Biology Unit

Here you will find all the links for the entire unit.  You are expected to have completed all of this work before attempting the culminating task for the unit and the unit test.  Without the information from these activities you are unlikely to be successful on this unit (and ultimately on the final exam!).

  1. Computers
  2. mp3 player work
  3. SMART board work
  4. Lab work
  5. ‘Unplugged’ Activity

Rotation One

Computer Activity:  Animal Mitosis Microscope Lab

mp3 player Activity: Cancer

  • Download this worksheet file and then click on the following links to complete it.
  • News Alerts
  • Cell Cycle Animations
  • **In addition to the worksheet please record a podcast of your ORGANIZED thoughts about the following items …
  • The most interesting thing I learned about cancer today was…. because… (give at least 2 reasons why it was interesting)
  • Cancer touches all of our lives in some way, how have you or will you try to lessen the chances of cancer impacting your life?
  • **These podcasts will be collected and shared with the class.

SMART board Activity

Lab Activity

  • Using our textbook ‘Investigating Science 10’, turn to pages 22-24.  There are two Inquiry Activities to complete.  You will be responsible for completing the ‘Procedure’, ‘Analyzing and Intrepreting’, ‘Skill Practise’ and ‘Forming Conclusions’ sections.
  • Get a microscope too!!

Low Tech

  • Complete the ‘Play-clay Cell’ activity!!!!

Class Notes

Notes were taken on

  • specialized cells, stem cells, meristem cells – apoptosis
  • Cells and tissues (plants and animals)
  • Human Organ Mapping

Rotation Two!

Computers

  • Open the A Look at Transgenic Issues.  You will be researching one of three transgenic issues (assigned to you).  Fill in the ‘research organizer’ at the bottom of the page and post in the first class conference (‘Trangenic Research).
  • Use these links as ‘starter links’.  Further research will be needed.

mp3 Station

  • 1. Watch the RNAi clip and take jot notes.  Next answer the following questions.
  • What role did the petunia play in the discovery of RNAi?
  • How does RNAi work?
  • Why did cells evolve this mechanism?
  • 2. Watch the Stem Cells (April 2005) clip and take jot notes.
  • Design 3 questions that could be asked of anyone that sees this clip.
  • 3. Watch the Stem Cells (Update 2006) clip and take jot notes.
  • What information has changed in respect to stem cells since the first clip?
  • ****PODCAST
  • **In addition to the jot notes and questions, please record a podcast of your ORGANIZED thoughts about the following items … (it might help to write a point form note about this topic before your begin your podcast!)
  • The most interesting thing I learned about stem cells today was…. because… (give at least 2 reasons why it was interesting)
  • Embryonic stem cell harvesting can be an ethical issue for people.  What are your thoughts about using embryonic stem cells in research and treatments?  Does the switching of a gene within the egg to produce only a blastula and not a viable fetus negate these ethical issues?  Your opinion is welcome… make sure you support it!
  • **These podcasts will be collected and shared with the class.  Post the podcast in the first class conference in the ‘Stem Cell Podcast’ folder.

SMART board Station

  • Go through the interactive and answer the following questions…
  • Describe the unique characteristics of stem cells.
  • Where do stem cells come from? Discuss some of the challenges in obtaining them?
  • What are the therapeutic uses of stem cells identified in the interactive activity?  Outline them briefly – how are stem cells proposed as a treatment?
  • As a group, discuss the therapeutic uses.  Which therapy can you see as the top most viable wide-spread therapy?  Why
  • Personal reflection – in a paragraph reflect on the group discussion.  Did you opinion differ from the others?  Why?  How did you reach a consensus?  How did the ‘top therapy’ win you over?  Give the reasons.

Physical Lab

  • Procedure:
1. Rest for 5 minutes – sit and do nothing!
2. Take your BP and HR.
3. Run for 5 minutes
4. Take your BP and HR.
5. Rest for 5 minutes, take vitals.
6. Continue to rest, take vitals in 5 minutes
7. Continue to rest, take vitals in 5 minutes… (15 minutes of rest.)
  • Questions:
1. Graph your results. Put BP on the y-axis left side and HR on the right side, and time (experience).
2. How does your recovery time compare with the recovery time of others in your group?
3. Explain the reason for the pulse and blood pressure changes.
4. How does recovery time indicate level of fitness? Explain.
5. Research to find the normal rates for a person your age. How does your pulse rate compare? What are some of the reasons for the differences?
6. Describe any difficulties you had with running this lab. Is there anything that you would do differently?

‘Unplugged’ Station

  • Obtain a textbook and read and note 64-71.  Your notes should include details of each organ system.  Draw figures 2.23 and 2.25.
  • Begin to colour the Organ Systems ‘Colouring Book’!!  This will supplement your notes without you spending the time to ‘draw’ all figures!
  • Procedure:

1. Rest for 5 minutes – sit and do nothing!2. Take your BP and HR.3. Run for 5 minutes4. Take your BP and HR.5. Rest for 5 minutes, take vitals.6. Continue to rest, take vitals in 5 minutes7. Continue to rest, take vitals in 5 minutes… (15 minutes of rest.)

  • Questions:

1. Graph your results. Put BP on the y-axis left side and HR on the right side, and time (experience).2. How does your recovery time compare with the recovery time of others in your group?3. Explain the reason for the pulse and blood pressure changes.4. How does recovery time indicate level of fitness? Explain.5. Research to find the normal rates for a person your age. How does your pulse rate compare? What are some of the reasons for the differences?6. Describe any difficulties you had with running this lab. Is there anything that you would do differently?

The Adolescent Brain

This link will provide you access to information and video clips on your brain and its development.  Feel free to ‘poke around’ and perhaps you will learn something that might benefit you and your school learning ability.

War on Vaccines…

Please watch the documentary below and ponder what would you do?  Would you chose to vaccinate your child or not?  Are the risks to your child too great, the risks to society greater?  Do you believe the doctors or the concerned parents?  Do murcury, formalin and other ‘stablizers’ belong in a medicinal item that I allow to be injected into my child…. all thoughts to consider.


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