FRC: Biology

Biology is the on going study of life on this planet, and how living things acquire the resources and energy required to remain alive. Given this description, it will be the intent of this course to introduce students ages 12 and up to the basics of biology, using AP instructional materials and labs. The classes will provide a place and time to perform biological based experiments that will explain, hands on, what and how and why biology works, and to strongly encourage and mentor homeschooled students to do more than simply read a book and do the questions at the end of the chapter. This is definitely a 'minds on' class.

Developed for ages 12 & up. Younger students may apply to register for this series and may be accepted if they meet ability criteria. Student must be mature, able to focus, work safely as a team and be able to work at an independent level for reading, writing and math. FRC Member Fee: *$35 per class Nonmember Fee: *$70 per class

If your student is younger than age 12 and would like to take this course, please contact us at FRC@frc.info and we will send you an abilities test that we require younger students to pass before completing a registration.

*Monthly billing is available - additional $5 per month transaction fees apply.

CAUTION: Students who misbehave in class, and or do not follow instructions or follow safe working procedures will be asked to leave the class without a refund.

East Windsor, CT

Scout Hall: 28 Abbe Road, East Windsor, CT

Mondays 9:30am - 11:30am, September 21, 2009 - June 14, 2010

9/21, 10/19, 11/16, 12/14, 1/11, 2/8, 3/15, 4/26, 5/24, 6/14

Snow Dates: 1/25, 2/22, 5/17

Charlton, MA

Nature's Classroom: 19 Harrington Road, Charlton, MA

Tuesdays 9:30am - 11:30am, September 22, 2009 - June 15, 2010

ALL CLASSES CANCELED

Danvers, MA

Endicott Park: 57 Forest Street, Danvers, MA

Wednesdays 9:30am - 11:30am, September 23, 2009 - June 16, 2010

9/23, 10/21, 11/18, 12/16, 1/13, 2/10, 3/17, 4/28, 5/26, 6/16

Snow Dates: 1/27, 5/19

Middleborough, MA

Jericho Christian Fellowship: 17 Jericho Road, Middleborough, MA

Thursdays 9:30am - 11:30am, September 24, 2009 - June 17, 2010

9/24, 10/22, 11/19, 12/17, 1/14, 2/11, 3/18, 4/29, 5/27, 6/17

Snow Dates: 2/25, 5/20

Derry, NH

Marion Gerrish Community Center: 39 West Broadway, Derry, NH

Fridays 9:30am - 11:30am, September 25, 2009 - June 18, 2010

ALL CLASSES CANCELED

Book to be purchased by parent in advance of class.

Biology for Dummies

Click on book image to see Table of Contents

Prerequisites:

Ability to read and think independently, access to the Internet/Library,Microscope and microscope supplies (slides, samples, etc).

This will be an ongoing class, lasting ten months. It is critical that all students attending this class have a level of maturity and independent thinking that will allow them to perform laboratory work safely and perform work (homework) without being pushed. Each class is dependant on information and learning from previous classes. These classes are all linked together. Missing or ignoring one class will cause problems later.

The class will be taught using the book mentioned above. You will need this textbook to complete this class. You will also need a journal/notebook. This can be a composition book, a three ring binder or some other book of a similar nature. I am asking for a book with NON-REMOVABLE pages.

There are prerequisite assignments that need to be completed BEFORE the beginning of every class. Please read the assignments below and do as well as you can.

Students should have at least a mathematical ability up to a basic understanding of algebra. You can, if you are motivated, take a basic algebra course while taking this biology course.

We will be working with chemicals that can, if not handled and used properly, be hazardous. Immature and dangerous behavior in the laboratory will be ground for IMMEDIATE dismissal from the class. There are very few accidents in a chemical laboratory; there are, instead, eventualities. If you fail to follow basic safety procedures, engage in distracting or disruptive behavior, injury, or worse, is an eventuality. Please take the prerequisite work on safety VERY seriously. I do.

Reading Assignments are to be thoroughly completed PRIOR to each class.

Research Projects:

The first three project assignments listed on September’s section are on going and though there are reminders for nine of the months, it is assumed that this will be done without constant reminding. You may use a separate journal for your observations if you wish. In general, journals used for this purpose should NOT have removable pages. If you make a mistake the page should be crossed out because you might find what was a mistake becomes crucial to further study. Removed pages all make future readers of your journal suspicious of what was removed (did someone else do it or was the journal censored for some reason).

Your journals should explain what is being done, when and by whom. The journal will, hopefully, lead to further research (use of books to identify organisms for instance), experiments separate from the classes and, possibly, life long study (bird watching for instance).

I will provide resources, reading lists, web sites as needed.

Throughout the class I will ask questions (some I can not predict at the moment), make suggestions and make statements that I expect students to investigate, verify and do further research into.

Lastly, each month will end with a ‘research project’. This project is meant to help the student improve research and information gathering skills, report writing (again, how it is done is less important than that it IS done) and to round out the student’s education.

For instance, in this case, I ask the student to find a disease of the cells. By itself, this will be challenging because the student needs to know what a cellular disease is before they can continue. I expect the student to tell me what topic (disease in this case, Malaria for instance) they chose, why they think it is appropriate, what did they find out about the topic and basic information such as that. Students who wish to display a deeper understanding might discuss what this topic has to do with biology in general and the laboratory specifically.

First person research (interviewing doctors for instance) shows better effort than merely reading a pamphlet and copying down information.

In Class Lab Experiments:

Discussion and application of safety procedures and disposal issues and use of MSDS

Explanation of new apparatus and equipment

Correct use of units of measurement will be a constant chore.

Students will be urged to take notes, make observations, and present data in appropriate forms such as tables, charts and graphs

Suggestions for individual study will be continually made

Connections to other curricular areas, such as historical references, will be made constantly

Assignments to be done at home and brought to class to be reviewed

September

Topic: Basic Biology Organizing Life

Prior to Class: Read Chapters 1 & 2

Questions to be answered in class:

What is the Cell Theory of Biology?

How did this theory alter how people thought of life and living things?

What is a cell? What are its parts?

Are there different types of cells?

What is a microscope? How does it work? What types of microscopes are there?

There were many theories, some which only barely qualify as a theory (in that a theory requires data to back up the theory), that were used to explain how life ‘worked’. In the prerequisite page you were introduced to the Miasma Theory, for example.

Understanding the Cell Theory and how it was created, evolved and how it stands today is very important to understanding the basics of biology and it is expected that by the end of September, all Students will be able to discuss the Cell Theory and some of the theories it has replaced (Miasma Theory, Spontaneous Generation, etc.).

Laboratory Exercise:

The laboratory has two purposes: 1) introduce the student to the most important tool a biologist has (other than their brain) & 2) Use this tool to investigate the biological world correctly and efficiently. Biologists observe their environment and it is expected that your observations will be quality ones. Writing down that the ‘thing’ looked ‘round’ and ‘moved around’ might do for a very basic observation but not for this class.

Students will learn the parts and the proper use of a microscope and apply that knowledge to investigate the characteristics of the two basic types of cells (eukaryotic and prokaryotic) and two major classifications of cells (animal and plant) using visible light microscopy. They will also be introduced to the concepts and products of electron microscopy (transmission and scanning).

Monthly Project:

Students should begin this month by clearly defining a habitat that will be studied throughout the coming year. This might be an aquarium filled with pond water or an area of the backyard. The exact nature of this study will be discussed in class and can not be easily predicted since it will involve variable study areas, questions and observations. This study will lead to questions, observations and investigations which will be used as the basis for the last class (June).

Students will also choose at least ONE organism other than a human to study and make observations about. This organism can be a fish, a cat, a dog or a plant(s).

Students will create a timeline which shows the major discoveries and advancements that lead to the formulation of the Cell Theory and the major advancements that resulted from it. Student may use any format to create this timeline (computer, paper, 3-D poster, etc).

NOTE: The Timeline is a project meant to provide a framework for students to have in their minds how the science of biology came to be what it is today. The exact nature of the timeline is up to the student but it should include the major theories that existed before the Cell or Germ Theory (and it need not only include Western Theories), when the Cell Theory was formulated and how it caused changes in how biology evolved up until the present.

There will be reading suggested in class for further exploration if desired. Topical questions will also be asked that will be used to spark independent study. Parents and students may use other sources to round out their instruction and are encouraged to bring questions and problems to class for explanation or discussion as long as they are in the topic area. Non topical, biology questions should be addressed to the teacher before or after class or during some other venue.

Name and research ONE cellular disease of humans or animals.

October

Topic: Living Things Need Energy

Prior to Class: Read Chapters 5 & 6

Questions to be answered in class:

What are photosynthesis and chemosynthesis?

What is the relationship between the photosynthetic, Calvin and Krebs Cycles?

“The discovery of hydrothermal vents—ecosystems driven by chemical energy from the seafloor rather than energy from the sun—led to a fundamental change in our understanding of life on Earth,” said Paul Tyler, co-chair of ChEss, the group holding the meeting.” What does this statement mean and why did this discovery lead to such a fundamental change in understanding of life on Earth?

What is digestion and how is it different from respiration? What is a calorie?

What is the difference between anaerobic and aerobic respiration?

Life is, in general, all about the acquisition and use of energy. What is energy? How energy applies to living things? How can energy be stored in a living thing? These are all important questions in biology and in the new field of Exobiology-the study of how living organisms could evolve on other planets where energy sources might significantly differ from those found here, on Earth.

Laboratory Exercise:

We are going to perform the basic studies that lead biologists and other scientists to learning how living things acquired, used and stored energy. Students will observe and measure the production of oxygen from plants and the energy created by burning food (fuel) sources to help them understand the production and use of energy by living organisms. Students will take measurements, collect data and be encouraged to continue experimentation at home using easily available materials and equipment.

Monthly Project:

Students should continue to study their selected environment and organism(s) and keep daily journal entries as to what they observe. It is hoped this will lead to questions which will then lead to attempts to answer those questions through research, modeling and experimentation.

Students should begin to keep a record of what they eat as a way to investigate nutrition.

Research a disease caused by what is or is not eaten.

Why are anaerobic organisms important to food safety? (hint: Clostridium botulinum)

How would you prove that something is alive? What is life?

Remember, you have three basic areas you are to keep track of in your journal. These observations should not be viewed as trivial.

Please note this website: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html

50% of the questions are on organisms and habitats. Organisms do not exist as separate entities, without environments and effects on other organisms. Simply cataloging the number and variety of birds in your backyard, though limited, is as important to the field of biology as finding a new species of bird (something you can’t do without actually looking) so look! Observe! Write stuff down!

The second project might, on the face of it, appear VERY limited and basic and, to a basic student, it would be. I want more than just a listing of the foods you eat on a daily basis and so should you.

What are proteins? What are they made of? What is the difference between a protein and a fat? Is there really good and bad fat? Is cholesterol a fat or is it a protein? Is ribose a sugar? What is the difference between fructose and sucrose? What is vitamin B12 and why is it six more than vitamin B6? What happens if you get all the carbohydrates you need but skimp on proteins? Should you remove all fat from your diet?

I expect you to delve deeply into these questions and other questions.

This should evolve easily into a research project that attempts to understand what happens when we eat too much or too little of something or if we even eat any ‘of something’. Again, how the project is created (poster, ten page report, web page, article written for a newspaper, etc) is less important than showing me you are using the knowledge gained in this class to go beyond the basics.

Okay, so lactose intolerance is the body’s inability to tolerate lactose. What is lactose? Why does the body not tolerate it? How does the body respond? Is there something to take the place of lactose? How was the disease discovered? How has the treatment of the disease evolved as scientists learned about it? Apply what you are learning and if you learn you need to learn more, then do so!

There are two basic divisions of microorganisms: aerobic and anaerobic. By researching the very famous Clostridia Botulinum you will learn this difference in a brutally obvious way and learn about basic food safety.

Louis Pasteur isn’t merely some dead, French guy and the process that is named after him was not named after him because he was good at marketing.

Here’s an interesting project: How would you test to see if something is alive?

November

Topic: Living Things Need to Metabolize I

Prior to Class: Read Chapters 7 & 8

Questions to be answered in class:

What is a catalyst? What is an enzyme?

What is diffusion and what affects it?

What is metabolism and what affects it? What does ‘anaerobic and aerobic’ respiration have to do with metabolism?

Throughout this class students will be exposed to various terms and concepts. Some of them cross lines into other fields of study. The study of catalysts is an important part of the field of chemistry. Chemists are learning that biological catalysts might not just be for living things anymore.

Laboratory Exercise:

This will be our first, but not our last, dissection. Comparing how different organisms deal with problems of living is why biologists dissect them. Students will learn how membranes alter and or restrict simple diffusion. Students will perform one of the experiments in the AP Biology concerning transpiration and what might affect it. Students will also dissect a variety of organisms to see, specifically, how each moves fluids (filled with energy, oxygen and waste) around their bodies and compare this to the basic systems plants use.

Monthly Project:

Research how the basic processes of metabolism (photosynthesis, Calvin Cycle, Krebs Cycle) were discovered and investigated.

Research one disease process of metabolism.

Hopefully, by now, you have begun to ask good questions. For instance, where did certain birds go and why? How have the trees changed? You have noticed that biologists classify living things. Is there a difference between a bush and a tree? Why are some of the leaves yellow and others are red? Some trees seem to keep their green leaves, why? Why lose leaves at all? Do bears really hibernate? How does the lack of sun affect plants, animals and humans?

What interesting information are you learning about the organism you are studying? What have you learned about yourself?

Photosynthesis, the Krebs and Calvin Cycles are critical cycles for living things on this planet. The experiments performed and observations made that led to the discovery of how these cycles worked is a topic or research all by itself, which is why I gave it to you. It has been predicted that if life is found on other planets then that life, no matter how alien, will probably use these cycles.

Of course, no one thought that chemosynthesis would unseat photosynthesis for the title of ‘Sole basic producer of energy for living things on this planet’. On the web site http://www.accessexcellence.org/WN/NM/miller.php the following statement was made in an article about a famous experiment: “Although there is a dispute over the composition of the primitive atmosphere, we've shown that either you have a reducing atmosphere or you are not going to have the organic compounds required for life.” What does this mean? Major science discoveries come in one of three varieties:

Totally new observation leads to new discovery.

Proof of a theory is found.

Proof that something ‘everyone’ thought was true is, in fact, not true.

Again, your research project should go beyond a name, a definition and some factoids.

How has what you have learned about metabolism been confirmed or added to by what you have learned? What can you learn about science from researching how the disease was discovered, categorized, treated and, if possible, cured?

Learning how a disease like diabetes was ‘discovered’ in the sense that doctors and other professionals saw it as a separate disease with unique properties, elucidated (meaning scientists figured out what was going on), and treated is very informative. Doing good research can teach you how science works and doesn’t work.

For instance this quote “1900 – Based on animal research, Drs. Joseph von Mering and Oskar Minkowski discovered that the pancreas plays a role in diabetes.” was found in http://health.savvy-cafe.com/a-timeline-of-the-history-of-diabetes-2008-02-08/. Do you think there is more information to be found by researching what is meant by ‘Based on animal research…’? Is the information correct?

December Living Things Need to Metabolize II

Topic: Genetics (Ch. 14)

Prior to Class: Read Chapters 9 & 10

Questions to be answered in class:

What is a catalyst? What is an enzyme?

What is a hormone? Describe how one hormone affects respiration and or metabolism?

Why is body temperature important to how the body works or does not work?

Since energy is such an important topic, we are going to spend three monthly classes on it. We are going to learn about enzymes too.

Laboratory Exercise:

The study of enzymes is very important since they are the workhorses of the body. Often, energy is created and stored for use to fuel enzymes. Students will observe and measure the effect of a common enzyme on a chemical reaction and learn how this ‘activity’ makes life if not possible then more possible. Students will also complete one of the labs assigned in the AP Biology course, cellular respirometer.

Monthly Project:

What was the first manufactured organic material? What theory was disproved when this material was created without the use or effort of a living organism? How was this material related to metabolism and respiration?

Research one disease process of excretion.

Have you begun an experiment which was born in your collection of observations to be found in your journal? Has something you have learned about your sleep habits, how you respond to certain foods, your diet, your exercise regime sparked a question you are now trying to answer? Have you noticed something about your dog, cat or goldfish that has led you down an interesting path?

Good.

There was a theory that only living things could create the chemicals and or products of ‘life’. The question pertaining to the first manufactured ‘organic’ material should lead you to some interesting questions and information. Has your research uncovered the name of this theory that is now a theory no longer? Who would have thought that a fluid that everyone thought so uninteresting should become historic?

On a brighter note: have you found a disease of the excretory system? Have you thought that maybe you can find a disease of a non human excretory system?

The kidney is an important organ. How large a machine does one need to replace it? Have you heard of kidney dialysis?

Scientists are trying to find a way to make an artificial liver.

In the article, World's First Artificial Human Liver Grown In Lab By Bill Christensen, the author talks about how science fiction is becoming science fact. In the article, found at http://www.livescience.com/health/061031_artif_liver.html the author mentions an interesting story where liver and organ transplant is “…discussed by science fiction writer Larry Niven in his 1968 novel A Gift from Earth.”

What do science fiction authors know about the future that the rest of us don’t?

January

Topic: Genetics I

Prior to Class: Read Chapters 11 & 14

Questions to be answered in class:

What is mitosis and what are its stages?

What are DNA and RNA? What are the types of RNA?

What is the difference between transcription and translation?

Who is Gregor Mendel and why was he important?

What is meiosis? What are the stages of meiosis?

To understand life you need to understand both how information is passed from one organism to another as well as within the organism itself.

Laboratory Exercise:

Mitosis and meiosis are the two mechanisms by which living cells ‘live’. Even viruses need an organism to do this important work for them. Students will work on a laboratory similar to the one used in the AP Biology course. They will study prepared slides to determine the stage of mitosis the cells are in and how long they remain in each stage. Students will also do a karyotype and look at data from the human genome project. Students will also perform a common test for a genetically inherited trait- being able to taste PTC.

Monthly Project:

Who is Gregor Mendel and why is he known as the father of genetics? Who are Watson and Crick and why was their discovery so important to Gregor’s work?

Research one disease process caused by a mistake of meiosis and one from a mistake of mitosis.

What have your observations and experiments shown you? Be prepared to tell your fellow scientists in June.

Gregor Mendel and the team of Watson and Crick (with Rosalind Franklin thrown in for good measure) are the book ends that modern Genetics exists within. Knowing who these people are, what they did, how did their fellow scientists receive this information and how their work affected all of us is very important if you want to understand biology.

Writing down that Gregor Mendel was a myopic monk that liked peas is not sufficient.

The Human Genome Project was a massive, scientific undertaking. It blended the efforts of many different scientists, fields of science and other subject all together (such as engineering). You might want to research this. By understanding the complete ‘text’ of the human genome we have begun understanding a great many diseases which can lead to a cure.

There is even evidence that we can turn off the aging process…

Makes the research project on genetic diseases more than just a dry compilation of facts, don’t it?

February

Topic: Genetics II

Prior to Class: Read Chapters 12 & 13

Questions to be answered in class:

What is the biological difference between asexual and sexual reproduction? What are the advantages and disadvantages?

What is parthenogenesis and what advantage does it offer the organism that employs it?

What is a Punnet Square?

What is a genetic marker?

As the Irish discovered, sexual reproduction has a very important purpose. Don’t believe me? Ask a potato plant.

Laboratory Exercise:

Genes don’t copy themselves and they are subject to change, either natural change or chance forced upon them by environmental factors. Students will extract DNA and, using a puzzle sheet, attempt to find a gene and, by doing so, understand how genetic markers are located and why this is important.

Monthly Project:

Why are ‘pedigrees’ important?

Research one genetic mutation that has proven helpful or useful in some way. Why would scientists want to genetically modify a silk worm to spin spider silk?

How is a Sequoia tree, a paramecium and a Cod all alike?

Are their traits you have that your parents have?

It’s all in the genes.

There is a great deal of talk about genetically modified food. What does that term mean? Did early man find corn plants all ready and waiting to provide corn meal for corn dogs? What did the first cow look like?

Humans have been genetically modifying food for almost as long as there have been humans. While you are researching the term ‘pedigree’ you might want to take a side trip into the entire issue of Genetically Modified Food.

And while you are at that, how about the genetic modification of silk worms so they produce spider silk? What’s up with that?

Anyone can find an example of ‘bad’ genetic mutations. You can find good ones. I know you can. Mutations are always bad. In fact, without them, there would be fewer living things on the planet.

March

Topic: Species Development & Evolution

Prior to Class: Read Chapters 15 & 16

Questions to be answered in class:

Who was Charles Darwin?

What does the term ‘natural selection’ mean?

How are traits passed on genetically? Is there evidence for that?

What is evolution?

You can not understand the topic of evolution without understanding Charles Darwin.

Laboratory Exercise:

Sadly, evolution is a slow process, usually much slower than this class, but we will try. Students will create amino acid biospheres and discuss their observations as they pertain to the evolution of life. Students will investigate data to suggest how genetically different organisms are from each other and how these differences can evolve. Students will create a dichotomous key to identify organisms and model organisms.

Monthly Project:

Research Charles Darwin. Read one of his works or a biography about him.

Optional: Research the debate between Evolution and Creationism.

Have you read any of Charles Darwin’s journals? He kept excellent notes on everything he saw. He is well known for his theory of evolution but his theory on the formation of Pacific Islands was a geological knock out – and he wasn’t even a geologist!

http://darwin-online.org.uk/contents.html

See what a good journal can do?

There are many books to read about evolution, many sides of the issue.

Take this opportunity to study the issue yourself. Everyone else has an opinion, why not you?

April

Topic: Ecology & Ecosystems

Prior to Class: Read Chapter 17

Questions to be answered in class:

What are the main cycles that affect life on this planet?

How do humans affect the environment and how does the environment affect humans?

How can biological systems be modeled mathematically?

Everything is a cycle in life. We will study some of them. Can you find more?

Laboratory Exercise:

Scientists often model the things they study. A model of a Nile Crocodile is far easier to study then the ten to twelve foot long specimen which would eat you, journal and all. Students will work on a project which demonstrates how populations can be modeled using mathematics. The project will be similar to one used in the AP Biology series.

Monthly Project:

Research the topic of invasive species. Participate in a Biodiversity Days event.

Research one ecological problem.

While you were studying your environment, did you notice anything that didn’t belong there? A sparrow perhaps?

The topic of invasive species is, well, invasive.

What is an invasive species? Research one of them, maybe one in your area. Then come up with a plan for eliminating or controlling it.

Not as simple as it sounds.

The problem of invasive species might be the ecological problem you research but there are many out there. Remember, not all ecological problems are created by humans. A volcano will create all the problems you could ask for. Just ask Mount St. Helens.

May

Topic: Bacteria, Viruses and Insects

Prior to Class: Read Chapter 18

Questions to be answered in class:

What is microbiology?

Who is Doctor Snow and what was his famous experiment?

What is epidemiology?

The story of Doctor John Snow is the story of science. Understanding who he was, what he did and why he did it will take you a long way in understanding the fundamental forces that drive science.

Laboratory Exercise:

We are going to study microorganisms and the man who made us aware of their dangers by removing a water pump handle and, in the process, invented a whole new field of biology. Students will observe, identify, classify and experiment with microorganisms. Students will also observe and manipulate the data Dr. Snow used to make his ground breaking discovery.

Monthly Project:

Research the work of Dr. John Snow.

Research one disease process caused by a microorganism.

Too many people create opinions based on no facts. Your journals are the beginning of the listing of facts necessary to make excellent hypotheses based on facts you collected.

That’s what science is all about.

Doctor Snow didn’t mean to invent an entire field of biology where none existed before and he certainly didn’t plan to have a college named after him but his journal, his observations all led right to that eventuality. Find out why. Find out how.

By now, researching a disease based on a microorganism should be a piece of cake! I can give you a hint. What hospital was name after Walter Reed and why? What world wide organization did Florence Nightingale create and why?

Oh, here’s a good one: what did Dr. Lister invent?

June

New England Home School Biology Symposium.

Topic: Biology Experiment Presentation

Using the research gathered in their science journals over the course of this program students will prepare a presentation of any important observations or experiments they completed.

I am looking to start something.

Let’s start the New England Home School Biology Symposium.

Here’s a place that home schooled students can meet and share their observations, their theories and hypotheses, ask question, get advice and share discoveries.

That’s what scientists do.

Maybe we can make a science journal out of it?

Hmmmm….