Advanced Biology through Inquiry Teacher Guide Y P O C N O I T A U L A V E PASCO scientific® 10101 Foothills Blvd. Roseville, CA 95747-7100 Toll Free 800-772-8700 916-786-3800 Fax 916-786-8905 Copyright© 2014 by PASCO scientific Purchase of PASCO’s Advanced Biology through Inquiry includes a classroom license entitling one teacher at one school campus to reproduce and distribute the student handouts for use by his or her students. Each teacher is required to have his or her own licensed material, but may use the material for any class he or she teaches. No part of these activities may be used or reproduced in any other manner without prior written permission of PASCO scientific, except in the case of brief quotations used in critical articles or reviews. SPARK Science Learning System, SPARKvue, PASCO Capstone, Xplorer GLX, and DataStudio and other marks shown are registered trademarks of PASCO scientific in the United States. All other marks not owned by PASCO scientific that appear herein are the property of their respective owners, who may or may not be affiliated with, connected to, or sponsored by PASCO scientific. All rights reserved. Y Published by PASCO scientific P 10101 Foothills Blvd. Roseville, CA 95747-7100 O 800-772-8700 916-786-3800 916-786-8905 (fax) C www.pasco.com ISBN 978-1-937492-16-8 N First Edition First Printing O Printed in the United States of America Part Number: PS-2852 I T A U L A V E *AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product. ** The IB Diploma Program is an official program of the International Baccalaureate Organization (IBO) which authorizes schools to offer it. The material available here has been developed independently of the IBO and is not endorsed by it. CONTRIBUTORS PASCO Development Team  Freda Husic, Director of Education Solutions, Program Manager  Cynthia Sargent, Curriculum and Training Developer, Lead Author  Mike Blasberg, Biology Product Manager, Author  Brennan Collins, Graphics and Production Y  Fran Zakutansky, retired teacher/PASCO Training Expert, Lab Testing and Review P Contributing Authors O  Ryan Reardon, AP Biology teacher, Shades Valley High School  Susan Park, AP Biology teacher, Hotchkiss School C  Marilyn Pendley, Instructor, Caldwell Community College  Debbie Noyes, AP Biology teacher, retired N  Kelcey Burris, AP Biology teacher, Union High School O Editor  Janet Miller, Lead Editor I T A U L A V E Y P O C N O I T A U L A V E CONTENTS Introduction ................................................................................................................................................................... i Experiment Design Plan ............................................................................................................................................. xi Master Materials and Equipment List .................................................................................................................... xiii Activity by PASCO Sensors ................................................................................................................................... xxvii 1. Enzyme Activity ....................................................................................................................................................... 1 2. Diffusion .................................................................................................................................................................. 13 3. Osmosis ....................................................................................................................................Y............................... 27 4. Plasmolysis ............................................................................................................................................................. 35 P 5. Cell size ................................................................................................................................................................... 51 6. Homeostasis ............................................................................................................................................................ 67 O 7. Cellular Respiration ............................................................................................................................................... 83 8. Fermentation .......................................................................................................................................................... 97 C 9. Photosynthesis ...................................................................................................................................................... 113 10. Plant Pigments ................................................................................................................................................... 127 11. Transpiration ...........................................................................N........................................................................... 149 12. Mitosis ................................................................................................................................................................. 169 13. Meiosis ...........................................................................O..................................................................................... 189 14. Transformation ................................................................................................................................................... 209 15. Understanding Inherited Mitochondrial DisordIers .......................................................................................... 229 16. Sickle Cell Gene Detection .............................T.................................................................................................... 247 17. Energy Dynamics ............................................................................................................................................... 257 A 18. Artificial Selection .............................................................................................................................................. 277 19. BLAST Bioinformatics ................U....................................................................................................................... 297 20. Population Genetics ............................................................................................................................................ 315 21. Mathematical Modeling of LEvolution ................................................................................................................ 329 22. Animal Behavior ................................................................................................................................................. 343 A V E Y P O C N O I T A U L A V E ADVANCED BIOLOGY THROUGH INQUIRY INTRODUCTION PASCO scientific's Advanced Biology through Inquiry investigations move students from the low-level task of memorization or confirmation of science facts to higher-level tasks of experiment design, data analysis, concept construction, and application. For science to be learned at a deep level, it is essential to combine the teaching of abstract science concepts with “real-world” science investigations. Hands-on technology-based laboratory experiences serve to bridge the gap between the theoretical and the concrete, driving students toward a greater understanding of natural phenomena. Students also gain important science process skills that include: developing and using models, planning and carrying out independent investigations, interpreting data, Yand using mathematics—including statistics. P The lab activities in this manual are designed so students complete brief guided-inquiry investigations that help them become familiar with the use of a particular sensor or technique and O engage them in thinking about a core topic of biology. Following these Initial Investigations, students are able to move more easily into designing and conducting open-inquiry investigations related to the topic under study. C The use of electronic sensors (probeware) in investigations greatly reduces the class time required for set up and data collection, increases the accuracy of results, allows for richer analysis of data, and N provides more time in the classroom for independent investigations. O I T A U L A V E Additionally, using electronic-sensor data collection, display and analysis devices allows students to:  observe or reveal phenomena that cannot be observed, or is difficult to observe, through other methods  perform investigations with reliable equipment that can be used repeatedly for years, reducing the need for consumable items  focus not on the tedium of collecting data, but rather focus on the trends, patterns, and relationships which become immediately discernible when gathering real-time data  easily apply basic statistics to data  carry out multiple trials in a single class period  practice using equipment and interpreting data measured by equipment that is similar to what they might use in their college courses and future careers i PASCO / PS-2852 ADVANCED BIOLOGY THROUGH INQUIRY / INTRODUCTION Teacher Resources and Student Handouts All teacher and student materials are on the storage device accompanying the printed lab manual. Teacher resources are in pdf format, but the student handouts are in Microsoft® Word format, allowing you to customize the labs for your curriculum, students, and equipment. Teacher Resources. Teacher resource files and printed labs contain all sections of the student handouts, such as the Initial Investigation, Data Analysis, and Synthesis Questions sections, as well as teacher-specific sections including time requirements, alignment to the AP®1 Biology learning objectives and science practices, and teacher tips to help ensure success. Sample data is provided for the Initial Investigations and sample answers are provided for all questions. Most labs also contain sample data for suggested student-designed investigations. Student Handouts. The handouts begin with brief background information and a driving question for the Initial Investigation. In many labs, the responsibility is placed on the student to desigYn appropriate data tables for the investigation and determine appropriate analysis methods to support their claims regarding the results. Following the Initial Investigation, most labs promPpt students to design and carry out an experiment of their own. Students analyze the data from their experiment and answer synthesis questions that require an application of their knowledge Oand the results of the investigation. C Scaffolding Inquiry Investigations The investigations in this manual support a teacher’s need to differentiate the level of scientific inquiry. Guided inquiry can involve activities in which students aNre provided a driving question and lab procedure, but the results of the procedure are not known ahead of time. That is, the lab is not a confirmation lab, but rather one that requires decision-making in analysis of data, problem-solving, O and critical thinking. Open inquiry is typically seen as an activity in whichI students make all decisions: define a driving question, design a procedure, determine a method fTor collecting data, make all data analysis decisions, process data to create graphs and figures to summarize results, and communicate the results to others in the science community. HoAwever, teachers should not look at inquiry in their classroom simply as “guided” or “open,” but rather as a spectrum that ranges from less to more learner self-direction, and more to less diUrection from the teacher. (Appendix D of the College Board’s lab manual, AP Biology Investigative Labs: An Inquiry-Based Approach provides an example of this spectrum.) L The lab activities developed by PASCO allow teachers to easily modify the level of inquiry A appropriate for their students (student files are fully editable). Three examples of modifications follow: V  To increase the level of inquiry for Enzyme Activity, remove the lab procedure from the Initial Investigation. PrEovide students with the Background, Driving Question, Materials and Equipment, and Safety sections, and leave only a data table and analysis questions in the Initial Investigation section. Students are then tasked with developing their own procedure to address the driving question, data table, and analysis questions.  To increase the level of inquiry for Diffusion, only provide students with the Design and Conduct an Experiment Worksheet for the lab. Introduce students to the topic of diffusion and the use of a pH sensor to measure diffusion by performing a demonstration similar to the Initial Investigation. Ask students to answer the analysis questions collaboratively for the demonstration in groups. After assessing students’ readiness for open inquiry with the topic, provide them copies of the worksheet to design and carry out independent experiments.  To increase the level of inquiry for Fermentation, inform students that they will use an ethanol sensor for their experiments. Provide them with the Experiment Design Plan to design their independent investigations and no other directions. 1 AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product. ii PASCO / PS-2852 INTRODUCTION / ADVANCED BIOLOGY THROUGH INQUIRY Lab Activity Components This table identifies the sections in the teacher and student files. TEACHER RESOURCES STUDENT HANDOUT Lab Overview Background Pacing and Length of the Lab Driving Question AP Connections Materials and Equipment Materials and Equipment Prerequisites Safety Safety Lab Preparation Teacher Tips Y Initial Investigation Initial Investigation P Design and Conduct an Experiment1, 2 Design and Conduct an Experiment1, 2 Suggested Inquiry Questions O Design and Conduct an Experiment: Data Analysis2 Design and Conduct an Experiment: Data Analysis2 Synthesis Questions Synthesis QueCstions Design and Conduct an Experiment Key Design and Conduct an Experiment Worksheet Sample Data N 1Some labs do not include a student-designed experiment. 2A few labs have a complex or lengthy Initial Investigation and these sectOions were reordered to account for this variation. Overview of Lab Activity Components I T LAB OVERVIEW OR BACKGROUND The lab overview in the Teacher ResouArces provides a brief description of the lab and the topics addressed in the lab. For students, the lab activity begins with the Background, which provides a brief introduction to the topic andU some prerequisite knowledge, and sets a purpose for the investigation. L DRIVING QUESTION(S) A This section, only in the Student Handouts, provides a specific, testable question that the Initial Investigation is designed to answer. V MATERIALS AND EQUIPMENT E This section lists all materials and equipment needed to carry out the activity procedure. If items in this list need to be created using additional materials, those are indicated as a footnote in the Teacher Resources version, and instructions for preparing them are in the Lab Preparation section. In the Teacher Resources, this section includes an additional table of items recommended for student-designed experiments. SAFETY This section lists the pertinent safety procedures for the lab. INITIAL INVESTIGATION The Initial Investigation is a guided investigation, as students are provided with the driving question, the basic procedural steps to complete the activity, and several embedded analysis questions. However, students are still tasked with higher-level thinking: deciding how to organize and present data in tables or graphs, deciding which analysis tools to use within the data collection software and whether to process the data further outside of the data collection system, and iii PASCO / PS-2852