Activity – Integrating Biology & Inquiry Skills

August 2, 2018October 30, 2018

Identify traits of living things

Objectives: Life 1List and explain the characteristics of life., Life 2Use these characteristics of life to distinguish between living and nonliving things., Life 3Define homeostasis, and describe its importance to maintaining life.; Inquiry 5Design experiments to test biological hypotheses: A) Identify the dependent and independent variables, and control and experimental treatments in any experiment. B) Identify situations in which no “control treatment” is appropriate, and design an experiment where subjects are tested more than once or the experimental treatment levels take a wide range of..., Inquiry 6Create graphs from a data set. A) Decide what type of graph is the most appropriate type to display a data set. B) Decide to which axis each variable should be assigned in order to represent a specific hypothesis properly. See materials aligned with Inquiry 6, Inquiry 7Use experimental results to support or refute a hypothesis: A) Interpret graphs and/or raw data with respect to a hypothesis B) Distinguish correlation from causation, and correctly attribute phenomena to biological mechanisms. C) Demonstrate how to distinguish observations/data resulting from a specific cause from those caused by random chance. D) Explain why experimental evidence...

Students work in teams to generate a list of traits shared by living things. Using an image of a mystery object in a box is a helpful prompt. The instructor then validates and formalizes the list to summarize the characteristics of life. (Life 1List and explain the characteristics of life., Life 2Use these characteristics of life to distinguish between living and nonliving things., Life 3Define homeostasis, and describe its importance to maintaining life.)

Identify traits of living things from ibis_curriculum

Apply the list that was generated to evaluate if certain things (fire, seeds, food, amoeba, etc.) are living or not. Focus on carbon dioxide production (respiration) as a characteristic of a living thing (Life 2Use these characteristics of life to distinguish between living and nonliving things.). Students design an experiment to determine if an item (e.g., popcorn kernels) is alive. A setup with a Vernier CO2 probe could be used in the classroom and data collected for 24 hours (minimum), or the data can be provided (Inquiry 5Design experiments to test biological hypotheses: A) Identify the dependent and independent variables, and control and experimental treatments in any experiment. B) Identify situations in which no “control treatment” is appropriate, and design an experiment where subjects are tested more than once or the experimental treatment levels take a wide range of...). Graphs can be drawn as an in class or homework assignment, or provided for interpretation (Inquiry 6Create graphs from a data set. A) Decide what type of graph is the most appropriate type to display a data set. B) Decide to which axis each variable should be assigned in order to represent a specific hypothesis properly. See materials aligned with Inquiry 6, Inquiry 7Use experimental results to support or refute a hypothesis: A) Interpret graphs and/or raw data with respect to a hypothesis B) Distinguish correlation from causation, and correctly attribute phenomena to biological mechanisms. C) Demonstrate how to distinguish observations/data resulting from a specific cause from those caused by random chance. D) Explain why experimental evidence...). An alternate hypothesis could also be explored (that something microscopic on the item in question is alive and produces carbon dioxide), and additional experiment(s) designed to test the alternate hypothesis (Inquiry 5Design experiments to test biological hypotheses: A) Identify the dependent and independent variables, and control and experimental treatments in any experiment. B) Identify situations in which no “control treatment” is appropriate, and design an experiment where subjects are tested more than once or the experimental treatment levels take a wide range of...).

Are popcorn kernels alive? from ibis_curriculum

August 2, 2018September 26, 2018

Defining life and death in different ways

Objective: Life 4Compare and contrast the biological/medical, legal, and ethical definitions of life and death, and discuss the importance of defining life and death.

Group discussion or short lecture about the Charlie Gard (baby in the UK with mitochondrial depletion syndrome), to illustrate the many ways life can be defined, and the importance of these different definitions. (Life 4Compare and contrast the biological/medical, legal, and ethical definitions of life and death, and discuss the importance of defining life and death.)

August 2, 2018October 30, 2018

Chemistry of life

Objectives: Chemistry 1Explain why water is essential to life and how the characteristics of polarity and hydrogen bonding are important for this role., Chemistry 2Identify the four macromolecules, and define their roles/functions in a cell., Chemistry 3Explain the difference between ionic, covalent, and hydrogen bonds, and identify the relative strength of each type of bond., Chemistry 4Predict which type of bond would be formed between two (or more) atoms., Chemistry 5Describe the relationship between monomers and polymers, and give examples for each type of biological macromolecule listed below: a) Proteins b) Nucleic acids (RNA, DNA) c) Carbohydrates

After a short lecture or assigned reading on macromolecules, student groups match macromolecules to these cellular functions:
- Hormones,
- Energy storage,
- Store and use genetic information,
- Provide waterproofing,
- Structural support,
- Control activities of life (e.g., catalyze reactions),
- Allows cell membranes to be selectively permeable.

Chemistry of life visual aids from ibis_curriculum

Clicker questions could be used to collect student answers. Note that students often have difficulty with matching when there is not one-to-one correspondence (e.g., more than one macromolecule has more than one function). (Chemistry 2Identify the four macromolecules, and define their roles/functions in a cell.)

After introducing students to macromolecules and their roles in the cell, engage students with one or more of the case studies listed below.
- Chemistry and Macromolecules – A Curious Mission: An Analysis of Martian Molecules – In this case study, students play the role of a NASA scientist tasked with analyzing samples of atmosphere and soil collected on Mars as part of the Mars Curiosity Mission. The case study takes place in the future when samples of the Martian atmosphere and surface have been returned to Earth as part of the fictional Curiosity Mission 5. (Chemistry 1-4Explain why water is essential to life and how the characteristics of polarity and hydrogen bonding are important for this role.)
- Chemistry and Macromolecules: Rough Games and the Brain – investigates the role of chemical bonds, polarity, and protein structure in head injuries and concussions. (Chemistry 1-5Explain why water is essential to life and how the characteristics of polarity and hydrogen bonding are important for this role.)

September 4, 2018December 18, 2018

Cell structure

Outcomes: Cell 1, Cell 2, Cell 3Predict the organismal group to which an unknown cell might belong from a description of its components., Cell 4Predict the possible functions of an unknown cell depending on its components., Cell 5Predict the abundance of particular organelles depending on a cell's functions.

Water and macromolecules are needed to form cells. In small groups, students draw a typical cell from memory, including drawing and labeling all the organelles that they can. They will probably draw eukaryotic (animal) cells. If each student makes a copy, corrections and additions can be completed using textbook or other resources as an in class or homework assignment (Cell 1Identify the function of cell components, especially: A) Nucleus B) Mitochondria C) Chloroplasts D) Ribosomes E) Rough and Smooth Endoplasmic Reticulum F) Vesicles G) Golgi H) Cell Membrane I) Cytoplasm J) Cell Wall K) Vacuoles)
Prepare several “decks” of laminated cards with an illustration of an organelle on each card for use by student teams. The image library from your text is a good source for these illustrations. Ensure that there is a card for organelles and structures from every kingdom in each deck. An example set is provided below. Ask students to come up with different systems of organizing the cards. In our experience, students will sort by clade, by structure, and by function. Students could also work in teams sorting the organelle card decks to evaluate and identify only the organelles directly involved in specific cellular functions (i.e. protein secretion, lipid production and storage). This activity could also be run “backwards” so that students are given a specific set of organelle cards representing the structure of an unknown cell with the task of determining the cell’s function. (Cell 1Identify the function of cell components, especially: A) Nucleus B) Mitochondria C) Chloroplasts D) Ribosomes E) Rough and Smooth Endoplasmic Reticulum F) Vesicles G) Golgi H) Cell Membrane I) Cytoplasm J) Cell Wall K) Vacuoles, Cell 2Identify which cell components are found in: A) all cells B) prokaryotes (Eubacteria, Archaea) C) eukaryotes i) Animals ii) Plants iii)Protists iv) Fungi, Cell 3Predict the organismal group to which an unknown cell might belong from a description of its components., Cell 4Predict the possible functions of an unknown cell depending on its components., Cell 5Predict the abundance of particular organelles depending on a cell's functions.)

Cell structure organelle cards from ibis_curriculum

Download the cards here

September 4, 2018November 2, 2018

Gradients and Membrane Transport

Outcomes: Gradients 2Identify whether a chemical or energy gradient exists in new situations, Gradients 3Indicate the direction of energy or material movement under different conditions such as: A) Chemical concentrations B) Temperature C) Permeability of membranes, Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio); Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport, Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic, Membrane Transport 4Explain how larger objects/molecules cross membranes by exocytosis, endocytosis, and phagocytosis, and predict when each of these transport mechanisms is used., Membrane Transport 5Predict how the following conditions affect membrane transport: A) gradient conditions B) temperature C) ATP availability D) changes in permeability E) molecule size, charge, or polarity; Thermoregulation 7Explain why organisms thermoregulate.

Prerequisite objective: Membrane Transport 1Identify the components of cell membranes, and explain how the arrangement of components makes the membrane semi-permeable.

Ask students to work in groups to complete a table to compare and contrast modes of transport. (Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport)

	Diffusion	Facilitated diffusion	Active transport
Description	Passive movement of…	Passive movement of…	Active movement of…
Are proteins involved? (yes/no)	No

Follow up with clicker questions on how gradients relate to membrane transport. (Gradients 3Indicate the direction of energy or material movement under different conditions such as: A) Chemical concentrations B) Temperature C) Permeability of membranes, Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio), Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic, Membrane Transport 5Predict how the following conditions affect membrane transport: A) gradient conditions B) temperature C) ATP availability D) changes in permeability E) molecule size, charge, or polarity)

(Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio), Membrane Transport 5Predict how the following conditions affect membrane transport: A) gradient conditions B) temperature C) ATP availability D) changes in permeability E) molecule size, charge, or polarity) Show an image of the activity at a cell membrane, that demonstrates that there are lots of materials moving in and out of cells (see example below). Ask students to brainstorm for 3 minutes about factors that can affect how quickly this transport occurs. In our experience, the list often contains factors such as: temperature, membrane permeability, size of chemical gradient, and sometimes cell shape. Formalize the role of cell shape with the concept of surface area-to-volume ratio. Most cells are very small to maintain high SA/V, facilitating an optimal rate of material movement. Learn.Genetics has a great demonstration of cell size and scale here. Students may or may not have identified temperature as a factor with enzymes in mind. This is also a good opportunity to address Thermoregulation 7Explain why organisms thermoregulate.: enzymes work best at a narrow temperature range.

Gradients and membrane transport visual aids from ibis_curriculum

After introducing students to gradients and membrane transport, you may want to engage them in one of the following case studies:
- Osmosis – Agony and Ecstasy – This case follows Susan, an intern at a local hospital, who has admitted a patient she discovers has used the drug Ecstasy. The girl becomes delirious, and Susan begins to suspect that she may be suffering from water intoxication. (Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport, Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic)
- Osmosis – Osmosis is Serious Business! – This directed case study involves two “stories,” each one concerned with some aspect of osmosis in living cells. Part I is centered around the effects of a hypertonic environment on plant cells, while Part II focuses on the effects of a hypotonic environment on human cells. (Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport, Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic)
- Membrane Structure and Transport – Newsflash! Transport Proteins on Strike! – This role-play case study teaches students about plasma membrane transport and the functions of transport proteins in the phospholipid bilayer. Students act out the parts of molecules and structures in a fantastical cellular world where the unionized transport proteins have called for a work stoppage. (Membrane Transport 1Identify the components of cell membranes, and explain how the arrangement of components makes the membrane semi-permeable., Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport, Membrane Transport 4Explain how larger objects/molecules cross membranes by exocytosis, endocytosis, and phagocytosis, and predict when each of these transport mechanisms is used.)

September 4, 2018October 30, 2018

Thermoregulation and ratio of surface area-to-volume

Outcomes: Gradients 1Explain what a gradient is and the role of gradients in: A) Homeostasis B) Thermoregulation C) Osmoregulation D) Chemical reactions associated with metabolism, Gradients 2Identify whether a chemical or energy gradient exists in new situations, Gradients 3Indicate the direction of energy or material movement under different conditions such as: A) Chemical concentrations B) Temperature C) Permeability of membranes, Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio); Thermoregulation 1Apply the terms endotherm, ectotherm, poikilotherm/heterotherm, and homeotherm to organisms, Thermoregulation 2Identify organisms as endotherms, ectotherms, poikilotherms/heterotherms, and homeotherms based on: A) physical characteristics B) behavior C) metabolic changes D) membership in taxonomic groups (birds, mammals, etc.) E) changes in body temperature measurements, Thermoregulation 3Predict the effect of varying environmental temperatures on an organism's behavioral or metabolic responses including: A) enzyme activity B) locomotion C) body temperature, Thermoregulation 4Interpret data/graphs as they relate to the effect of varying environmental temperatures on an organism's behavioral or metabolic responses including: enzyme activity
locomotion
body temperature
, Thermoregulation 5Design or critique simple experiments to test the effect of varying environmental temperatures on an organism's behavioral or metabolic responses including: A) enzyme activity B) locomotion C) body temperature, Thermoregulation 6Explain how various temperature regulation methods serve to heat or cool an organism including: A) avoidance B) altering metabolic rate C) behaviorally adjusting posture, ratio of surface area-to-volume, and location D) explain how ratio of surface area-to-volume is involved in heat retention or loss, Thermoregulation 7Explain why organisms thermoregulate., Thermoregulation 8Explain mechanisms of heat generation at the cellular level.

The purpose of this activity is to illustrate the important role of SA/V in maintaining gradients. Students compare how life has evolved in extreme biomes namely by comparing images of the ear size of desert and tundra dwelling animals and connecting this structure with an animal’s ability to maintain homeostasis (i.e. temperature gradients and thermoregulation).

Engage students by showing a photo of a desert biome and a tundra biome (see below). It is important that some plants be visible in each photo (not photos of sand dunes or snowpack) to illustrate that life can exist here. Ask students to make observations and compare and contrast each biome with their neighbors/teams. Ask students “What do you think might be an obstacle to life in these biomes?” and they usually respond with “temperature extremes and lack of liquid water.” Tell students, “Let’s look at the living things that have evolved to live in these extreme biomes.”

Prepare presentation slides with images of similar tundra and desert animals side by side for comparison by students (see below). Select images that prominently display the ears and legs of each animal so that students can eventually recognize the role of the ratio of surface area-to-volume in thermoregulation. Ask students to compare and contrast the body shapes of the following animals: Arctic Hare v. Jackrabbit, Lemming v. Kangaroo rat, Arctic fox v. Kit fox. It may help to show these images repeatedly as students discuss how the body shapes differ. Students will initially describe the animals as “chunky,” “skinny,” “fluffy,” etc. You may want to point out to students that it is difficult to measure how “fluffy” an animal is, so they should try describe the animals using surface area and volume.

Students soon realize that these two measurements are linked; as volume increases so does surface area. Although some students will start referring to these measurements as a ratio, many students will need prompting to make this connection.

Visual aids for thermoregulation and ratio of surface area to-volume from ibis_curriculum

Ask students to work in groups to research and find organisms to complete this table:

	Poikilotherm	Homeotherm
Endotherm
Ectotherm

(Thermoregulation 1Apply the terms endotherm, ectotherm, poikilotherm/heterotherm, and homeotherm to organisms, Thermoregulation 2Identify organisms as endotherms, ectotherms, poikilotherms/heterotherms, and homeotherms based on: A) physical characteristics B) behavior C) metabolic changes D) membership in taxonomic groups (birds, mammals, etc.) E) changes in body temperature measurements)

After students work with the concepts of gradients and membrane transport, you may want to engage them this following case study:
- Gradients and Thermoregulation: Left out in the cold! – While backpacking in the Canadian Rockies, Joel loses his way and finds that his experience hiking and camping in his home state of Florida hasn’t prepared him for springtime weather conditions in the mountains. This case study allows students to review and integrate physiological responses to cold exposure. (Gradients 1Explain what a gradient is and the role of gradients in: A) Homeostasis B) Thermoregulation C) Osmoregulation D) Chemical reactions associated with metabolism, Gradients 2Identify whether a chemical or energy gradient exists in new situations, Gradients 3Indicate the direction of energy or material movement under different conditions such as: A) Chemical concentrations B) Temperature C) Permeability of membranes, Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio))

September 4, 2018October 30, 2018

Thermoregulation and osmoregulation

Outcomes: Thermoregulation 3Predict the effect of varying environmental temperatures on an organism's behavioral or metabolic responses including: A) enzyme activity B) locomotion C) body temperature, Thermoregulation 4Interpret data/graphs as they relate to the effect of varying environmental temperatures on an organism's behavioral or metabolic responses including: enzyme activity
locomotion
body temperature
, Thermoregulation 6; Osmoregulation 1Explain why organisms osmoregulate., Osmoregulation 2For different habitats (ocean, freshwater, on land, etc.), predict whether ions or water need to be conserved., Osmoregulation 3Describe how organisms osmoregulate in different habitats, on the: A) cellular level, using active and passive transport across membranes B) individual organism level, in terms of inputs and outputs, Osmoregulation 4Compare and contrast how organisms osmoregulate in different habitats.

Prerequisite Outcomes: Thermoregulation 1, Thermoregulation 2; Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic

This worksheet uses graphs and tables to compare and contrast different thermoregulatory strategies to one another, and different osmoregulatory strategies to one another.

September 4, 2018October 30, 2018

Osmoregulation and ratio of surface area-to-volume

Outcomes: Osmoregulation 3Describe how organisms osmoregulate in different habitats, on the: A) cellular level, using active and passive transport across membranes B) individual organism level, in terms of inputs and outputs, Osmoregulation 4Compare and contrast how organisms osmoregulate in different habitats.

Prerequisite outcomes: Gradients 1, Gradients 3; Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport, Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic

Apply the concept of the ratio of surface area-to-volume, previously considered in the context of thermoregulation, to osmoregulation using these clicker questions:

Osmoregulation and ratio of surface area to-volume from ibis_curriculum

This case study could also be used to reinforce concepts of osmoregulation
- Osmosis – Osmosis is Serious Business! – This directed case study involves two “stories,” each one concerned with some aspect of osmosis in living cells. Part I is centered around the effects of a hypertonic environment on plant cells, while Part II focuses on the effects of a hypotonic environment on human cells. (Osmoregulation 3Describe how organisms osmoregulate in different habitats, on the: A) cellular level, using active and passive transport across membranes B) individual organism level, in terms of inputs and outputs, Osmoregulation 4Compare and contrast how organisms osmoregulate in different habitats.)