetic cases.

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Process Genetic Counselor Assessments

Directions: Use the Analysis section below to record your analysis and conclusions.

Case #1 A couple comes to you and tells you that they have one son, and that he
has Duchenne Muscular Dystrophy. They want to have another baby, but arent sure if
they should try naturally, have in vitro fertilization with embryos that they can select, or
use donor sperm. Both parents are healthy and do NOT show traits of this disease.
Research how this disorder is inherited. Consider what the chances are for a healthy
baby with each of these scenarios and what would you recommend to this couple.

Case #2 A young woman, who was adopted at birth, comes into your office asking
you to help her identify her birth father. She already knows that the blood type of her
birth mother is A positive. She knows her birth father is one of three men who are
willing to help in her search. Your first step is to do a blood test on the daughter. Your
results show that she is type AB negative. You make some phone calls and have the
three possible fathers come in to give a blood sample. Here are the results:
Man #1 O negative
Man #2 B negative
 Man #3 AB positive

From this information, determine what you can conclude about the father.

Analysis

Case 1: What are the chances for a healthy baby with each of these scenarios and what
would you recommend to this couple? (Write your response here):

Case 2: From this information, can you conclude who the father is? Is there anyone you
can exclude? What tests could you do further to confirm your analysis about who the
father is? (Write your response here):

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Unit: Molecular Genetics

Introduction
The study of genetics is one of the most important concepts in Biology. It has allowed us to
learn about where life has come from, and the possibilities of where it can go. One of the
main processes in cells is the process of making proteins. DNA holds the instructions and
the cell uses that information to make the proteins necessary to carry out all the cellular
functions. In this activity, you will explore the process of protein synthesis.
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Task
In this activity, you will write an article explaining, in everyday terminology, the process of
protein synthesis. You will explore the concepts of DNA and RNA, transcription and RNA
processing, translation, and protein modifications. Make sure to write it in a sense that
explains everything that is happening, but in a language that an everyday person (non-
scientist) would understand.

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Process Protein Synthesis Article

1. For this task, you will imagine that you are a reporter for a scientific magazine. Your task
is to explain the process of protein synthesis to someone who does NOT have a science
background. Therefore, the explanation needs to be in simple enough terms for anyone to
understand.

2. You will organize your article in the following way:

 a. Structure and Function of DNA and RNA
b. Transcription and RNA processing
c. Translation
d. Protein modification (general)

3. You must also include the following terms:

- Double helix - Splicesomes
- Helicase - rRNA, tRNA, mRNA
- Codon - Ribosomes
- Polymerase - Anticodons
- 5 cap - E site, P site, A site
- Poly (A) tail - Initiation
- Introns - Elongation
- Exons - Termination
4. Make sure that your article flows smoothly and that all your information is thorough
and accurate. Do NOT simply give definition after definition. Keep in mind that you
have to explain the whole process in a way that a non-science person would
understand.

Student Response Section

(Write your article here)

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Unit: Evolution

Introduction
Evolution is one of the most important concepts in biology. Over the past 300 years,
scientists have been theorizing about how the earth and the species on the Earth grow
and evolve. You will examine various theories about evolution and explore some of the
major concepts.
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Task
This activity has two parts. The first part you will be creating a concept table of the
theories of evolution. You will be given the names of nine scientists that have had
an impact on what we currently believe about evolution and you will explore their
ideas and theories. For the second part of this task you will be answering a
culminating essay question. Record any research references you used in the
References section, below.

Process Task #1 Concept Table

5. You will complete a table that follows the theories of evolution through time.
6. Your table will include the following scientists:

Linnaeus
Hutton
Lamarck
Malthus
Cuvier
Lyell
Darwin
Mendel
Wallace

7. The table will include the name of the scientist, approximate dates, explanations of
their concepts they explored, and the general theory or topic they are credited with.

Below is the table you will fill in with an example of what one part of the table might look
like. Use the example to guide you with how much detail is required and how in-depth
your responses must be. Be sure to include the following key terms somewhere in your
table.

Key Terms: gradualism, catastrophism, taxonomy, use & disuse theory, paleontology,
binomial nomenclature, evolution, natural selection, uniformitarianism, inheritance
 General
Year Scientist Concepts
Theory/Topic

Created a naming system that is

based on common anatomy
His naming system is called
Mid Carolus binomial nomenclature where the Taxonomy
1700s Linnaeus scientific name is based on the
genus and specie of the organism
This system was used later by
Darwin
James
Hutton

Jean
Baptiste
Lamarck
Thomas
Malthus

Georges
Cuvier

Charles
Lyell

Charles
Darwin

Mendel
Wallace

Task #2: Summary Question:

Darwin is credited with coming up with the theories of Evolution and Natural Selection.
Write a paragraph on how the ideas of other scientists influenced Darwins ideas and
ultimately shaped his philosophies.
(Write your response here)
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Resources
Document any references you used for this project below.
At minimum, include a title and URL for any Internet resource:

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