DOCUMENT RESUME ED 374 017 SE 055 076 AUTHOR Davis, Mary Pitt TITLE Action Biology for the First Year. First Edition. REPORT NO ISBN-0-931054-19-2 PUB DATE 88 NOTE 455p.; For related manual, see SE 055 077. AVAILABLE FROMClark Publishing, P.O. Box 19240, Topeka, KS 66619-0240. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) Guides Classroom Use Instructional Materials (For Learner) (051) EDRS PRICE MFO1 /PC19 Plus Postage. DESCRIPTORS *Biological Sciences; *Biology; *Science Activities; *Science Education; *Science Experiments; Secondary Education ABSTRACT The effectiveness of science experiments often are partly dependent upon the amount of classroom time availablefor implementation. This factor alone has frustrated many teachers who attempt to complete laboratory assignments in the allottedtime period. This document provides experiments that were designed forthe middle year in a 3-year biology program for grades 7-12. Each lesson is designed for 1-hour periods. This document is divided into five parti: (1) Getting Started;(2) The Cell;(3) The Flow of Life; (4) Invertebrates; and (5) Vertebrates. Some of the experiments provided discuss the following topics:(1) chemical models;(2) organic components,(3) acids, bases, and buffers;(4) cells;(5) food and respiration;(6) DNA models;(7) mitosis and meiosis;(8) gene mutations;(9) blood typing; (10) fossil boy; (11) pedigree studies; (12) invertebrates;(23) vertebrates; (14) circulatory, digestive, and respiratory systems; and (15) touch receptors. Theappendices contain a glossary of terms, a list of suppliers of equipment, materials, and teaching aids, as well as an answer key.(ZWH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****i **************************************************************** _ --7777,-^"tram4ZalaliM PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY D. Carlin '4,te g,..P ' .. t' ,,:.,... It .,.."1$P" - . TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" Ca, ,h-,.s.,, .5,.,) - <.; % `'-ft'..t.,,,e ' ' , I";, ,;;,e,;:::?, .. I. rf,.1, ^ ' 'Irl., ; Ff4k17? '43''';'Y ...:7\1.:T'4;P;,.3,::-71L.,.:::::$,:::4;:ifik ,i,,-,-41,- ,,,,-,-' ;5:::::::,:: .... ,,. .... , , .7.., t'tt e4 ` vp. U.S DEPARTMENT OF EDUCATION Once ot Educational Research and improvement ..4 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received trom the person or organization Originatingd r Min Or changes have been made to improve reproduction QuIt ';4' ,, 1h Points of vies or opmvons stated .n this docu. 'fl *6114 ment do not necessarily epresent °biota, OEFII posmon or DOC/ tirt,Ktrikenttf Sn onov *Vail ARSE v. Itil 1313 For the First Year a self-contained laboratory manual no separate teacher's manuals or student workbooks required. by Mary Pitt Davis assisted by Ted C. Davis Illustrated by Judy Swanson CLARK PUBLISHING PO BOX 19240 TOPEKA, KS 66619-0240 913-862-0218 3 THIS BOOK IS THE PROPERTY OF: STATE COUNTY Book No. PARISH Enter information in one of the spaces SCHOOL DISTRICT to the lett as instructed OTHER CONDITION YEAR ISSUED TO USED ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way; consumable textbooks excepted. 1. Teachers should see that the pupil's name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book; New; Good; Fair; Poor; Bad. NOTICE Reproduction privileges for this book when adopted by a school for classroom use: The tear-out pages of this book and/or those pages containing write-in blanks. including quizzes, may be reproduced for exclusive classroom use only while the book is a regularly adopted classroom text or manual in any school. All pages are fully copyright protected under the International, Pan American and Universal Copyright Conventions, and no part thereof may be reproduced in any form without the written petmission of tilt. copyright owner or the publisher. See copyright notice below. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical. including photocopying, recording, or by any information retrieval system, without the written permission of the copyright owner or the publisher. First Edition, First Printing Copyright 1988 by Mary Pitt Davis ISSN #0.931054.19.2 Printed 1.. the United States of America ii I dedicate this book to my mother,Mary E. Pitt, who first showed me the wondersof life. iii J Preface Over the years I have been blessed with a husband and three children, three college degrees, and sixteen years teaching experience in Washington, Japan, California, Massachusetts, Maryland, and Turkey. Following my husband around the world, first when he was a graduate student and later as a federal government employee, has led to a variety of experiences. Of these, several have had a direct impact upon my methods of teaching high school biology. Dr. H. Weston Blaser, now deceased, my advisor and professor at the University of Washington in Seattle, greatly influenced my approach to intellectual growth and pedagogical method. Former students of his will recognize . some of his methods within this laboratory manual. The Howard County Maryland Public Schools gave me both the position and the time to test and perfect the laboratories in this manual. I have taught in many localities, but my eight years with Howard County provided the opportunity to develop, refine, and coordinate a curriculum best suited to student needs. I would especially like to thank those teachers who routinely and cheerfully put up with my ideas and idiosyn- crasies, particularly. Barbara Jewett, Diane Cockrell, Bob Siskind. and Sally Cooper of Oakland Mills High School in Columbia, Maryland. For eight years we taught, shared, and tested ideas together. I would also like to thank both Paul Keyser, science director, and the members of the Science Review Committee who studied the biological sciences program of the Howard County Public Schools in 1984. I found their comments to be thought provoking as I pursued my own ideas about a biological science curriculum for all grade levels. Still others have assisted in ways both direct and indirect. Mrs. Judy Swanson of the George C. Marshall School in Ankara, Turkey prepared all illustrations for this manual. Mr. Clark S. Carlile, the publisher, was at all times supportive as he recommended improvements. He deserves a special thanks. My husband, Ted C. Davis, most especially deserves credit for all that he has done. Quite simply, this book might not have been written without him. Not only did he pressure me to approach a publisher in the first place, but he spent most evenings, weekends, and holidays over the course of a year reviewing every word and critiquing every entry in this book. It gives me great pleasure to acknowledge a debt to my husband and to thank him for his forbearance with the computer and me. Finally.I would like to thank my students over the years. After all, this book is for them. Mary Pitt Davis Note to Users This self-contained laboratory manual for first year biology requires no separate teacher's manuals orstudent workbooks. Biology, the study of life, is a vast and complex subject, and one in which knowledge is rapidly expanding. The needs of both instructors and students, who face a wide range of possible topics, were consideredduring the selection of laboratories for this manual. Those areas of biology not typically introduced in a middle school course in life science received greater focus. Upon completion Gf this manual, when used in conjunctionwith an appropri- ate text, the student will have satisfied all the requirements for a high schoolbiology laboratory course. Action Biology for the First Year, like its companion volume, Action Biology, Advanced Placement for theSecond Year, results from years of classroom use and testing with high school biology students. Design Assumptions Action Biology for the First Year is designed for the middle year in a three year biology program for grades 7-12. Middle school life science will have covered the flowering plants, birds, and other commonly seen lifeforms with direct meaning to the younger student. The middle school course should not be a watered-downhigh school biology course, but it instead should have unique content. Similarly, the second year course, andthen the third year advanced placement course, should each have unique andincreasingly sophisticated content. The field of biology is broad enough to provide separate examples during each of the three years. Therefore, thismanual, for example, does not again cover the parts of a flowering plant, which every middle school student should havelearned. Instead, the student will learn about Mendelian genetics and the invertebrates, as well as many other new topics. The advanced placement student will not repeat the Mendelian genetics of this manual, but will delve intoDNA and monoclonal antibody research. Instead of repeating work on the invertebrates, the third yearstudent will work with advanced instrumentation and study the plant kingdom, with an emphasis on the taxonomy oflower plants. It was also assumed during preparation of Action Biology for the First Year that many students,including the college-bound, may not take another life science course. Therefore, many of the laboratories in this manual relate a general topic to a specific human example, e.g. genetics (yourblood type and your pedigree), respiration and fermentation (the foods you eat), enzymatic reactions (your spit), etc. Action Biology for the First Year treatsthe development and function of the human body in a way meaningful to the high school student. The number of laboratories included in this manual exceeds those required during the course of atypical five hours per week academic year. They range from the sub-cellular to the social, from the descriptive to the experimental.