9th Grade BiologyInterest Packet

Outcome: By the end of this term you will appreciate the importance of chemistry in understanding structure and function of cellular components and building blocks at the molecular level.

Term introduction

During the course of this term this Biology class will provide students with the experience in general biological areas: molecules and cells, populations and ecology. Since Biology cannot be fully appreciated or understood without a variety of laboratory experiences, several laboratory investigations are done.

The overall objective is to provide this Biology course is to provide students with the opportunity to grow in their understanding of themselves and their environment through the appreciation of concepts

inherent to biology e.g. science as a process and the unification of concepts to successful interactions.

Term 1 Topic overview

o What is science? What is research?

o Lab experimentation

o Matter

o Chemistry

o Important macromolecules in biology

o Water, it’s properties and importance

o Membranes

o Organelles

o Structure related to function

Skills list

Cell Biology

1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept: a. Students know cells are enclosed within semipermeable membranes

that regulate their interaction with their surroundings. b. Students know enzymes are proteins that catalyze biochemical

reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.

c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

d. Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.

e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.

f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.

g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.

j* Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

Investigation and Experimentation

2. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-

linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources

of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple

trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms.

g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.

h. Read and interpret topographic and geologic maps. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena

j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent

Essential questions

What is science? What is research?

What are the requirements to meet to perform a legitimate experiment? What are the requirements of a lab report?

What is matter? How can we relate chemistry with life properties?

What are the important macromolecules in a cell?

What are organelles? What are their tasks?

Reference Materials

Levine, J. and Miller, K. Biology. (2010: Pearson, Prentice Hall, New Jersey)

(Textbook and Study Workbook)

Day-by-Day (18 days)

What is science and research?

Day 1: Introduction.

Goal: Introductions: Student and Teacher Introductions, Course Introduction and Rules

Activity: Introduction of class rules

Introduction to lab safety and rules

Review of class schedule

Standards: ESLR

Essential Question: How can we be safe in the laboratory?

Day 2: Scientific Experiment.

Activity: Practice how to write a Pre-lab/Workbook Activity

Goal: Learn how to conduct and write a pre-lab, understand what science.

Standards: Investigation and Experimentation (2. a-n)

Essential Question: How do we conduct a scientific experiment?

Day 3: Research in Science

Goal: Explore current research topics in biology/medicine

Hypothesis, science concepts, experimentation, data collection, conclusion and presentation of results

Develop student’s ability to ask meaningful questions

Activity: Worksheet and Small Group Discussion

Standards: Investigation and Experimentation (2. a-n)

Essential Question: What is the scientific method?

Day 4: The Nature of Matter

Goal: Explore the concepts of matter and the properties of matter. Properties of chemical elements,

Chemical bonds

Activity: Discovery of the periodic table (worksheet)

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. b, g, i)

Essential Question: What are the properties of matter?

Day 5: The Nature of Matter

Goal: Explore the concepts of matter and the properties of matter. Understanding how elements interacts,

Chemical bonds

Activity: How much do you worth? (worksheet)

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. h)

Essential Question: What are the properties of matter?

Day 6: Quiz#1

Day 7: Properties of Water

Goal: Understanding the importance of water for life

Discovering the properties of water

Activity: End of section questions for “The Properties of Water”

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. a, b)

Essential Question: What is the scientific method?

Day 8: Macromolecules of Life

Goal: Macromolecules (polysaccharides and lipids)

Activity: Students complete an in class worksheet on macromolecules.

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. b, g, i)

Essential Question: What are the macromolecules that are important to sustain life?

Day 9: Macromolecules of Life Proteins and Nucleic Acids

Goal: Macromolecules (nucleic acids, proteins)

Activity: Students complete an in class worksheet on macromolecules.

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. b, g, i)

Essential Question: What are the macromolecules that are important to sustain life?

Day 10: Cell’s environment

Goal: Properties of the cell’s membrane

Understanding the properties of internal and external environment of the cell

Solution concentrations

Activity: Cell Lab

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. a, c, d, h) Investigation and Experimentation (2. a-n)

Essential Question: What are the differences between plant and animal cells?

Day 11: Quiz #2

Day 12: Cell’s environment

Goal: Gaining the ability to make solutions

Visualization of membrane’s permeability

Activity: Membrane Structure: Phospholipids

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. a, c, d, h)

Essential Question: What are the components of a cell membrane?

Day 13: Cellular workers: Enzymes

Goal: Explore enzyme properties and importance

Activity: Lecture and video

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. b,c)

Essential Question: What are enzymes and how do they work?

Day 14: Cellular workers: Enzymes –Part 2

Goal: Conduct a Lab on Enzyme Activity

Activity: Enzyme lab

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. b,c) Investigation and Experimentation (2. a-n)

Essential Question: What are enzymes and how do they work?

Day 15: Quiz #3

Day 16: Cellular Organelle

Goal: Exploring organelles’ specific detailed functions

Eukaryotic and prokaryotic cells

Activity: Students will be invited to compare organelles functions in the cell with other organization chart that

they already know.

Standards: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells (1. a-j)

Essential Question: How is the cellular organelle structure related to its function?

Day 17 Project/ Review

Day 18: Final exam

Grading breakdown:

Quizzes: 20%

Lab: 30% (10% pre-lab and 20% Lab report/activity)

Homework 10%

Project 10%

Final Exam 20%

Participation 10%

Project Rubric

Area of Assessment PointsIntroduction presentation 10Proposal and hypothesis 10

Weekly research progress documentation (number of times per week and the nature of the documented events)

30

Practices of the Scientific Method 10

Identification and analytical explanation of the scientific method used and how it was used.

20

Final write-up 20

Rubric for Presentation4 3 2 1 Weigh

tScore

EarnedIntroduction fully introduces reader

to topic researched.

Introduction mentions but does not describe topic

researched.

Introduction does not mention

research topic.

No introductio

n

1

Paper contains an introductory

paragraph with a clearly stated

hypothesis

Paper contains an introductory

paragraph with an unclearly stated

hypothesis.

Paper contains an introductory

paragraph with no hypothesis.

Paper contains no introductor

y paragraph.

2

A summary of current research

clearly and accurately presented

A summary of current research

is clearly or accurately presented.

A summary of current research is neither clearly nor

accurately presented.

No summary of

current research

2

The information presented is of sufficient depth

that it introduces an uninitiated observer to a

The information presented is of sufficient depth

that it introduces an uninitiated observer to a

The information presented is not of

sufficient depth as to improve an uninitiated

observer’s level of

The information provided is misleading

or incorrect.

2

much higher level of understanding

basic level of understanding.

understanding.

The presenter gives exceptional personal insight on the current topic based on

research.

The presenter gives meaningful personal insight on the current topic based on

research.

The presenter attempts to provide meaningful insight,

but does not succeed.

No attempt is made to

provide meaningful

insight.

2

Conclusion restates thesis

and demonstrates support for thesis

Conclusion does not restate thesis

or does not demonstrate

support for thesis

Conclusion neither restates thesis nor

demonstrates support for thesis

No conclusion

2

Presentation contains 2 or less grammatical or spelling errors.

Presentation contains 3-6

grammatical or spelling errors.

Presentation contains 6-9

grammatical or spelling errors.

More than 9

grammatical or

spelling errors.

2

Presentation contains properly

formatted in-body citations.

Presentation contains

improperly formatted in-body

citations

Presentation missing more than three in-

body citations

No in-body citations

1

Reference sheet with all

references attached

Reference sheet with 1 missing

reference attached

Reference sheet with more than 1 missing reference attached

No reference

sheet attached.

1

Lab Report Outline and Rubric

Name Partner’s NameClass/SectionDate

Title of Lab ReportIntroduction:

- Background information from note book, class notes, text, etc. – Try to tie it together

- Key concepts, terms- Purpose of lab activity (20 points)

Materials:- List of key materials that you used during the activityl (5 points)

Methods:- A brief, numbered list of steps as to what you completed in the lab- No results should be placed here (5 points)

Results:- Should be presented in a neat, concise and orderly fashion- Data tables in lab manual should be recreated and placed here. Each

table should be numbered and have an appropriate label and title - Include appropriate units- No interpretations should be placed here- Percent Error and mathematical calculations should appear here when

necessary(10 points)Discussion:

- What did the lab results show? What were some of your thoughts/hypotheses when this activity started? Were they validated? Explain using examples. Did this have a tie in with what was being discussed in class? Was the purpose accomplished? Reasons for error? (20 points)

Works CitedCite all the sources you used in your report. (10 points)Questions Answered Correctly (30 points)