My Classroom Material 205 - BIOLOGY JUNCTION

Campbell Chapter 14 Gen Prob 1

Molecular Genetics: Problem 1A man with hemophilia (a recessive , sex-linked condition has a daughter of normal phenotype. She marries a man who is normal for the trait. What is the probability that a daughter of this mating will be a hemophiliac? A son? If the couple has four sons, what is the probability that all four will be born with hemophilia?

Genotypes:

A man with hemophilia is XhY where h = hemophilia gene and H = the normal gene.
Any daughter with normal phenotype whose father has hemophilia will be a carrier.

Her genotype must be:

XhXH and NOT XHXH We can use a Punnett square to show the probability of a daughter or son having hemophilia.

daughter x normal manXhXH x XHY

A. If the daughter marries a normal male the probability of a daughter having hemophilia is zero.

B. About 50% of male children would have hemophilia (Boxes 2 and 4 above)

C. The probability that all 4 sons have inherited hemophilia would be: 1/2 x 1/2 x 1/2 x 1/2 or 1/16.

BACK

Cell Respiration

Cell Respiration

Overview:
In this experiment, you will work with seeds that are living but dormant. A seed contains an embryo plant and a food supply surrounded by a seed coat. When the necessary conditions are met, germination occurs, and the rate of cellular respiration greatly increases. In this experiment you will measure oxygen consumption during germination. You will measure the change in gas volume in respirometers containing either germinating or non-germinating pea seeds. In addition, you will measure the rate of respiration of these peas at two different temperatures.

Objectives:
Before doing this laboratory you should understand:

how a respirometer works in terms of the gas laws; and
the general processes of metabolism in living organisms.

After doing this laboratory you should be able to:

calculate the rate of cell respiration from experimental data.
relate gas production to respiration rate; and
test the effect of temperature on the rate of cell respiration in ungerminated versus germinated seeds in a controlled experiment.

Introduction:
Cellular respiration is the release of energy from organic compounds by metabolic chemical oxidation in the mitochondria within each cell. Cellular respiration involves a series of enzyme-mediated reactions. The equation below shows the complete oxidation of glucose. Oxygen is required for this energy-releasing process to occur.

C6H12O6 + 6O2 —–> 6 CO2 + 6 H2O + 686 kilocalories of energy / mole of glucose oxidized

By studying the equation above, you will notice there are three ways cellular respiration could be measured. One could measure the:

1. Consumption of O2 ( How many moles of oxygen are consumed in cellular respiration?)

2. Production of CO2 ( How many moles of carbon dioxide are produced by cellular respiration?)

3. Release of energy during cellular respiration.

In this experiment, the relative volume of O2 consumed by germinating and non-germinating (dry) peas at two different temperatures will be measured.

Background Information:
A number of physical laws relating to gases are important to the understanding of how the apparatus that you will use in this exercise works. The laws are summarized in the general gas law that states:

PV = nRT

where

P is the pressure of the gas,

V is the volume of the gas,

n is the number of molecules of gas,

R is the gas constant ( its value is fixed), and

T is the temperature of the gas (in K0).

This law implies the following important concepts about gases:

1. If temperature and pressure are kept constant, then the volume of the gas is directly proportional to the number of molecules of gas.

2. If the temperature and volume remain constant, then the pressure of the gas changes in direct proportion to the number of molecules of gas present.

3. If the number of gas molecules and the temperature remain constant, then the pressure is inversely proportional to the volume.

4. If the temperature changes and the number of gas molecules is kept constant, then either pressure or volume ( or both ) will change in direct proportion to the temperature.

It is also important to remember that gases and fluids flow from regions of high pressure to regions of low pressure.

In this experiment, the CO2 produced during cellular respiration will be removed by potassium hydroxide (KOH) and will form solid potassium carbonate (K2CO3) according to the following reaction.

CO2 + 2 KOH —-> K2CO3 + H2O

Since the carbon dioxide is being removed, the change in the volume of gas in the respirometer will be directly related to the amount of oxygen consumed. In the experimental apparatus if water temperature and volume remain constant, the water will move toward the region of lower pressure. During respiration, oxygen will be consumed. Its volume will be reduced, because the carbon dioxide produced is being converted to a solid. The net result is a decrease in gas volume within the tube, and a related decrease in pressure in the tube. The vial with glass beads alone will permit detection of any changes in volume due to atmospheric pressure changes or temperature changes. The amount of oxygen consumed will be measured over a period of time. Six respirometers should be set up as follows:

Respirometer	Temperature	Contents
1	Room	Germinating seeds
2	Room	Dry Seeds and Beads
3	Room	Beads
4	100C	Germinating Seeds
5	100C	Dry Seeds and Beans
6	100C	Beads

Procedure:
1.Prepare a room-temperature bath (approx. 25 degrees Celsius) and a cold-water bath (approx. 10 degrees Celsius).

2.Find the volume of 25 germinating peas by filling a 100mL graduated cylinder 50mL and measuring the displaced water.

3.Fill the graduated cylinder with 50mL water again and drop 25 non-germinating peas and add enough glass beads to attain an equal volume to the germinating peas.

4.Using the same procedure as in the previous two steps, find out how many glass beads are required to attain the same volume as the 25 germinating peas.

5.Repeat steps 2-4. These will go into the 10-degree bath.

6.To assemble 6 respirometers, obtain 6 vials, each with an attached stopper and pipette. Number the vials. Place a small wad of absorbent cotton in the bottom of each vial and, using a dropper, saturate the cotton with 15% KOH (potassium hydroxide). It is important that the same amount of KOH be used for each respirometer.

7.Place a small wad of dry, nonabsorbent cotton on top of the saturated cotton.

8.Place the first set of germinating peas, dry peas & beads, and glass beads in the first three vials, respectively. Place the next set of germinating peas, dry peas & beads, and glass beads in vials 4, 4, and 6, respectively. Insert the stopper with the calibrated pipette. Seal the set-up with silicone or petroleum jelly. Place a weighted collar on each end of the vial. Several washers around the pipette make good weights.

9.Make a sling of masking tape attached to each side of the water baths. This will hold the ends of the pipettes out of the water during an equilibration period of 7 minutes. Vials 1, 2, and 3 should be in the room temperature bath, and the other three should be in the 10 degree bath.

10.After 7 min., put all six set-ups entirely into the water. A little water should enter the pipettes and then stop. If the water continues to enter the pipette, check for leaks in the respirometer.

11.Allow the respirometers to equilibrate for 3 more minutes and then record the initial position of the water in each pipette to the nearest 0.01mL (time 0). Check the temperature in both baths and record. Record the water level in the six pipettes every 5 minutes for 20 minutes.

Table 5.1: Measurement of O2 Consumption by Soaked and Dry Pea Seeds at Room Temperature (250C) and 100C Using Volumetric Methods.

Temp (oC)	Time (min)	Beads Alone		Germinating Peas		Dry Peas and Beans
		Reading at time X	Diff*	Reading at time X	Diff*	Corrected Diff. ^	Reading at time X	Diff*	Corrected diff ^
	Initial – 0
	0-5
	5- 10
	10 -15
	15-20
	Initial – 0
	0-5
	5- 10
	10 -15
	15-20

* difference = ( initial reading at time 0) – ( reading at time X )

^ corrected difference = ( initial pea seed reading at time 0 – pea seed reading at time X) – ( initial bead reading at time X).

Analysis of Results:
1. In this investigation, you are investigating both the effect of germination versus non-germination and warm temperature versus cold temperature on respiration rate. Identify the hypothesis being tested in this activity.

_______________________________________________________________________

2. This activity uses a number of controls. Identify at least three of the control, and describe the purpose of each control.

_______________________________________________________________________

3. Graph the results from the corrected difference column for the germinating peas and dry peas at both room temperature and 100C.

a. What is the independent variable? ____________________________________________________

b. What is the dependent variable? ______________________________________________________

Graph Title: _____________________________________________________________________

Graph 5.1

4. Describe and explain the relationship between the amount of oxygen consumed and time.

_______________________________________________________________________

5. From the slope of the four lines on the graph, determine the rate of oxygen consumption of germinating and dry peas during the experiments at room temperature and 100C. Recall that rate = delta Y/delta X.

Table 5.2

Condition	Show Calculations Here	Rate in ml.O2 / min
Germinating Peas/100C
Germinating peas /Room Temperature
Dry peas/100C
Dry Peas /Room Temperature

6. Why is it necessary to correct the readings from the peas with the readings from the beads?

_______________________________________________________________________

7. Explain the effect of germination ( versus non-germination) on peas seed respiration.

_______________________________________________________________________

8. What is the purpose of KOH in this experiment?

_______________________________________________________________________

9. Why did the vial have to be completely sealed around the stopper?

_______________________________________________________________________

10. If you used the same experimental design to compare the rates of respiration of a 25 g. reptile and a 25 g. mammal, at 100C, what results would you expect/ Explain your reasoning.

_______________________________________________________________________

11. If respiration in a small mammal were studied at both room temperature (210C) and 100C, what results would you predict? Explain your reasoning.

_______________________________________________________________________

12. Explain why water moved into the respirometer pipettes.

_______________________________________________________________________

________________________________________________________________________

AP LAB PAGE

DNA & Protein Synthesis Chapter 10 Worksheet

DNA & Protein Synthesis

Section 10-1 DNA

1. What does DNA stand for?

2. What is DNA’s primary function?

3. What is the function of proteins?

4. What are the repeating subunits called that make up DNA?

5. Name the 3 parts of a DNA nucleotide.

6. Sketch and label a DNA nucleotide.

7. Name the 4 nitrogen bases on DNA.

8. What is the difference between a purine & a pyrimidine?

9. Name 2 purines.

10. Name 2 pyrimidines.

11.Who is responsible for determining the structure of the DNA molecule & in what year was this done?

12. The model of DNA is known as a ____________________________ because it is composed of two ___________________ chains wrapped around each other.

13. What makes up the sides of a DNA molecule?

14. What makes up the “steps” of a DNA molecule?

15. How did Rosalind Franklin contribute to determining the structure of DNA?

16. What type of bonds holds the DNA bases together? Are they strong or weak bonds?

17. What makes up the “backbone” of the DNA molecule?

18. On DNA, a ____________________ base will always pair with a __________________ base.

19. What is the most common form of DNA found in organisms?

20. How many base pairs are in a full turn or twist of a DNA molecule?

21. Name the complementary base pairs on DNA.

22. How many hydrogen bonds link cytosine & guanine? adenine & thymine?

23. How does the nucleotide sequence in one chain of DNA compare with the other chain of DNA?

24. Why must DNA be able to make copies of itself?

25. Define DNA replication.

26. What is the first step that must occur in DNA replication?

27. What acts as the template in DNA replication?

28. What is a replication fork?

29. What enzymes help separate the 2 strands of nucleotides on DNA? What bonds do they break?

30. What is the function of DNA polymerases?

31. ____________________ are joined to replicating strands of DNA by ________________ bonds.

32. If the sequence of nucleotides on the original DNA strand was A – G – G – C – T – A, what would be the nucleotide sequence on the complementary strand of DNA?

33. Does replication of DNA begin at one end and proceed to the other? Explain.

34. Why does DNA replication take place at many places on the molecule simultaneously?

35. When replication is complete, how do the 2 new DNA molecules compare to each other & the original DNA molecule?

36. Is DNA replicated (copied) before or after cell division?

37. Sketch & label DNA replication. (Figure 10-5, page 188)

38. What is the error rate in DNA replication? What helps lower this error rate to 1 in 1 billion nucleotides?

39. What is a mutation?

40. Name several things that can cause DNA mutations.

Section 10-2 RNA

41. What sugar is found on DNA?

42. What base is missing on RNA, & what other base replaces it?

43. Uracil will pair with what other on DNA?

44. Is RNA double or single stranded?

45. Name the 3 types of RNA and tell the shape of each.

46. Which type of RNA copies DNA’s instructions in the nucleus?

47. Which type of RNA is most abundant?

48. What does tRNA transport?

49. What 2 things make up ribosomes?

50. Define transcription.

51. In what part of a cell are proteins made?

52. What is RNA polymerase & tell its function.

53. What are promoters?

54. Where does RNA polymerase bind to the DNA it is transcribing?

55.What makes the beginning of a new gene on DNA in eukaryotes?

56. What do promoters mark the beginning of on prokaryotic DNA?

57. When a promoter binds to DNA, What happens to the double helix?

58. Are both strands of DNA copied during transcription?

59. As RNA polymerase moves along the DNA template strand, what is being added?

60. What bases pair with each other during transcription?

61. What is the termination signal?

62. What happens when RNA polymerase reaches the termination signal?

63. What are the products of transcription called?

64. Transcripts are actually ____________________________ molecules.

65. In transcription, ________________________’s instructions for making a protein

are copied by _______________________.

66. Which RNA molecules are involved in the synthesis (making) of a protein?

67. What happens to the newly made mRNA molecule following transcription in the nucleus?

Section 10-3 Protein Synthesis

68. What makes up proteins, what are the subunits called, & what bonds them together?

69. How many different kinds of amino acids make up proteins?

70. What determines how protein polypeptides fold into 3-dimensional structures?

71. Why does a protein need a 3-dimensional structure?

72. What is the genetic code & why is it important?

73. What is a codon & what does each codon code for?

74. How many codons exist?

75. Name the amino acid coded for by each of these codons:

a. UUA

b. AUU

c. UGU

d. AAA

e. GAG

f. UAA

76. What codon starts protein synthesis?

77. What codons stop protein synthesis?

78. Proteins are synthesized (made) at what organelle in the cytosol?

79. Sketch and label a tRNA molecule & tell its function.

80. Define translation & tell how it starts.

81. Where are amino acids found in a cell & how are they transported?

82. What is an anticodon & where is it found on tRNA?

83. What codon on mRNA would bind with these anticodons: (use table 10-1, page 194)

a. AAA

b. GGA

c. UAC

d. CGU

84. What are ribosomes made of and in what 2 places can they be found in a cell?

85. What is the difference between proteins made by free ribosomes & those made by attached, membrane proteins on the ER?

86. How many binding sites are found on the ribosomes and what does each site hold?

87. To start making a protein or _________________________________, a ribosome attaches to the ______________________________ codon on the __________________ transcript.

88. The start codon, AUG, pairs with what anticodon on a tRNA molecule?

89. What amino acid does the start codon always carry?

90. What type of bonds are the ones that attach amino acids to each other in a growing polypeptide?

91. __________________________ are linked to make proteins as a ______________________ moves along the mRNA transcript.

92. What ends translation?

93. Can more than one ribosome at a time translate an mRNA transcript? Explain.

94. What determines the primary structure of a protein?

95. What would the translation of these mRNA transcripts produce?

a. UAA CAA GGA GCA UCC

b. UGA CCC GAU UUC AGC

BACK

Endocrine System

The Endocrine System

Click here to view an animation of the endocrine system

The endocrine system is a set of hormone secreting glands within the body of an animal. The function of the endocrine system is homeostasis, communication and response to stimuli. The endocrine system regulates the internal environment of the animal for growth, survival and reproduction as well as allowing it to respond to changes in its external environment.

The endocrine system’s glands secrete chemical messages we call hormones. These signals are passed through the blood to arrive at a target organ, which has cells possessing the appropriate receptor. Exocrine glands (not part of the endocrine system) secrete products that are passed outside the body. Sweat glands, salivary glands, and digestive glands are examples of exocrine glands.

The other communication method in the body is the nervous system. Although there are differences between them, they complement each other in many responses, e.g., response to danger.

The difference between nervous and endocrine control are as follows:

1. Nervous response is faster.

2. Nervous response is shorter in duration.

3. Nervous response stops quicker.

Nervous response is much more local.
Nerve ‘messages’ are conducted electrically; endocrine ‘messages’ are carried chemically.

Hormones

Most hormones are made of protein. They are called peptides. Peptides are short chains of amino acids; most hormones are peptides. They are secreted by the pituitary, parathyroid, heart, stomach, liver, and kidneys.

Some hormones are steroid based. Steroids are lipids derived from cholesterol. Testosterone is the male sex hormone. Estradiol, similar in structure to testosterone, is responsible for many female sex characteristics. Steroid hormones are secreted by the gonads, adrenal cortex, and placenta.

Hormones are usually slow to act but, once they act, they remain active for long periods of time and, also, their effects remain for a long time.

Endocrine Glands

There are 10 endocrine glands. As stated previously, other organs such as the stomach, intestines, kidneys, heart, brain, and placenta also make hormones.

Click here to take an online quiz on the location of the endocrine glands

The Pituitary Gland

The pituitary gland is often called the master gland. That is because the pituitary gland produces hormones that regulate other endocrine glands. Some hormones produced by the pituitary gland are:

1. Follicle Stimulating Hormone (FSH): Will be discussed in a later Chapter of the syllabus.

2. Luteinising Hormone (LH): Will be discussed in a later Chapter of the syllabus.

3. Growth Hormone (GH): Causes body cells to absorb amino acids and form protein for growth. The main function is to cause the elongation of bones.

4. Prolactin: stimulates milk formation by the breast after the birth of the baby.

5. Oxytocin: stimulates muscle contraction of uterus during birth, stimulates muscle contraction in the milk ducts during breast-feeding.

6. Antidiuretic Hormone (ADH): causes increased water reabsorption by kidneys.

7. Thyroid Stimulating Hormone (TSH): Combines with iodine at the thyroid gland to produce thyroxine.

Overproduction of GH causes gigantism and underproduction causes dwarfism.

The Hypothalamus

The hypothalamus links the nervous system with the endocrine system. It produces hormones that control the pituitary gland’s responses to messages from the brain and other hormones. Some these hormones, called releasing hormones, stimulate the pituitary gland to make other hormones. Others, called release inhibiting hormones, prevent the production of pituitary hormones.

An example is growth hormone releasing factor. This causes the production of growth hormone (GH) by the pituitary gland.

The Pineal Gland

This gland is in the brain. One hormone produced there is melatonin. Synthesis and release of melatonin is stimulated by darkness and inhibited by light. But even without visual cues, the level of melatonin in the blood rises and falls on a daily (circadian) cycle with peak levels occurring in the wee hours of the morning. Melatonin is readily available in drug stores and health food stores, and it has become quite popular. Ingesting even modest doses of melatonin raises the melatonin level in the blood to as much as 100 times greater than normal. These levels appear to promote going to sleep and thus help, insomnia to hasten recovery from jet lag, and to not to have dangerous side effects.

The Thyroid Gland

The thyroid gland produces the hormone called thyroxin. Thyroxin controls the rate of all the body’s internal reactions. In other words, thyroxin controls the rate of the body’s metabolism.

Physical conditions related to abnormal thyroid function are:

Hypothyroidism- Under Production of Thyroxine

1. Cretinism– Under production of thyroxin in young children. This results in low metabolic rates and results in retarded physical and mental development.

2. Myxoedema- Under production of thyroxin in adults. Characteristics are tiredness, lack of energy, slow mental and physical activity, and weight gain.

3. Goitre- Swelling of the thyroid caused by myxoedema.

Goitre

In cases of low production of thyroxine tablets are available to increase the thyroxine in the body. Since thyroxine needs iodine to be produced iodine is also administered to boost thyroxine levels.

Thyroxine Excess (Hyperthyroidism)

Thyroxine secretion is above normal. This causes a raised level of metabolism. Symptoms of over production of thyroxin are bulging eyes, weight loss heat production, nervousness, irritability, and anxiety. This condition is called Grave’s Disease. Corrective measures for Grave’s Disease are:

1. Drugs to suppress thyroid activity

2. Surgically remove part of the gland

3. Use radioactive iodine to destroy some of the gland.

The Parathyroids

parathyroids behind thyroid gland

There are 4 parathyroid glands. They are located within the thyroid gland. The hormone they produce is called parathormone. This hormone stimulates the release of calcium from the bones. That is why we must continue to include calcium in our diet even when our bones are fully grown.

The Thymus Gland

This gland is located behind the breastbone. It produces the hormone thymosin. This hormone causes white blood cells (lymphocytes) to become mature and active. These blood cells, as previously discussed in the Blood web page, are involved in the body’s immune system.

The Adrenal Glands

Click here to view an animation of the adrenal glands

Diagram showing the location of the adrenal glands

The adrenal glands are located on top of each kidney. They secrete the hormone called adrenaline (also called epinephrine). This hormone prepares the body for stress and is released when we are frightened or feel stress. It does the following:

1. Increases blood flow to the heart, muscles, and brain.

2. Reduces blood flow to the kidneys. This helps reduce blood loss if we are cut. It causes us to get pale.

3. Opens the bronchioles allowing us to get more air.

4. Increases glucose levels in the blood.

5. Increases heartbeat rate.

6. Increase muscular contraction and strength.

7. Increases mental alertness.

Pancreas

As discussed in the Human Nutrition web page the pancreas secretes pancreatic juice for the digestive system.

In addition, the pancreas produces the hormone called insulin. This hormone is produced in groups of cells called Islets of Langerhans. Insulin is needed because it reduces blood glucose levels in the blood. It causes cells, especially fat and muscle cells, to absorb glucose from the blood. The glucose is needed for cellular respiration or converted into glycogen. The glycogen is stored in the liver or the muscles for future use in cellular respiration.

Diabetes is a serious condition that results from 1 of 2 causes. In type 1 diabetes, the pancreas no longer makes insulin and therefore blood glucose cannot enter the cells to be used for energy. In type 2 diabetes, either the pancreas does not make enough insulin or the body is unable to use insulin correctly. Symptoms of diabetes are high glucose levels in the blood and urine, the production of large amounts of urine, severe thirst, loss of weight, and tiredness.

Injections of insulin, which are taken daily, the control of carbohydrate intake, exercise, and weight control treat diabetes.

Anabolic Steroids

Anabolic steroids are hormone supplements that habe been used. They build up muscle, speed up recovery of muscle from injury, and help strengthen bones. There are many serious side effects such as liver and adrenal gland failure, infertility, impotence, and the development of male characteristics in females that can result if they are misused. They are also, sometimes given to animals to promote increased lean muscle (meat) production. This practice is banned in the EU.

Control of Thyroxine Level

Control of thyroxine level as well as many other hormones is done by negative feedback. If the thyroxine level is normal the pituitary gland is inhibited from releasing thyroid stimulating hormone (TSH). As a result, no further thyroxine is produced. When thyroxine levels are low the pituitary gland produces TSH. This causes more thyroxine to be produced by the thyroid gland.

An Example of negative feedback in the role of the thyroid in maintaining body temperature at 37°C.:

The hypothalamus of the brain detects a drop in blood temperature.
The hypothalamus stimulates the pituitary to secrete TSH (thyroid-stimulating hormone).
This hormone stimulates the thyroid to increase its secretion of thyroxine.
The higher concentration of thyroxine increases metabolism and heat production increases.
The blood is warmed back to normal temperature.

OR:

Hypothalamus detecting raised blood temperature and reduces its stimulation of the pituitary.
High thyroxine levels inhibiting the release of TSH from the pituitary.
The increased level of thyroxine leads to the limitation or reduction of its secretion.
Body’s metabolism slows down as a result of less thyroxin. The body’s temperature goes down.

Review Chart of Major Hormonal Glands

Where the Hormone is Produced	Hormone(s) Secreted	Hormone Function
Adrenal Glands	Adrenalin	Causes Emergency Responses (fight/flight)
Pituitary Gland	Growth hormone	Affects growth and development; stimulates protein production
Pancreas	Insulin	Lowers blood sugar levels; stimulates metabolism of glucose, protein, and fat
Hypothalamus	Growth Hormone Releasing Factor	Causes growth hormone to be made
Pineal Gland	Melatonin	Controls body rhythms
Parathyroid Glands	Parathyroid hormone (Parathormone)	Affects bone formation and excretion of calcium and phosphorus
Thyroid	Thyroxine	Controls Metabolism
Thymus	Thymosin	Matures white blood cells

Evaluation Webquest Classification

Evaluation

Students will be evaluated as a group in the areas listed in the rubric.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Classify plants and animals according to internal and external features using a developed classification systems, organized using a flow chart.	Classification of a total of 6 out of 10 living organisms (that includes the created living things) correctly with 6 flow charts.	Classification of a total of 7 out of 10 living organisms (that includes the created living organisms) correctly with 6 legible and easy to follow flow charts.	Classification of a total of 8 out of 10 living organisms (that includes the created living organisms) correctly with 6 legible and easy to follow flow charts and 1 flow chart that combines all 6 flow charts.	Classification of a total of 9 or 10 living organisms correctly with 6 flow charts that are easy to follow and 1 flowchart that combines all 6 flow charts and is easy to follow.
Poster of new living thing that communicates what the new living thing looks like.	Poster that includes: 1)a picture of an original living thing 2)a description of five characteristics listed	A poster that includes: 1) a picture of an original living thing 2)a description of six characteristics listed in an organized fashion 3)few spelling errors	A poster that includes 1)a picture of an original living thing 2) a description of six or more characteristics listed in an organized fashion 3) no spelling errors. 4)easy to read	A poster that includes: 1) a picture of an original living thing2) a description of six or more characteristics listed in an organized fashion 3) no spelling errors. 4) good artistic design.
Presentation of classification findings and new living thing	1)Information presented relevant and in a logical order 2)One media used for presentation effectively	1)Information presented relevant and in a logical order 2)Two media forms used for presentation excluding video effectively.	1)Information presented relevant and in a logical order 2)Video used for presentation media effectively.	1)Information presented relevant and in a logical order 2)Two media forms used for presentation including video effectively.
Work co-operatively in a group	1)Work co-operatively using information technology skillsOR 2)Demonstrate ability to collaborate to develop a group display.	1)Work co-operatively using information technology skills AND 2)Demonstrate ability to collaborate to develop a group display with satisfactory results	1)Work co-operatively using information technology skills AND 2)Demonstrate ability to collaborate to develop a group display with average results	1)Work co-operatively using information technology skills AND 2)Demonstrate ability to collaborate to develop a group display with above average results
Group self-evaluation	Worked together though some problems (had disagreements)	Worked together with a few problems (only minor disagreements)	Worked together and every one had input into decisions though a few problems	Worked well together, no problems and everyone had input into decisions.

BACK