Meiosis Pop-Bead Questions

Here are the questions from this week's investigation

• What is the end result of meiosis?
• Is an unfertilized egg haploid, diploid, or tetraploid? What about a sperm cell? What about a fertilized egg?
• How many different sources of DNA (different colors) does your fertilized egg have?
• Let’s assume that each popbead is a gene. Look at your fertilized egg. How many genes came from the: paternal grandfather (blue), paternal grandmother (red), maternal grandfather (green), and maternal grandmother (yellow)? Are these numbers the same for other groups?
• A friend asks you, “Me and my sister have the same two parents. If we both got our DNA from the same two people, why don’t we look like twins?” What would you say to your friend?
• Look at the genes for baldness in your fertilized egg. Did it originate from the paternal grandfather (blue), paternal grandmother (red), maternal grandfather (green), or maternal grandmother (yellow)? (Hint there should be two answers)
• Billy is a growing fetus. Billy's parents want Billy the fetus to have the maternal grandmother's beautiful freckles, however the maternal grandfather, paternal grandparents, and the parents do not have freckles. Is it likely that Billy the fetus will inherit the maternal grandmother’s gene for freckles? Why or why not?
• Everyone's embryo at the end of the activity is different. What three steps did we do in this activity that contributed (played a part) in this variation (differences) for each embryo?

Enrichment Questions for Friday

• Describe the similarities and differences between Mitosis and Meiosis (use your science vocab).
• Write a ClEvR statement to support or refute the following statement:  "Meiosis is not a cycle."
• Where does the variability in Genes come from in Meiosis? (identify three sources)

Skin Color Interactive Activity

Open your packet and answer the anticipatory questions.

Go to this link and click launch interactive. There should be a video playing. If you didn't bring headphones, you can either play it quietly at your desk or turn on closed captions.

Once you've finished watching the video through, replay it and stop at the first white line.

Go to contents and click on the first link (What is skin). Answer the questions in the packet under the heading "First stop point: What is Skin?"

Resume the video until you get to the next stop point. Repeat the process until you have finished all the questions in your packet.

Ask Mr. Sultzer if you have any questions.

Investigation #4 - LiDoDeNA

Objective: Classify a series of objects as Living, Dormant, Dead or Never Alive (LiDoDeNA)

Purpose: To derive a functional definition of life.

Procedure

• Working in pairs, infer if each specimen is LiDoDeNA.
• Make 3 observations to support your inference
• Record your data in your notebook.
• After 2 minutes, go to the next specimen and repeat.

Questions

1. On your own, make a personal list of all of the ways you decided if something was alive. Title this list in your notebook “My List”. 
2. At your table groups, share your findings. 
• What similar observations did you make? Any different ones? 
• Did you disagree on some of the specimens? Why?
3. In your table groups, write a list of everything everyone wrote down as evidence that something is alive. If there is a repeat, put a tally mark next to it. 
• Every person make a list in your notebook. Title it “Group List”

Outside sources

https://www.khanacademy.org/science/biology/intro-to-biology/what-is-biology/a/what-is-life

https://www.sciencelearn.org.nz/resources/14-characteristics-of-living-things

https://prezi.com/28vvswcztohh/how-do-you-know-if-something-is-alive-or-dead/

http://www.bozemanscience.com/005-essential-characteristics-of-life/

Investigation #1 -Canister Lab

Objective: Determine the contents of several sealed containers
Purpose: To apply the scientific method and design process

Procedure
There are 29 total canisters, each containing various numbers of the following materials:

• marbles 
• blocks 
• beans
• orbeez 
• pennies 
• You will be working in groups of two.
• Determine a procedure to predict the contents of 8 total containers without opening the containers.
• Determine any additional materials you will require. (Have the instructor verify your procedure before you begin.)
• Each group has two (2) canisters available. When you and your partner finish the first two, switch with the other group at your table. After 25min we will rotate sets. Continue until you have completed Eight (8) total canisters. 

Questions

1. What properties did you believe would be the most useful in determining the contents of each container?
2. Overall, how close were your estimates to actual contents of each container?
3. What are two assumptions you made in selecting your procedure?
4. What are two scientific errors that may have affected your results?
5. How many trials did you conduct for each canister? How did you decide that this was the appropriate number?
6. If you had to do this investigation again, what are two things you would do differently? 

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