G10 Biochem: Q1 Project_SFP Proposal                    Teachers: Best & Sherif                    Sep 18, 2012

Established Goals

1. Students will design a valid experiment.

  • 3.2.12.A: Analyze and use the technological design process to solve problems (re: ISEF guidelines, using APA citations)

2. Students will work collaboratively to record, analyze and observe data in a self-designed data table

  • 3.2.12.C: Generate questions about objects, organisms and/or events that can be answered through scientific investigations.

3.  Students will distinguish between the creation and breakdown of chemical energy as it relates to photosynthesis and respiration.

  • 3.1.B.A2: Describe the relationship between photosynthesis and cellular respiration in photosynthetic organisms.

Transfer

Students will be able to independently use their learning to…

  • Derive pleasure from collaboration with teachers and students.
  • Recognize that living things can use complex chemical reactions to create and breakdown energy.
  • Describe how living systems are sustained by inter-dependent living and non-living sub-systems.

Meaning

Understandings:  Students will understand . . .

  • Experiments must be well written to be repeatable by the scientific community.
  • Scientists use common systems of measurement.
  • Effective experiments identify control, independent and dependent variables.
  • Scientists use a common language to describe chemical processes.

Essential Questions:  Students will keep considering…

  • How does a scientist design an effective, credible experiment?
  • How does a scientist present their work to a scientific community?
  • What is the role of collaboration in an experiment?
  • How can I effectively measure the results of this experiment?

Acquisition of Knowledge & Skill

Students will know . . .

  • How to use inquiry to organize a research process that integrates common language as modeled in the ISEF guide.
  • How to evaluate the credibility of scientific sources.
  • How to identify and balance atoms, molecules and equations related to photosynthesis and respiration.

Students will be skilled at . . .

  • Using scientific apparatus to design a repeatable experiment.
  • Identifying and accounting for control, independent and dependent variables.
  • Recording, labeling and distinguishing between quantitative analysis and qualitative observation of data.
  • Presenting written findings to a scientific community.

Evidence

Evaluative Criteria: Performance is assessed in terms of . . .

  • Growth toward proficiency with inquiry as a pre-cursor to experimental design.
  • Proper and safe use of lab Materials and Procedures.
  • Description of how living systems are sustained through the interact ion of living and non-living sub-systems.

Transfer Tasks:

  • Critically read and discuss various sources, including texts, journals, online sources, magazines, and books.
  • Formulate generalized and specific questions about problems and/or unexplained phenomena.
  • Create a testable Hypothesis that is enriched by consideration and listing of control, independent and dependent variables.
  • Write cohesive and safe listings of Materials and Procedure.
  • Organize lab Results in a properly-labeled data table.
  • Record and describe quantitative data (Analysis).
  • Record and describe qualitative data (Observations).
  • Collaboration with partner to analyze and interpret data.
  • Proofread the lab write up (see ISEF guide).
  • Benchmark project (see below).

Other Evidence:

  • Individual and partner summarize pre-lab reading from text and prepared readings using anticipation questions.
  • Students play with materials to get a feel for items used.
  • Students demonstrate the safe use of Bunsen burner and other lab materials.
  • Collaborative experiment setup, based on methods proposed.
  • Collaborative collection of data.
  • Collaborative analysis of data.
  • Identification and contrasting of atoms, molecules and equations associated with photosynthesis and respiration.
  • Maintenance of daily and weekly notes as the relate to lectures (brief), class discussions, and reading, writing and reflection assignments.

Learning Plan/SLA Core Values/Standards – All of a piece!

Inquiry:  Observe problems or unexplained events and generate questions about possible causes and/or explanations (see Glass lab, color lab, spont. gen. lab, yeast lab, bean lab).

Research:  Explain possible reasons for problems/phenomena; organize control, independent and dependent variables that could influence problems/phenomena.

Collaboration: Co-plan and organize lab Materials and Procedures (ISEF); dialogue on Results with attention to expected v. actual data, explanations and unexpected events.

Presentation: Complete a lab write up with attention to shared conventions for sub-sections, units of measurement, titles for tables, graphs and APA bibliography.

Reflection: Compare and diagram the similarities and differences between photosynthesis and respiration; describe strengths and weaknesses of research and formulate recommendations for modifications.