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