DNA to Evolution

What You Need to Know for the Next Test:

The structure of a nucleotide and the four nucleotides that form DNA (You do not need to differentiate purines from pyrimidines.) Book p. 295
The complimentary base pairing of nucleotides in DNA Book p. 295
The antiparallel orientation of the two strands that form DNA (5' is the phosphate end and 3' is the carbon 3 end) Book p.295
The role of Helicase and DNA Polymerase This was discussed in the Amoeba Sister's video, The Structure of DNA and the DNA/RNA Packet. It is also discussed on page 297 of your book but this section was not assigned as notes.
What semi-conservative replication is. This was discussed in the Amoeba Sister's video, The Structure of DNA and the DNA/RNA Packet. It is also discussed on page 297 of your book but this section was not assigned as notes.
What is the Central Dogma of biology? Book. p299
Know the structural differences between DNA & RNA. Module 11, Lessons 1 & 3, p. 294/95 & 299/300
What are the jobs of mRNA and tRNA? Book p. 299 &300
An overall understanding of transcription and the role of RNA polymerase. Book p. 300 and DNA/RNA packet
An overall understanding of translation and the role of mRNA, tRNA, the ribosomes, codons and anticodons. Book p. 301, 302 and the DNA/RNA packet
How the codon wheel/chart works. Book p. 301 & 302
You will need to provide the codes for the template DNA, complimentary strand of DNA or mRNA when given codes for only one of these strands.
What is a mutation. Book. p. 310 and the Mutations Worksheet
Types of mutations (including missence, nonsense, silent, deletion and insertion) and which ones are substitution mutations and which ones are frameshift mutation. Book pp. 310 -312 and the Mutations Worksheet
Causes of mutations. Book p. 313
The consequences of an autosomal (body cell) mutation verse the consequences of a gamete (sex-cell) mutation. Book p. 314
What is natural selection? Book p. 370
What experiences did Darwin have that lead him to his theory of evolution through natural selection. Book, all of Lesson 1 (Not part of class lecture but in required reading.)
What is an adaptation? Book. p 378
Compare and contrast mimicry vs camouflage. Book. p 379
What is antimicrobial resistance and what are the ramifications of it? Book. p 379 and Evolution STEM Case.
What are the consequences of the human adaptation for walking upright, when compared to other primates? Book. p 380
Based on the HHMI video The Origin of Humans what is the accepted evolutionary pathway of humans and why do scientists currently accept this evolutionary pathway?
Explain how the following support evolution: the fossil record, comparative anatomy, vestigial structures, comparative embryology, comparative molecular biology and geographic distribution Book. pp. 373 - 378
1. - Be prepared to make and support a claim regarding the evolutionary relationship between species. This will be very similar to the phylogenic trees created in the NOVA Evolution Lab Game and the cladograms in the The Molecular Connection.

Tuesday 6/10/2025

Focus: Evidence for Human Evolution / Evolution Last Words / Test Prep

We will be addressing the following NGSS standards:

1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
2. The NGSS standard above is addressed in the following sections of the book

a. Module 14, Lesson 2 - Support for Evolution

1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Bell Question:

1. Read the following article on Vestigial Organs
  - - Nictitating Membranes
2. Discuss the questions associated with Images 2 - 4, below.
3. What can images 5 - 7 tell us about geography and evolution?

Today's In-class Tasks:

1. We will discuss the Bell Question and then go over our last few concepts regarding evolution.
2. Students will complete watching the HHMI video on Human evolution (below)
  - - While watching the HHMI video and directly afterwards, students will complete a video quiz/worksheet.
3. Anytime remaining in the block will be spent prepping for our last unit test.

Assignments

Complete taking notes on Module 14, below are the sections we are addressing: Completion earns extra credit on our final test.

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – All of it

If not done already, complete taking on Module 11, below are the sections we are addressed: Completion earns extra credit on our final test.

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Vestigial Organs

Image 1: Primate Evolution

Image 2: What are these organisms?

Image 3: Which snake is venomous?

Image 4: How are images 2 & 3 different than Image 4

Image 5: Pangea

Image 6: Fossil Evidence Across Continents

Image 7: Capybaras and Beavers

Friday 6/6/2025

Focus: Evidence for Human Evolution

We will be addressing the following NGSS standards:

1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
2. The NGSS standard above is addressed in the following sections of the book

a. Module 14, Lesson 2 - Support for Evolution

1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Bell Question:

1. Examine images 1 & 2.
  - - Compare and contrast the feet of chimpanzees and humans
    - How do you account for the similarities?
    - How do you account for the differences?
2. Exam Image 3.
  - - Who are we more closely related to, a chimpanzee or Ardepithicus ramidus?
    - Who are we more closely related to, Paranthrobus robustus or Austalopithicus africanus?
    - According to this phylogenetic tree, who are we most closely related to?

Today's In-class Tasks:

1. We will discuss the Bell Question and then go over the answers to The Molecular Connection assignment.
2. Students will watch the National Geographic video and the HHMI video on Human evolution (below)
  - - While watching the HHMI video, students will complete a video quiz/worksheet.

Assignments

Complete the NOVA Evolution Lab Game, directions given in the 6/2 agenda and in Google Classroom.
1. - This assignment is Due on Tuesday, 2/9
Continue taking notes on Module 14, below are the sections we are addressing:

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – All of it

If not done already, take notes on Module 11, below are the sections we are addressed:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Image 1: Comparative Skeletal Structures, Chimp vs Human Feet, Right Dorsal Surface (top of the foot)

Image 2: Comparative Anatomy, Chimp vs Human Feet, Left Plantar Surface (bottom of the foot)

Image 3: Accepted Human Phylogenetic Tree

Video 1: Human Evolution Overview

Video 2: The Origins of Humans

Wednesday 6/4/2025

Focus: Evidence for Evolution

We will be addressing the following NGSS standards:

1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
2. The NGSS standard above is addressed in the following sections of the book

a. Module 14, Lesson 2 - Support for Evolution

1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Bell Question:

1. Examine images 1 & 2. What can you determine from these images?

Today's In-class Tasks:

1. We will discuss the Bell Question and then students will watch the HHMI video on tetrapod evolution (below)
  - - After the video students will take a quiz on the content in the video.
2. Students will then examine Image 3, the Mitochondria Electron Transport Chain and after coping with the painful flashbacks, discuss with your partners the job of Cytochrome C.
3. We will discuss the types of evidence scientists examine when trying to determine evolutionary pathways.
  - - Students will then spend the remainder of the block working on The Molecular Connection, an activity that uses amino acid sequences of a common protein to determine evolutionary relationships of various organisms

Assignments

If not finished during class, finish The Molecular Connection,
Work on the NOVA Evolution Lab Game, directions given in the 6/2 agenda and in Google Classroom.
1. - This assignment is Due on Tuesday, 2/9
Continue taking notes on Module 14, below are the sections we are addressing:

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – All of it

If not done already, take notes on Module 11, below are the sections we are addressed:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Image 1: Vertebrates 1

Image 2: Vertebrates 2

Vertebrates: Animals with an internal skeleton and a spine, or backbone, composed of linked bones called vertebrae (or cartilage in some cases). This group includes fish, amphibians, reptiles, birds, and mammals.
Tetrapods: A superclass of vertebrates that includes all land-living vertebrates, such as amphibians, reptiles (including dinosaurs and birds), and mammals. The name "Tetrapoda" means "four legs" in Greek, and tetrapods are characterized by having four limbs or descending from an animal that had four limbs, even if those limbs have been secondarily lost (e.g., in snakes or whales).
Amniotes: A clade of tetrapod vertebrates characterized by having an egg equipped with an amnion, a membrane that surrounds and protects the embryo. This adaptation allows them to lay eggs on land or retain the fertilized egg within the mother, distinguishing them from amphibians, which typically lay eggs in water. Amniotes include reptiles, birds, and mammals.
Diapsids: A clade of sauropsids (reptiles and birds) distinguished by the presence of two holes, or temporal fenestrae, in each side of their skulls, behind the eye socket. This skull structure allowed for stronger jaw muscles and a lighter, more complex skull. Diapsids include lepidosaurs and archosaurs.
Lepidosaurs: A superorder or subclass of diapsid reptiles characterized by large, overlapping keratinous scales that are shed collectively. This group includes modern lizards, snakes, and tuataras.
Archosaurs: A significant group of diapsid reptiles, often referred to as "ruling lizards." This clade includes dinosaurs (and therefore birds, as birds are living dinosaurs), pterosaurs (flying reptiles), and crocodylomorphs (alligators and crocodiles). Archosaurs are characterized by distinct anatomical features such as teeth set in sockets.
Synapsids: A group of amniotes distinguished by having a single pair of lateral temporal skull openings behind each eye. This group includes mammals and their extinct ancestors, often referred to as "mammal-like reptiles."
Dinosaurs: A diverse clade of archosaurian reptiles that first appeared around 245 million years ago during the Mesozoic Era. While traditionally thought of as extinct, birds are recognized as direct descendants of small carnivorous dinosaurs, meaning dinosaurs are not entirely extinct. Dinosaurs exhibit a wide range of sizes, diets, and forms.
Squamates: An order within the lepidosaurs that is the most diverse group of living reptiles. It includes all lizards, snakes, and amphisbaenians (worm lizards). Squamates are characterized by their scaly skin and a movable upper jaw (kinesis), which is especially pronounced in snakes, allowing them to swallow large prey.

Video 1: The Origin of Tetrapods

Image 3: Law of Superposition

Image 4: Law of Superposition, Grand Canyon

Image 5: Evolution, Comparative Anatomy

Image 6: Evolution Comparative Embryology

Monday 6/2/2025

Focus: Evolution & Evidence for Evolution

We will be addressing the following NGSS standards:

1. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
2. The NGSS standard above i addressed in the following sections of the book

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – Adaptation, Types of Adaptation and Consequences of Adaptation ( We will address the first part of Lesson 2 with our next class)

Bell Question:

1. What is the difference between Natural Selection & Evolution?
  - - Provide an example for each.
2. What is Gene Flow and Genetic Drift?
  - - Provide an example for each.
3. What was the solution to the STEM Case: Gene Flow, Genetic Drift or Natural Selection?
4. How did the bacteria become immune to antibiotics?
5. Why can the overprescription of antibiotics to humans be a concern?

Today's In-class Tasks:

1. After we discuss the answers to the bell questions, we will discuss 4 factors that drive evolution
2. We will then discuss evidence for evolution and watch the Stated Clearly video, What is the Evidence for Evolution? (included below)
3. Anytime remaining in the block will begin working through the NOVA Evolution Lab Game
  - - - Login using your school Google Account so that you can save your work.
      - Launch the game and work through all the videos and the missions.
        The missions will take you awhile but you will earn 2 points and one possible extra credit point for each mission.
        2 points for a score between 3 - 6 checks out of 6 checks. For a perfect score of 6, you will earn 1 extra point towards the final test.
        There are 6 mission so you can earn up to 6 extra credit points on our last test
        Once you have completed the six missions, take a screenshot of your score sheet.
        An example screenshot is listed below.
        Add your screen shot to the Evolution Game assignment, given to you in Google Classroom

Assignments

Work on the NOVA Evolution Lab Game, directions given above.
1. - This assignment is Due on Tuesday, 2/9
Continue taking notes on Module 14, below are the sections we are addressing:

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – All of it

If not done already, take notes on Module 11, below are the sections we are addressed:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Image 1: Bacterial Antibiotics That Impact DNA Replication

Image 2: Evolution 1

Image 3: Evolution 2

Image 4: Finch Beak Size and Drought Graphs

Image 5: Evolution 4

Video 1: Whale Evolution

Video 2: Clearly Stated, Evidence of Evolution

Thursday 5/29/2025

Focus: Natural Selection & Adaptations

We will be addressing the following NGSS standards:

1. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
2. The NGSS standard above i addressed in the following sections of the book

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – Adaptation, Types of Adaptation and Consequences of Adaptation ( We will address the first part of Lesson 2 with our next class)

Bell Question:

1. The Peppered Moth is a famous moth, biologically speaking. It is pictured below:
  - - The Peppered Moth's color is controlled by the cortex gene, which has two phenotypes white and black
2. Login to Gizmos and open the Natural Selection Gizmo and wait for instructions
3. This Gizmo and the Rainfall and Beak Size Gizmo models Natural Selection.
  - - What is Natural Selection and how was it modeled?
    - How are the Galapagos Finches an example of natural selection?
    - How can a population (a species within a specific geographic area) obtain new traits?

Today's In-class Tasks:

1. We will discuss the Natural Selection, the work of the Grants & the Rainfall and Beak Size Gizmos and pocket mice (video below)
2. We will then discuss how speciation occurs and watch the Amoeba Sisters video below
3. Anytime remaining in the block will be used to begin the Evolution STEM case in Gizmos

Assignments

Complete the Evolution STEM case in Gizmos
Begin taking notes on Module 14, below are the sections we are addressing:

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – Adaptation, Types of Adaptation and Consequences of Adaptation ( We will address the first part of Lesson 2 with our next class)

If not done already, take notes on Module 11, below are the sections we are addressed:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Image 1: Peppered Moth

Image 2: Galapagos Finches and Beak Size

Video 1: Natural Selection & Pocket Mice

Video 2: Speciation

Tuesday 5/27/2025

Focus: Mutations / Adaptation / Natural Selection

We will be addressing the following NGSS standard:

1. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
2. The NGSS standard above is addressed in the following sections of the book

a. Module 14, Lesson 1 – All of it

b. Module 14, Lesson 2 – Adaptation, Types of Adaptation and Consequences of Adaptation ( We will address the first part of Lesson 2 with our next class)

Bell Question:

1. Take out your Mutations Worksheet
2. Go to Google Classroom and open "Outcome of Mutations".
  - - Read about your dedicated Beneficial Mutation in the Big Think, 4 Beneficial Mutations article and respond to the questions for your mutation on the worksheet.
    - Discuss your thoughts with your partners.

Today's In-class Tasks:

1. We will discuss the Bell Question and go over the answers to the Mutations Worksheet.
2. Students will then login to Gizmos, open the Mutations and Selection Gizmo, and work through the Mutations and Natural Selection Gizmo.
3. After we discuss the Mutations and Natural Selection Gizmo, students will open the Rainfall and Beak Size assignment, given in Google Classroom. This will be started in class and completed for homework.
  - - Students will first watch a video on Galapagos Finches and answer questions as you watch the video. The video is found below and in Google Classroom.
    - Students will then complete the Rainfall and Beak Size assignment.
    - Lastly, students will read an article on Galapagos Ground Finches, Beak Size and Genes and respond to the questions on the worksheet.

Assignments

Complete the Rainfall and Beak Size assignment, given in Google Classroom
If not done already, complete taking notes on Module 11:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Begin reading and taking notes on Module 14, Lesson 1 (all of it)

Supportive Media

Gizmos Login
article on Galapagos Ground Finches, Beak Size and Genes

Video 1: HHMI Galapagos Finch Evolution

Thursday 5/22/2025

Focus: Protein Synthesis / Mutations

We will be addressing the following NGSS standards:

1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
2. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
3. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication and/or (3) mutations caused by environmental factors.
4. The three NGSS standards above are addressed in the following sections of the book

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Bell Question:

Using the K'nex kit, build a strand of RNA that is complementary to the following DNA template strand: TAC ACG TGG ATC. Here is the nitrogenous base color code:
1. 1. white - adenine
  2. purple (no blue piece) - uracil
  3. gray - guanine
  4. green - cytosine

Today's In-class Tasks:

1. Using your DNA template strand code and your RNA model, we will discuss and model transcription, translation and protein synthesis.
2. Students will work through the following handouts: In Thinking - DNA Structure, In Thinking - DNA Replication: Structured Notes, InThinking - The Structure of DNA and RNA, RNA Replication: Structured Notes, Transcription, Comparing DNA Replication and Transcription, Decoding mRNA and Translation and DNA to Protein Worksheet.
  - - Today's focus will be on Transcription, Translation and Protein Synthesis
3. Students will read the Genetics.Utah article What is Mutation?
4. We will briefly discuss mutations and then students will complete the Mutations Worksheet

Assignments

If not finished in class, complete the DNA/RNA packet which includes following handouts: In Thinking - DNA Structure, In Thinking - DNA Replication: Structured Notes, InThinking - The Structure of DNA and RNA, RNA Replication: Structured Notes, Transcription, Comparing DNA Replication and Transcription, Decoding mRNA and Translation and DNA to Protein Worksheet.
Complete the Mutations Worksheet
Complete taking notes on Module 11.

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Tuesday 5/20/2025

Focus: DNA Structure and Replication/ Protein Synthesis

We will be addressing the following NGSS standards:

1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
2. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
3. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication and/or (3) mutations caused by environmental factors.
4. The three NGSS standards above are addressed in the following sections of the book

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Bell Question:

1. We will switch seats.

Today's In-class Tasks:

1. Students will make 24 K'nex nucleotides using the following numbers and colors
  - - white - adenine (6)
    - black - thyamine (6)
    - gray - guanine (6)
    - green - cytosine (6)
2. Using the following DNA Template Code, TAC ACG TGG ATC, students will then build a DNA model
3. Combining group models, we will review the process of DNA replication
4. With the use of K'nex kits, students will work through the following handouts: In Thinking - DNA Structure, In Thinking - DNA Replication: Structured Notes, InThinking - The Structure of DNA and RNA, RNA Replication: Structured Notes, Transcription, Comparing DNA Replication and Transcription, Decoding mRNA and Translation and DNA to Protein Worksheet.
  - - Today's focus will be on Replication and Transcription
      - If there is time we might cover Translation.

Assignments

Continue taking notes on Module 11, below are the sections we are addressing:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Image 1: Meselson and Stahl Question

Image 2: DNA Replication

Image 3: Okazaki Fragments

Image 4: Deoxyribose vs Ribose

Image 5: tRNA

Image 6: Translation

Video 1: DNA to Protein

Friday 5/16/2025

Focus: Taste of Genetics Lab - Day 3

Bell Question

1. Complete the Pre-Lab Questions for the Day 2 Lab.

Today's In-class Tasks:

We will review what we accomplished on Day 2 and then discuss what we are doing in the Day 3 Lab
Students will then complete the Taste of Genetics Day 3 part of our Taste of Genetics microbiology lab.

Assignment

1. Continue taking notes on Module 11, below are the sections we are addressing:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

Wednesday 5/14/2025

Focus: Taste of Genetics Lab - Day 2

Bell Question

1. Complete the Pre-Lab Questions for the Day 1 Lab.

Today's In-class Tasks:

We will review what we accomplished on Day 1 and then discuss what we are doing in the Day 2 Lab
Students will then complete the Taste of Genetics - Day 2 part of our Taste of Genetics microbiology lab.

Assignment

1. The Gizmos DNA Profiling assignment, given in Google Classroom and due on Friday 5/16.
  1. - Gizmos login
2. Begin taking notes on Module 11, below are the sections we are addressing:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

1. Taste of Genetics - Day 1
2. Gizmos login

Monday 5/12/2025

Focus: Learning How to Use a Micropipette / Taste of Genetics Lab - Day 1

Bell Question

1. As soon as the bell rings I will quickly move seats and then I will begin the video below.

Today's In-class Tasks:

We will start class with a lesson on micropipettes.
Students will then complete the Taste of Genetics - Day 1 part of our Taste of Genetics microbiology lab.

Assignment

1. The Gizmos Protein Synthesis STEM Case, due on Wednesday 5/14.
  1. - Gizmos login
2. Begin taking notes on Module 11, below are the sections we are addressing:

a. Module 11, Lesson 1 – Nucleotides, DNA Structure & Orientation

b. Module 11, Lesson 3 – Central Dogma, Transcription, The Code, Translation, The Role of Ribosomes

c. Module 11, Lesson 4 – Types of Mutations, Causes of Mutation, Body Cell vs Sex Cell Mutation

Supportive Media

1. Taste of Genetics - Day 1
2. Gizmos login

Video 1: How to Use a Micropipette

Image 1: Central Dogma of Biology

Image 1: Taste Buds

Image 2: Taste Buds/Tastes Regions on Tongue

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