Traits lab guide sheet

Traits Lab for District Competency (graphing skills, analysis and predictions)

 

Back ground:  This partial lab will be used to determine your science competency for the district.  It is expected that you should be able to complete this lab with a score of 70% or higher; scoring below this # in essence suggest that you do not have the skills needed to earn credit for this class.  You may continue to redo this lab until you have a 70% score.  But your grade on the lab for my class will only change if you earn the passing score by its due date or after the first revision.

 

Task:  This is a partial lab write up you will need to include the following for your final draft:

1. Question:  Are dominant or recessive expressions of genetic traits most common in this class?
2. Hypothesis:  Insert your educated answer to the question here
3. Data Table:  must be ruled and include any observations that may affect data collection
4. With observation journal
5. Analysis:  Using the good graphing rules create a bar graph that compares the # of students that have the dominant or recessive expression of each trait you test.  Questions 1) How would testing the entire 10^th grade population affect your answer to the question?  2) Which trait(s0 were most commonly affected by environmental factors obscuring the genetic phenotype?
6. Conclusion:  write your conclusion paragraph.  Restate the hypothesis, use evidence to support your comments, address sources of error and include a next step (social context is not required).

Procedures:

1. Survey everyone in class for the presence of at least 7 genetic traits.  Coordinate with your group members you may not all test the same traits (no more than 4 can be in common) for each table group.
2. Describe any variations, environmental changes or other OBSERVATIONS of note that may influence the observance of the trait for each person tested.
1. Don’t forget to keep track of who you test and any relevant observations about trait expression for each person tested.
3. Once the data collection process is complete begin the analysis and conclusions.  This part can easily be completed at home.  Use REAL graph paper.

 

The Lab rubric/grading:

• I will grade all parts of the Format section
• Data Manipulation will be x3 pts a score for data tables, graphs and analysis questions
•  And all of the Conclusion section should be included with all sections (except Logic) worth x2 pts.

 

TRAITS	DOMINANT		RECESSIVE
Space Between Top Teeth	Space		No Space
Chin Shape	Cleft		No Cleft
Hair on Knuckles	Hair		No Hair
Rolling Tongue in a “U” Shape	Can Roll		Can’t Roll
Tongue Flipping	Flip		Can’t Flip
Eye Color	Brown/Green		Blue/Gray
Ear Lobe Attachment	Free		Attached
Hand Usage	Right		Left
Hair Color	Not Red		Red
Hair Type	Curly		Straight
Hair Shade	Dark		Blond
Nose Shape	Roman		Straight
Freckle Amount	Freckles		No Freckles
Having Dimples	Dimples		No Dimples
Hair Line	Widow’s Peak		No Widow’s Peak
Hitchhiker Thumbs	Curved Thumbs		Straight Thumbs
Little Finder “Pinky” Shape	Bent Pinky		Straight Pinky
Finder/Toe Number	6		5
Taster (PTC)	Taster		Non-Taster
TRAITS	DOMINANT	RECESSIVE		PEDIGREE DETERMINED
Hitchhiker Thumbs	Curved Thumbs	Straight Thumbs		Yes
Hair Color	Not Red	Red		Yes
Hair Type	Curly	Straight		Yes
Hair Type	Curly	Straight		Yes
Eye Color	Brown/Green	Blue/Gray		Yes
Rolling Tongue in a “U”	Can Roll Tongue	Can not roll Tongue		Yes

Merry CHristmas, Happy Holidays

To All my students and their Families, I wish you a Merry Christmas and a very happy Holiday Season!  See you next Year!

Biology AluPV92 pcrDNA lab

•        Alu insert PV92Background:

–       This experiment examines PV92, a human-specific Alu insertion on chromosome 16.

–       The PV92 genetic system has only two alleles indicating the presence (+) or absence (-) of the Alu on each of the paired chromosomes.

–       This results in three PV92 genotypes (++, +-, or --).

–       The + and – “alleles” can be separated by size using gel electrophoresis.

•        The Alu insert is 300 bp in length;  + allele is 715 bp in length; - allele is 415 bp in length

Question: Do I have the Alu insert PV92 on my 16^th chromosome; determined through polymerase chain reaction and gel electrophoresis?

•        Hypothesis:. HINT, ‘kinda’ spelled out in the test!

•        Test: We will isolate DNA from human cheek cells. We will then amplify a segment of chromosome 16 using PCR. DNA samples will be separated by different sized fragments using gel electrophoresis. Finally, using proper staining methods to make the DNA visible using Ethidium Bromide; we will be able to determine the genotype for the human Alu insert PV92.It will be +,+ (yes, Alu); -,- (no alu), or + ,-(one alu).

•        You will NOT need to include full materials lists, procedures or diagrams for this lab.

Each of these section headings should be included and followed by “See Gene Connection hand outs.”

Data is a Labeled diagram of your DNA photo results after gel electrophoresis and your observation journal.  *Observation Journal is Key here!

Analysis will include a discussion of Possible types of error and how they could have affected your results.

•        Conclusion as per rubric in paragraph format.

 

Earthscience/biology Current Events extra credit format

You will choose an article or science related video of over 2 pages or 45 minutes on science current event. It will fall into one (or more) of these categories:

 

·       Scientific discovery – for example, scientists find comets may have delivered the water found in earth’s oceans.

·       Science-related event – for example, the Japan earthquake/tsunami/nuclear plant meltdown; the launch of a space probe.

·       A cultural change/happening that involves science/technology – for example, bicyclists’ clothing that can act as a radar gun to show drivers how fast they’re moving.

·       Science in public policy – for example, a bill or law that deals with science (cap on carbon emissions).

The article must be timely, meaning it’s been published within the past one/two months. Finally, technology articles are okay, but I will not accept any product announcements or reviews.

Create a write-up of your current event, summarizing the story and answering key questions. You will include a copy of the story you are citing or the golden page format for the video, movie or program.  

Science current events will:

Cite the news source, using the Oceana Golden page format for citations found on the Oceana website. Magazine Article:

Perlman, Jeff. “Sultan of Swat.” Sports Illustrated. 12 February 2001: 54-59.

Newspaper Article:

*  Taylor, Michael. “Potholes Scar Roads Across Region.” San Francisco Chronicle. 23 October 2005:

*  Give the title of the article, author’s name, and article date within the body of the summary.

*  Summarize the event in your own words, using complete sentences. Spelling and grammar count.

*  Your summary will answer the following questions:

·       Who/what is the subject of the story?

·       Where did it happen?

·       When did it happen?

·       How did it happen?

·       Why did the event happen, or why was the event important enough to make the news?

·       Why did you choose this article?

·       What did you learn from the article, and what are your thoughts about this event/issue?

*CONNECTION AND COMMENT RELATED TO ONE ESSENTIAL QUESTION:

·       How does this event affect the world or region where it occurred?

·       How does this discovery advance science?

·       What does the discovery/event mean for our society?

·       What does this discovery/event mean for future work/the environment/humanity/etc.?

·       If the story is about a law or policy, how does the policy or law affect science/society?

Below are several acceptable web sites and sources for science news stories. If you wish to use a source not listed below, please check with me first.

Popular Science

http://www.popsci.com/

New Scientist (News)

http://www.newscientist.com/section/science-news

Wired Science

http://www.wired.com/science/

New York Times (Science Times)

http://www.nytimes.com/pages/science/index.html

Discover Magazine

http://discovermagazine.com/

National Geographic (News)

http://news.nationalgeographic.com/news/

BBC Science/Environment

http://www.bbc.co.uk/news/science_and_environment/

NPR - Science News

http://www.npr.org/sections/science/

Boing Boing (Science)

http://boingboing.net/tag/science

Grist

http://www.grist.org/

Good (Environment, Food, Health, Technology, Transportation)

http://www.good.is/

The Guardian (UK) Science

http://www.guardian.co.uk/science

Scientific American                                    (Often written for college level or higher)

http://www.scientificamerican.com/

Reuters Science

http://www.reuters.com/news/science

Biology : ALuPV92 PCRDNA Lab

PCR/DNA Lab: Alu PV92

Question: Do I have the Alu insert PV92 on my 16^th chromosome; determined through polymerase chain reaction and gel electrophoresis?

Hypothesis:. HINT, ‘kinda’ spelled out in the test!

Test: We will isolate DNA from human cheek cells. We will then amplify a segment of chromosome 16 using PCR. DNA samples will be separated by different sized fragments using gel electrophoresis. Finally, using proper staining methods to make the DNA visible using Ethidium Bromide; we will be able to determine the genotype for the human Alu insert PV92.It will be +,+ (yes, Alu); -,- (no alu), or + ,-(one alu).

*You will NOT need to include full materials lists, procedures or diagrams for this lab.

Each of these section headings, materials and procedures,  should be included and followed by “See Gene Connection hand outs.”

Data is a Labeled diagram of your DNA photo results after gel electrophoresis and your observation journal.  *Observation Journal is Key here!

Analysis will include a discussion of Possible types of error and how they could have affected your results.

Conclusion as per lab rubric in paragraph format.

 

Earth science Mass of a rubber stopper

Do not write on this handout, make an RD in your notebook, the FD will be on a separate sheet(s) of paper one for each student.

 

Title:  Just how much Rubber is in a Rubber Stopper?

           

Question:  How will the rubber stopper’s actual metric mass compare (more, less or same mass) to the converted mass taken from posted English standard measurements?

 

Hypothesis:  The Rubber stopper’s actual mass will be________________ then/as the posted mass.

 

Test:  By using a metric balance to determine the actual mass of a Rubber stopper, we can convert ounces to grams for the posted mass and compare to the actual mass found using a scale.

 

Materials:  metric balance (triple beam pan balance), rubber stoppers of varying size, (calculator)

 

Procedures:

1. Convert the posted mass from oz → g using the following formula 1oz. = 28.3 g 
2. Take the mass measurement of the rubber stopper on the metric balance.
3. Do this for four different rubber stoppers with different posted masses (each table member should do all parts of the experiment for at least one sinker)
4. Subtract the measured mass in grams from the posted mass in grams to determine the relative error.  You may disregard any negative numbers9 take an absolute value of your result).
5. Take the relative error in grams and divide by the converted posted mass, in grams, and multiply by 100 to determine the percent error.

 

Data:

Rubber stopper #	Posted mass Converted (g)	Measured mass (g)	Relative Error	% error

Observations: 

 

 

Analysis:  include your calculations and math work for doing the oz-g conversions, relative and percent error. 

Make a Bar graph of actual versus converted mass values of the rubber stoppers used.

 

 

 

 

Conclusion: (restate the hypothesis, explain how you answered the question or not and compare numeric results to prove or refute your hypothesis, discuss observations as possible errors and propose a next step and who outside of this science class might care about your results)