Transcript Sebastian Oddone

*
Summer PD
June 2012
Quarter 3
Sebastian Oddone
District Supervisor
Presenters
Mercy Aycart
Jill Bartley
Maggie Gonzalez
Yoly McCarthy
•We are all learners today working
towards same goals
•We share discussion time
•We are respectful of each other
•We turn off all electronic devices
•Place all comments in parking lot
•It’s all about us!
UNIT: REPRODUCTION
(How do we grow?)
XIX Cells
Review cell theory and discovery
Review cell structure
Review cell organelles: their roles and functions
Cell transport
What kind of engaging activities
do you include with these topics?
Cell Model Project (HSL)
Diffusion and Osmosis (HSL)
WHAT YOU NEED TO KNOW
• Relate structure to function for the components of plant
and animal cells.
• Explain the role of cell membranes as a highly selective
barrier (passive and active transport). SC.912.L.14.2
• To compare and/or contrast the structures found in plant
cells and in animal cells.
• To compare and/or contrast the structures found in
prokaryotic cells and in eukaryotic cells.t
• to describe how structures in cells are directly related to
their function in the cell.
• To explain the role of the cell membrane during active and
passive transport.
CONTENT LIMITS
• Items will not address protists or fungi or assess cellular
structures unique to protists or fungi.
• Items referring to prokaryotic structures are limited to the cell
wall, cell membrane (plasma membrane), cytoplasm, plasmid,
ribosomes, and flagella.
• Items referring to eukaryotic structures are limited to the cell
wall, cell membrane (plasma membrane), cytoplasm, nucleus,
nuclear envelope, nucleolus, chromatin, ribosomes, endoplasmic
reticulum, microtubules, microfilaments, vacuoles, mitochondria,
Golgi apparatus, chloroplasts, lysosomes, cilia, and flagella.
• Items referring to the role of the cell membrane may address
hypotonic, hypertonic, and/or isotonic solutions; however, the
assessment should be on processes and not terminology.
CAN YOU EXPLAIN
WHAT HAPPENS WHEN
YOU GET ‘WRINKLED’
FINGERS?
*
*
A shipwrecked sailor is stranded on a small desert
island with no fresh water to drink.
He knows he could last without food for up to a
month, but if he didn't have water to drink he would
be dead within a week.
Hoping to postpone the inevitable, his thirst drove
him to drink the salty seawater.
He was dead in two days.
Why do you think
drinking seawater killed
the sailor faster than
not drinking any water
at all?
?
* What
happened?
*
To determine the cause of the sailor's death, we will
determine the effects of salt water on slices of potato.
Our assumption is that potato cells will behave like
the sailor's cells in his body.
- Include quantitative measurements
(What are the major differences between a potato cell and
a sailor cell?)
How does salt water concentration change the
length and mass of potato slices?
Essential Questions
What are the most important
concepts that you want your students
to learn in a particular topic, lesson,
unit?
What Criteria Is Used When
formulating Essential Questions?
Sample Questions
What is the
role of the
cell
membrane
during active
and passive
transport?
How do cells
react to if
subject to a
hypertonic
salt water or
sugar water
solution?
Elicit Prior Knowledge
What do you know about a potato?
How do substances move into and out of a cell?
Does this movement happen by itself or does it require
energy?
What causes this movement to stop?
Would the movement of a solvent across a membrane
happen in the same way that movement of a solute across
a membrane does?
Osmosis
Follow the scientific method as you proceed
•
•
•
•
•
•
Objective:
Problem Statement:
Hypothesis:
• What data will be
Variables:
•
•
•
IndependentDependentControlled-
Control:
Procedures:
collected?
• Where will you record
your data?
• Explain your results.
• How do your results
relate to the original
problem?
WHAT WILL YOU DO?
Make a plan.
Think clearly about what you are testing.
What will your control be?
Think about why you are doing each step.
Think about how things compare to one another.
Anticipate what meanings potential outcomes
would have.
Sample
20% salt
10% salt
Fresh
water
Other
Other
Other
Initial
mass
Final
mass
Change in
mass
Change in
Length
Turgidity
(crisp/flaccid)
• Water
• Sodium
•
•
•
•
•
•
chloride
solution
Sucrose
solution
Potatoes
Aluminum
foil
Plastic
wrap
Lugol’s
Solution
Starch
SUPPLIES
AVAILABLE
• Beakers
• Graduated
cylinders
• Toothpicks
• Balances
• Rulers
• Razors
• Baggies
• Food
coloring
• Cups
Was it important to
• keep the potato cores the
same size?
• Cover each beaker with
aluminum foil?
Into which potato core did water
flow?
From which potato core
did water flow?
1.Describe the function of the cell
membrane.
2.Discuss how cell membranes are like a
filter or gatekeeper.
3.Why is such a function necessary for a cell
to function?
4.Define “selectively permeable.” Hint:
dissect the word parts and then explain its
meaning)
*
Include the following in your conclusion:
• Describe the changes observed in potato slices?
• Is diffusion or osmosis responsible for the changes?
Explain.
• Can you determine if Active or Passive Transport
occurred? Explain.
• Explain which solution is isotonic, hypertonic, and
hypotonic. How do you know?
• Sea water is 35% salt. Why did the sailor die more
quickly drinking sea water than fresh water? What do
you think killed him?
Look at the Item Specs and Pacing guide. Determine what
changes, if any, you would make to ensure coverage of the
concept.
SC.912.L.14.2
SC.912.L.14.3
Relate structure to function
for the components of plant
and animals cells. Explain
the role of cell membranes
as a highly selective barrier
(passive and active
transport).
Compare and contrast the
general structures of plant and
animals cells. Compare and
contrast the general structures
of prokaryotic and eukaryotic
cells. AA
B.C.: Students will explain the role of the cell membrane during
active and passive transport.
C.L.: Items referring to the role of the cell membrane may
address hypotonic, hypertonic, and/or isotonic solutions;
however, the assessment should be on processes and not
terminology.
Diffusion and Osmosis
Review the HOT Lab.
Determine what changes, if
any, that you would make.
*
Activity 1: What is the
movement of material through a
semi-permeable membrane?
Activity 2: What is the osmotic
effect of varying sodium chloride
and sucrose solutions on the
physical characteristics of a
potato core?
Hot Lab
Explain what you tested and
what you found out.
Which solutions (if any) were
hypertonic, isotonic, or
hypotonic?
Explain how you know!
In your 5-10 min presentation,
at minimum, discuss these
points
After reviewing the Item Specs,
what changes would you
make?
After reviewing the pacing
guide, what comments do
you have?
http://gtmmedia.discoveryeducation.com/videos/dsc/externalapp
lications/accessible/simulations/Diffusion/index.html
UNIT: GENETICS
(How do we become different?)
XXII. Heredity - Mendelian Genetics
Work of Gregor Mendell
Mendel’s principles
Other patterns
Human traits
Genes and variation
XXIII. Biotechnology
Impact on society, individual, and environment
Medical and ethical issues
*
Can Science
Help Us Identify
the Generous
Bandit?
*how to use Mendel's laws of segregation and
independent assortment to analyze patterns of
inheritance.
*know how dominant, recessive, codominant, sexlinked, polygenic, and multiple allele modes of
inheritance cause observed inheritance patterns.
*understand how biotechnology impacts individuals,
society, and/or the environment. Given scenarios with
specific examples be able to determine the impact.
*
L.16.1 Heredity and L.16.10 Biotechnology
Objective:
Determine the identity of the
Mystery Donor
Snapshot of Procedure
1.
Read the Summary of Evidence Report
2.
Determine genotype of hand print left at the
courthouse by completing the ‘Differences in Similar
Phenotypes’ HOT Lab.
3.
Read ‘The Genetics of Eye Color’ article to determine
the probable eye color of mystery donor.
4.
‘Can Chromosomal Abnormalities Be Observed?’ –
Making Karyotypes HOT lab (look at Figures 1, 4 and 5)
5.
Then complete the karyotype analysis of the mystery
donor and compare to the provided karyotypes.
6.
Identify the donor with explanation on how you came
to your conclusion.
Differences in Similar Phenotypes
Background:
Humans are classified as a separate species because of all the special
characteristics that they possess. These characteristics are controlled by
strands of DNA located deep inside their cells. This DNA contains the code for
every protein that an organism has the ability to produce. These proteins
combine with other chemicals within the body to produce the cells, tissues,
organs, organ systems, and finally the organism itself. The appearance of
these organs, such as the shape of one’s nose, length of the fingers, or the
color of the eyes is called the phenotype. Even though humans contain hands
with five fingers, two ears, or one nose, there are subtle differences that
separate these organs from one another. There are subtle differences in a
person’s genes that allows for these different phenotypes. In this lab, we are
going to observe some of these differences in phenotype and try to determine
why they happened.
Problem Statement: Do all human hands measure the same?
Vocabulary: alleles, dominant, genotype, homozygous, heterozygous (hybrid),
phenotype, recessive
The Genetics of Eye
Color
Mendelian Genetics
Making Karyotypes
(Adapted from: Prentice Hall, Lab Manual A)
Background:
Several human genetic disorders are caused by extra, missing, or damaged
chromosomes. In order to study these disorders, cells from a person are grown with
a chemical that stops cell division at the metaphase stage. During metaphase, a
chromosome exists as two chromatids attached at the centromere. The cells are
stained to reveal banding patterns and placed on glass slides. The chromosomes are
observed under the microscope, where they are counted, checked for
abnormalities, and photographed. The photograph is then enlarged, and the images
of the chromosomes are individually cut out. The chromosomes are identified and
arranged in homologous pairs. The arrangement of homologous pairs is called a
karyotype. In this investigation, you will use a sketch of chromosomes to make a
karyotype. You will also examine the karyotype to determine the presence of any
chromosomal abnormalities.
Problem Statement: Can chromosomal abnormalities be observed?
Vocabulary: centromere, chromosomes, chromatids, genes, homologous pairs,
karyotype, mutations, Trisomy 21- Down syndrome, Klinefelter syndrome, Turner
syndrome
Student Exploration: Human Karyotyping
Vocabulary: autosome, chromosomal disorder, chromosome, karyotype, sex
chromosome
Prior Knowledge Question (Do this BEFORE using the Gizmo.)
A chromosome is a rod-shaped structure made of coils of DNA. Most human cells
have 23 pairs of chromosomes.
Why do you think humans have two sets of 23 chromosomes? (Hint: Where did
each set come from?)
_______________________________________________________________
How do you think different people’s chromosomes would compare?
_____________________________________________________________________
Incomplete Karyotype Analysis – provided by the
Forensics Dept. Long Island, New York
Security Camera Footage from Courthouse
Subject
Disorder
Description
Hand Size (cm.) / Eye
Color
Ted: L 25 X W 17
Tonia: L 18 X W 13
Down
syndrome
Extra
chromosome
21
Ted: Brown
Tonia: Green
Brian: L 23 X W 16
Klinefelter
syndrome
Extra X in
male (XXY)
Brian: Green- Hazel
Anita: L 19 X W 12
Turner
syndrome
Single X in
female (XO)
Anita: Blue-green
* SC.912.L.16.10 Evaluate the impact of
biotechnology on the individual, society and the
environment, including medical and ethical issues.
AA
* SC.912.L.16.1 Use Mendel’s Laws of Segregation
and Independent Assortment to analyze patterns of
inheritance. AA
* SC.912.L.16.2 Discuss observed inheritance
patterns caused by various modes of inheritance,
including dominant, recessive, co-dominant, sexlinked, polygenic, and multiple alleles.
*
L16.1 Review Questions
Item Specifications
*
Questions?
Exit Slip
Thank you!