Curriculum Map 127 - BIOLOGY JUNCTION

Campbell Problem 7

Molecular Genetics Problem 7 7. Using the information from problem 6, a further testcross was done using a heterozygote for height and nose morphology. The offspring were tall-upturned nose, 40; dwarf-upturned nose, 9; dwarf-downturned nose, 42; tall-downturned nose, 9. Calculate the recombination frequency from these data; then use your answer from problem 6 to determine the correct sequence of the three linked genes.

Experiment 3. (Frequency/Distance between T and S)

Determine the recombination frequency for the genes controlling Tallness and Snout:

40 tall-upturned snout	= 40%	expected
42 dwarf-downturned snout	= 42%	expected
9 dwarf-upturned snout	= 9%	recombinant
9 tall-downturned snout	= 9%	recombinant

Total = 100%

Therefore this recombination frequency between genes T and S is 18%

One can determine the relative frequency between genes using the percent frequencies as distances.

The Recombinant relationships from experiments 1-3 are:

Exp. 1 T-A = 12 map units Exp. 2 A-S = 5 map units Exp. 3 T-S = 18 map units

An arrangement that fits the data would be:

BACK

BIOLOGY SAFETY CONTRACT

BIOLOGY SAFETY CONTRACT

I, ____________________________ have read the safety rules for the biology classroom and lab and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.

*Failure to have goggles at the beginning of any lab involving heat, chemicals or glassware (except microscopy) will result in removal from the room and a grade of “0” for the lab. The removal is required by the State of Arkansas.

I do/do not wear contact lenses.

I do/do not have a medical condition that could result in the need for emergency medical attention (explain here if you do).

Signed (student) _________________________________________Date ___________

_______________________________________________________________________________

Dear Parent or Guardian:

We feel that you should be informed regarding the school’s effort to create and maintain a safe science classroom/laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards.

You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher, a safety test is passed with a 70% or greater, and a classroom map is constructed by the student.

Your signature on this contract indicates that you have read the Student Safety contract, are aware of the measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold his/her agreement to follow these rules and procedures in the the laboratory.

Signed (parent) ________________________________Date ___________

Day phone __________________ Convenient hours ___________________

Evening phone _________________Convenient hours __________________

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Build a Cell

Use of our material:
This activity was created by Kelly Riedell for students in Biology class at Brookings High School. We have worked very hard on activities, Powerpoints/games/worksheets, etc to make this a resource for our students. If you are using our materials, please give us credit for our efforts by listing us as a source with links to our site.
Any questions, comments, or corrections can be directed to us at

BUILD -A-CELL GAME
Students review by answering questions AND
by practicing what parts look like and their
location as they build their cell.

AHEAD OF TIME:
1. Make a copy of the question cards. and cut them apart
You will need a set of question cards for each group of 4
I make the sets different colors so the cards don’t get mixed up.

2. Print out the Build a cell game parts sheets.
Copy the blank cell page onto colored paper (1 for each student)
Copy off the cell parts pieces onto clear transparency sheets, cut out, and place in
paper lunch bags. (1 lunch bag per game group with enough parts in it to make 4 cells.)
Using clear transparencies allows some cell parts to build on top of each other.
(Ex: nucleolus goes inside nucleus, ribosomes sit on top of Rough ER)

PLAY THE GAME:
Students play in groups of 3-4. Each group has a lunch bag with cell parts pieces and a deck of question cards. Each student has his/her own blank cell score sheet. Students play by taking turns answering questions. If they answer correctly, they get to pick a cell part from the lunch bag and place it on their cell scorecard in the correct place. If they get it wrong they don’t get a part and the next student gets a turn.

First student to get all 9 cell parts into their cell is the winner.

BIOLOGY SAFETY CONTRACT

BIOLOGY SAFETY CONTRACT

I do/do not wear contact lenses.

I do/do not have a medical condition that could result in the need for emergency medical attention (explain here if you do).

Signed (student) ________________________________Date ___________

Dear Parent or Guardian:

You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher.

Signed (parent) ________________________________Date ___________

Day phone ________________________ Convenient hours _______________________

Evening phone _______________________ Convenient hours _____________________

CLICK FOR NOTEBOOK COPY

Biology Syllabus

Instructor: Cheryl Massengale
Textbook: Modern Biology by Holt, Reinhart, & Winston

Updated April 10, 2006

First Semester
Subject	Weeks of Instruction	Chapters
Chemistry of Life	2.5
Cells	6.5
Genes	6.5
Second Semester
Mechanics of evolution	2
Biological Diversity	2.5
Plant Form & Function	3.5
Animal Form & Function	7.0
Ecology	2.0

1st Nine Weeks

2nd Nine Weeks

3rd Nine Week

4th Nine Week

First Nine Weeks – Molecules and Cells
Date	Topic of Study	Chapters to read		Labs	Tutorial Links
8/21 to 9/12	Chemistry & Biochemistry	Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5		Lab 2: Enzyme Catalysis Wildflower Collection Organic Models	Periodic Table Chemistry Review Macromolecule Problems Acids & Bases pH Problems
Unit one Test – Biochemistry
9/13 to 10/6	Cells	Chapter 7 Chapter 8 Chapter 11 Chapter 12 Chapter 13		Lab 1: Osmosis & Diffusion Microscopy Lab	Cell Size Cells Alive! Cell Cycle & Mitosis Meiosis Onion Root Tips
Unit 2 Test over Cells (chapters 7,8,11,12,13)
10/9 to 10/24	Cellular Energetics	Chapter 6 Chapter 9 Chapter 10		Lab 5: Cell Respiration Lab 4: Plant Pigments & Photosynthesis	Photosynthesis Problem Set 1 Photosynthesis Problem Set 2 Metabolism Problem Sets
Unit 3 Test over Cellular Energetics (chapters 6, 9, & 10)
Second Nine Weeks – Genetics
10/25 to 11/14	Heredity	Chapter 14 Chapter 15		Lab 3: Mitosis & Meiosis Cry of the Kalahari	The Cell Cycle & Mitosis Tutorial Online Onion Root Tip Activity Cell Division Laboratory Tutorial Problem sets Genetics Problem sets Human Biology Genetics On-line Activity Web Karyotyping
Unit 4 Test over Heredity (chapters 14 & 15)
11/15 to 12/20	Molecular Genetics	Chapter 16 chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21		Lab 6: Molecular Biology	J. Watson bio DNA diagrams Nucleic Acids Practice Test Molecular Biology Bacterial Genetics and Recombinant DNA
Unit 5 Test over Molecular Genetics (chapters 16 – 21)
Third Nine Weeks – Evolution, Taxonomy, Plants
1/9 to 1/30	Evolutionary Biology	Chapter 22 Chapter 23 Chapter 24 Chapter 25		Lab 7: Genetics of Drosophila	The Museum of Paleontology (UCMP) Galapagos Website
Unit 6 Test over Evolution (chapters 22-25)
1/31 to 2/13	Diversity of Organisms	Chapter 26 Chapter 27 Chapter 28 Chapter 31		Lab 8: Population Genetics & Evolution Gram Staining Lab	Introduction to Viruses Introduction to Protists Protist Image Data Introduction to the Fungi
Unit 7 Test over Taxonomy, Prokaryotes, & Simple Eukaryotes (chapters 26, 27,28, and 31)
2/14 to 3/13	Structure & Function of Plants	Chapter 29 Chapter 30 Chapter 35 Chapter 36 Chapter 37 Chapter 38 Chapter 39		Lab 9: Transpiration	Angiosperm Structure and Function
Units 8A & 8B Tests over Plants ( Chapters 29 & 30, 35 – 39 )
Fourth Nine Week – Animals & Ecology
3/14 to 4/17	Invertebrates & Vertebrates	Chapter 32 Chapter33 Chapter34		Invertebrate/Vertebrate Dissections	Interactive Animal Diversity Test Insects Netfrog Whole Frog Project
Unit 9A & 9B Test over Vertebrates & Invertebrates (chapters 32-34)
4/18 to 4/30	Structure & Function of Animals	Chapter 40 Chapter 41 Chapter 42 Chapter 43 Chapter 44 Chapter 45 Chapter 46 Chapter 47 Chapter 48 Chapter 49		Lab 10: Physiology of Circulatory System Fetal Pig Dissection	Arteriosclerosis Explore the brain Human Biology Human Anatomy Online Human Developmental Biology
Units 10A & 10 B Tests over Animal Systems ( Chapters40 – 49 )
5/1 to 5/11	Ecology	Chapter 50 Chapter 51Z Chapter 52 Chapter 53 Chapter 54 Chapter 55		Lab 11: Behavior Lab 12: Dissolved Oxygen & Aquatic Primary Productivity	Tall-grass prairie Tundra Biome Taiga Major world biomes
Unit 11 Test over Ecology ( Chapters 50 – 55 )
AP Exam – May 14			Final Exam – May 23

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