Kids can also play the role of a molecular engineer by solving RNA folding puzzles.
Developed by a high school teacher, Biology Corner includes curated resources from around the web paired with extra practice and presentations and as well as ready-to-use investigations. If you need a template for lab reports, ideas for your biology club, pacing guides or lessons for biology, Pre-AP Biology, or AP Biology, this is a good place to start.
Search through this great collection of hundreds of categorized ready-to-use handouts, labs, and lectures submitted by physics teachers. With a curriculum corner, question bank, lab area, and a NGSS-devoted page, this is a valuable resource is among the best science websites for K—including distance learning!
Chemdemos are virtual interactives for more advanced chemistry students complete with particulate models and real-time data help you get through labs that you may not have sufficient materials to complete.
One of the best resources for Chemistry teachers nationwide, the AACT produces consistently high-quality resources including labs, demonstrations, and activities. The best part is that their materials are organized by grade and topic—including options for elementary school teachers, too. Skip to Main Content. District Home. Select a School Select a School. Sign In. Search Our Site. Home Our School ". Online Resources. Comments SparkNotes: Biology. Biology Corner Developed by a high school teacher, Biology Corner includes curated resources from around the web paired with extra practice and presentations and as well as ready-to-use investigations.
Biology Junction If you need a template for lab reports, ideas for your biology club, pacing guides or lessons for biology, Pre-AP Biology, or AP Biology, this is a good place to start.
Illustrated ways to pass Regents Earth Science. How Stuff Works: Environmental Science. Population Education. Bozeman Science - Earth Science. Khan Academy - Chemistry. SparkNotes: Physics. SparkNotes: Chemistry. How Stuff Works: Chemistry. Share My Lesson Search through this great collection of hundreds of categorized ready-to-use handouts, labs, and lectures submitted by physics teachers.
The Physics Classroom With a curriculum corner, question bank, lab area, and a NGSS-devoted page, this is a valuable resource is among the best science websites for K—including distance learning! ChemDemos Chemdemos are virtual interactives for more advanced chemistry students complete with particulate models and real-time data help you get through labs that you may not have sufficient materials to complete. Bozeman Science - Chemistry. Bozeman Science - AP Chemistry.This video case study explores the approaches scientists used to identify a mutation that causes retinitis pigmentosa RPa progressive disease that leads to blindness.
RP results in the deterioration of the retina and loss of vision. Some cases of RP are inherited and caused by mutations in one of several different genes. Many mutations that cause RP have been identified.
But when scientists tested the DNA of the patient featured in this video, Sam, they did not find any of these known mutations. This video incorporates embedded questions at automatic pause points, where students are asked to make predictions, construct explanations, and analyze data.
They can also add further explanation to each answer in the Report if their thinking has changed. The video can also be shown without embedded questions using "Presentation Mode.
Skip to main content. Share This. Description This video case study explores the approaches scientists used to identify a mutation that causes retinitis pigmentosa RPa progressive disease that leads to blindness. Student Learning Targets Formulate a hypothesis to explain how a mutation in a gene would affect the function of a cell and an organism.
Describe the possible steps involved in identifying a disease-causing gene mutation in a patient.
Explain how the identification of disease-causing mutations can be used to develop medical treatments. Details Estimated Time. Accessibility Level. This resource and the accompanying documents comply with accessibility standards in accordance with the final rule for Section of the National Rehabilitation Act.
Explore Related Content. Other Related Resources Showing of. Niche Partitioning and Species Coexistence. Winging It: Analyzing a Scientific Paper. The Search for a Mutated Gene. Activity for Genes as Medicine. Inheritance and Mutations in a Single-Gene Disorder. Genes as Medicine. Cardiology Virtual Lab. Central Dogma and Genetic Medicine.Introduction Overview Teacher Resources.
Bacterial Identification Lab Worksheet Answers Biointeractive
It emphasizes quantitative measurement of phenotypic diversity and encourages thinking about the role of natural selection and genetic mechanisms of evolution. This lab makes an excellent companion to an evolution unit. Because the trait under study is fish pelvic morphology, the lab can also be used for vertebrate form and function lessons. In an ecology unit, it can be used to illustrate predator-prey relationships and environmental selection pressures.
The focus on graphing, data analysis, and statistical significance makes the lab a good fit for addressing "science as a process" or "nature of science" aspects of the curriculum.
Bacterial Identification Virtual Lab
Lab Description The lab has two tutorials in which students practice how to score stickleback pelvic structures in both fixed fish and fossil fish. Once students have gained confidence in the technique, they can proceed to the experiments. The lab was designed to be modular; students may complete one, two, or all three experiments, each in its entirety or just portions of it. Each experiment includes a data-gathering portion, a graphing section, a statistical analysis section, and a quiz.
The lab also contains an overall quiz that tests knowledge acquired by working through all sections of the lab. Experiment 1: Analyze Fish from Lakes. Students stain fish collected from two lakes and score each specimen as having complete, reduced, or absent pelvic structures.
The data are graphed and analyzed with the option of doing a chi-square analysis. In the quiz, students are asked to make predictions about selective pressures in the lakes. Experiment 2: Analyze Fossil Fish. Students score fossil specimens collected from six different strata of a now-dry Nevada lakebed. Data analysis includes rate-of-change calculations. The quiz tests students' understanding of how fossil analysis provides insights into evolution over time. Experiment 3: Pelvic Asymmetry.
Students score stickleback pelvic morphology, specifically noting asymmetry in pelvic reduction, and measure statistical significance using chi-square analysis. This experiment illustrates how detailed analysis of morphology can provide insights into genetic mechanisms of evolution. Using the Lab in the Classroom The entire lab takes approximately 2.
Educators have a great deal of flexibility as to which portions of the lab they would like their students to do and whether the students should do the assigned sections at home or in class, working individually or in groups.
Based on students' evaluation data, students enjoy working in pairs or small groups and they complete the lab more quickly when doing so. For some suggestions on how to implement this lab in the classroom, click here. For correlations to various curricula, click here. Having Students Save Their Progress As a student proceeds through different module, the lab keeps track of progress, which can be reviewed anytime by going to the Progress tab. If the student exits the lab at any stage and returns to it later, the student will have the option to resume the lab where he or she left off as long as the student uses the same computer and no one used that computer for the virtual lab in the meantime.
Note that some schools clear all history and cookies from computers at the end of the day. If that happens all progress will be erased.The Virtual Lab School empowers professionals as they build their knowledge and skills around research-based practices in child and youth care and development. This new approach to professional development and learning incorporates practice-based coaching and also includes:.
The VLS offers distinct tracks for center-based professionals including direct-care providers, training and curriculum specialists coachesand management personnel, as well as a track for home-based care providers who typically care for mixed-age groups. The VLS is anchored by 15 Core Content courses that include the 13 Functional Areas of the Child Development Associate competency standards used in early care settings around the world.
The Core Content covers research-based developmentally appropriate practices for working with children from birth to age 12 across all the functional roles in child and youth care and education settings. Learn the knowledge and competencies that teachers and caregivers need to be able to support positive outcomes in our children. Evidence-based strategies and topics are aligned with standards leading the child development field. Explore context, examples, critical thinking, and discussions about how these skills develop, the evidence to support them, and the best ways to continue your professional growth.
Apply tools, activities, and exercises that allow you to strengthen your understanding and excel in everyday interactions with children, parents, and colleagues.
Demonstrate your skills with interactive assessments designed to reinforce your knowledge and experiences. HTML 5 compatible browser needed to view video.After removing the enzymes why do you spin the sample in the centrifuge. Biolnteractive student worksheet after completing sample a perform dna sequence analysis on three of the other five samples. Uncategorized Mirandasbiologyblog Page 2.
Bacterial identification lab worksheet answers biointeractive. Student handout virtual lab. Readily available commercial equipment and kits make the process routine. Worksheet of bacterial identification lab. Scroll down and click on the bacterial identification virtual lab.
Write in the letter of the samples you choose the scientific name of the bacterium after doing a blast search and a brief description of each. Click the window on the left hand side of the screen to enter the lab as you enter the lab follow the instructions in the lab left hand window.Scripps Health: Cardiac Virtual Tour With the Anderson Medical Pavilion and Prebys Cath Lab Teams
Bacterial identification lab worksheet student download as pdf file pdf text file txt or read online. Traditional methods did not work since bacteria does not grow well in solid culture medium dish takes several hr sample prep isolate single colony extract bacterial dna by dissolving cell wall with buffer.
Student worksheet virtual lab. Maximize the screen if you wish. Pcr amplification replicate dna strand or master solutions. Teachers can grade this worksheet to ensure students completed the lab and accomplished learning goals.
Bacterial identification virtual lab. What are the four basic steps involved in this bacterial identification lab. Click to go back to part 6 and proceed through the instructions in the right hand notebook window. What is 16s rdna and how is it used to identify species of bacteria. The howarde hughes medical institute hhmi offers a series of virtual labs in biotechnology.
Answer the following questions in the spaces provided.
Published january page 1 of 7 student worksheet virtual lab bacterial identification virtual lab bacterial identification lab worksheet introduction go to. This worksheet is for use with the bacterial identification lab and gives students instructions and questions related to the lab. Click to enter the lab. Not long ago dna sequencing was a time consuming tedious process.This interactive, modular lab explores the tools that doctors use to examine and diagnose patients with heart conditions.
In this lab, students collect and interpret data using various tools and tests for detecting heart conditions. The lab includes examples of medical exams involving auscultation listening with a stethoscopean echocardiogram, an MRI scan, and pedigree charts.
After interpreting their results and answering questions, students offer diagnoses for each patient. The lab contains an interactive lab space, an informational notebook, and embedded quiz questions. It also includes supplementary resources, such as background on the anatomy and physiology of the heart, a glossary of scientific and medical terms, and an encyclopedia of heart conditions.
Details Estimated Time. One to several minute class periods, depending on which sections are used. Explore Related Content. Other Related Resources Showing of. Activity for Genes as Medicine. Inheritance and Mutations in a Single-Gene Disorder.
Genes as Medicine.Introduction Overview Teacher Resources. Teachers can cross out or remove any portions of the worksheet they do not want students to complete. Several video clips are embedded in the virtual lab. The videos help reinforce many of the concepts presented in the lab; however, students do not need to watch all the videos to complete the lab. For students who have some training in chi-square statistics, this lab provides a valuable application and review of the test.
For students who have never done chi-square analysis, it may be helpful for teachers to introduce the topic, providing additional background information and practice problems, before students attempt the analyses in the virtual lab. If students complete the virtual lab fully or in part as homework, they can print out a progress report to provide as documentation to their teacher. Students can type their names in the progress document prior to printing it.
Students can also send their progress report via email. Students should enter their names into the progress report, click "print," save the PDF file on the computer, and email the file to the teacher. Both Experiments 1 and 3 include a "staining" procedure in which students stain fish to more easily see the skeletal structures. Students can skip this staining procedure in one or both experiments to save time. Another timesaving strategy is for students to limit the number of specimens they score in Tutorial 1 and Tutorial 2.
Once students are comfortable scoring specimens, they should move on to the appropriate experiment. Suggestions for Classroom Discussions Some students may indicate that parts of the virtual lab seemed repetitive and time consuming. Teachers could take this opportunity to discuss with students that lab research can be repetitive because scientists need to repeat experiments and collect data from many specimens. To start the discussion, ask students how long it took them to score 20 fish, then calculate how long it would take them to score fish.
This will give students some idea of what a scientist does in the lab. Teachers can also use the Key Concepts to lead a classroom discussion on how this virtual lab provides evidence for EACH key concept.