Video Clips that I show in Biology 1

My Blog is here:  http://www.cavalierscience.blogspot.com

Need a textbook to help you study?  A free online textbook can be found here:

http://www.ck12.org/biology/ 

CK-12 Biology is a high school FlexBook covering cell biology, genetics, evolution, ecology, microorganisms, fungi, plants, invertebrates, vertebrates, and physiology.

This book is available for download on your iPad with iBooks or on your computer with iTunes - FOR FREE!  I was also able to find the textbooks on my Kindle and download them for free.
There is a student version http://www.ck12.org/student/  and teacher version http://www.ck12.org/teacher/  of the website.  CK-12.org just announced that they have integrated their content with Schoology https://www.ck12info.org/blog/ck-12schoology-easier-lesson-planning-save-time/

If you would like to be a Citizen Scientist and participate in our bird watching project, you can register at http://ebird.org/content/ebird/ and submit your observations.  We have a birding hotspot here at Middletown High and you can watch birds at the pond and submit your observations to the Middletown High School Pond birding hotspot:  http://ebird.org/ebird/hotspot/L2346801   Check it out!

Click on the videos link to watch some of the videos that I show in class.

The Secret Lives of Scientists,

Mayim Bialik:

https://www.youtube.com/watch?v=TZt-JTdfXjw

Globally Harmonized System of labeling chemicals in the workplace.  The video can be found here: 

https://www.youtube.com/watch?v=Hcbl5kSCUIA

Scientists in Action. We watched these two video clips:

The Tale of the Peacock

http://www.pbs.org/wgbh/evolution/library/01/6/l_016_09.html

and Ancient Farmers of the Amazon

http://www.pbs.org/wgbh/evolution/library/01/3/l_013_01.html

The Germ Theory.  The video clip is on this YouTube link:

https://www.youtube.com/watch?v=BxA-a4_SPME

Students wrote down the following questions in the Journal Section of their binders:

1.  How does the scientific meaning of a term like theory differ from the way it is used in everyday life?

2.  Can the "facts" of science change over time?

3.  Who was Charles Darwin?

4.  How did public opinion of his day affect Charles Darwin's willingness to publish the Origin of Species?

After watching the video, students answered the questions in their lab notebook.

Students may watch and review the video clips Isn't Evolution Just A Theory? and Who Was Charles Darwin? at this web site:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

or on YouTube:

https://www.youtube.com/watch?v=85diEXbJBIk&list=PL5270149AB732F0FB

How Wolves Change Rivers as part of the Variation in Wolves activity.  The video can be found here:

http://www.youtube.com/watch?v=ysa5OBhXz-Q
     Here is a STEM Lesson on Gray Wolves in the Northern Rocky Mountains:

https://beartrust.org/gray-wolves-in-the-northern-rockies

     

Students wrote in their Journals the answer to the questions:  1.  What is Natural Selection?   2. Why is the relationship between the toxic newts and the garter snakes considered an evolutionary arms race?  3.  How does evolution really happen (work)? 

They watched a video called Toxic Newts that can be found at this link:

http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html

They also watched the video clip titled How Does Evolution Really Work? that can be found at this link:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

As part of the Chicken Wings and Batter's Arms activity, students watched the video clip Common Past, Different Paths, which can be found at these links:

http://www.pbs.org/wgbh/evolution/library/04/2/l_042_02.html

http://www.pbs.org/wgbh/nova/education/evolution/common-past.html

To understand the Whale's Tale project, students watched the video clip titled How Do We Know Evolution Happens? that can be found at this link:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

and part of the video Part 1 of Walking with Prehistoric Beasts to see how the Ambulocetus lived.

To understand the characteristics of a modern whale, students watched 3 video clips: Alaskan Whales on this web site: www.toandos.com/whales.html, Whale Song (which can be found at this web site:

http://www.youtube.com/watch?v=vPPjS4uMwtw

and Dolphins Blowing Bubble Rings https://www.youtube.com/watch?v=2m6ie3MVIAw.

Students watched three videos about the Tiktaalik, a transitional fossil (see note 1 below for additional information):

https://www.biointeractive.org/classroom-resources/your-inner-fish 

http://www.youtube.com/watch?v=MkOy1XU0cbY

http://www.youtube.com/watch?v=B9h1tR42QYA   

Students watch a video about the evidence for evolution that summarized what we had learned.

http://www.youtube.com/watch?v=lIEoO5KdPvg#t=12

Students looked at a variety of videos and web sites about human evolution:

Human Evolution Multimedia

Students watched a video clip: Did Humans Evolve? The video clip can be found at this web page:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

However, the PBS video has become somewhat outdated.  So now, we watch this video about human evolution:

Great Transitions: The Origin of Humans — HHMI BioInteractive Video   https://www.youtube.com/watch?v=Yjr0R0jgct4

Students also watched this video clip: Becoming a Fossil. The video can be found at this web page:

http://www.pbs.org/wgbh/evolution/library/04/3/l_043_01.html

Human evolution was demonstrated by observing this online activity:

http://www.pbs.org/wgbh/aso/tryit/evolution/

This website ( http://www.becominghuman.org/ ) is used for an extra credit activity.  

This online National Geographic article contains a video clip that tells about Ida, the 47-million-year-old fossil

http://news.nationalgeographic.com/news/2009/05/090519-missing-link-found.html

http://www.youtube.com/watch?v=xLilqm6GxrA

This web site has a video about the oldest fossil skeleton of a human ancestor:

http://sciencenow.sciencemag.org/cgi/content/full/2009/1001/1

http://www.youtube.com/watch?v=EC9aIth1ah4

and there is more information on my blog.

Students watched Debi's Story about antibiotic resistant tuberculosis, as part of a lesson about why understanding evolution is important now. They also watched a video about diseases.

http://science.education.nih.gov/supplements/nih1/diseases/activities/activity3_debi-story.htm

http://science.education.nih.gov/supplements/nih1/diseases/activities/activity1.htm

Students watched a video titled: Why Is Evolution Important Now? This video is available to watch online at: http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

Students learned about karyotypes:

http://www.sciencegeek.net/Biology/Presentations/Karyotypes/

Students watched two short video clips about Ryan White, after learning about hemophilia (a genetically inherited blood clotting disorder), which is a sex-linked genetic disease.  Ryan contracted AIDS after a transfusion of blood clotting protein that was a treatment for Ryan's hemophilia:

https://www.youtube.com/watch?v=AzrPREXraR4

https://www.youtube.com/watch?v=W9WEXGS45wA

Students watched a video about Huntington's Disease as part of a lesson about pedigrees.  Here is the link:

http://www.youtube.com/watch?v=65xf1olEpQM

Students watched a video clip about mitosis, cell division of somatic cells (asexual reproduction).  The video is copyrighted and cannot be posted.  However, the following link has videos that show real cells dividing:    
http://iknow.net/cell_div_education.html

Students participated in watching a Comparison of Mitosis and Meiosis annimation:

Comparison of Mitosis and Meiosis animation:
http://www.pbs.org/wgbh/nova/miracle/divi_flash.html

Students watched a video about the history of the discovery and the structure of DNA:

http://www.hhmi.org/biointeractive/double-helix

After studying protein synthesis, students watched video clips and animation:

https://www.youtube.com/watch?v=bee6PWUgPo8   Replication

https://www.youtube.com/watch?v=5MfSYnItYvg      Transcription

https://www.youtube.com/watch?v=aVgwr0QpYNE   RNA Splicing

https://www.youtube.com/watch?v=8dsTvBaUMvw   Translation

http://sepuplhs.org/high/sgi/teachers/genetics_act16_sim.html     Protein Synthesis Animation

https://www.youtube.com/watch?v=d1UPf7lXeO8  BioRap - DNA and Protein Synthesis

The Learn Genetics - University of Utah - Lick Your Rats Activity (epigenetics) can be found here:

http://learn.genetics.utah.edu/content/epigenetics/rats/

From the Idea Bank, October 2015, Tips and Techniques for Creative Teaching by Ashley Campbell in the Science Teacher published by the National Science Teachers Association.
Science Videos on the Web:
Academy of Achievement:  www.achievement.org
Blick on Flicks:  www.nsta.org/publications/blickonflicks.aspx
Makers:  www.makers.com
"The Price of Progress":  http://cbsn.ws/1gd6RlM
The Secret Life of Scientists and Engineers:  http://to.pbs.org/laDSp2v

Note 1
For those who are interested in the Tiktaalik, there is an activity in this textbook:  SEPUP. (2011). Science and Global Issues: Biology. Lawrence Hall of Science, University of California at Berkeley.  Published by Lab-Aids, Inc., Ronkonkoma NY.  The activity is Evidence from the Fossil Record - Activity 6 pp. 446-453.  Students explore transitional fossils in an portion of the activity titled Studying Fossils to Determine the Origin of Tetrapods.  The Tiklaalik is one of the transitional fossils presented in the activity.  The videos listed above enhance interest in this activity.
There is also a 2011 episode of Mysteries at the Museum travel channel show where near the end of the episode, information is presented about the importance of the Tiktaalik fossil and it is explained that the fossil is housed at the Academy of Natural Sciences in Philadelphia, PA. http://www.travelchannel.com/shows/mysteries-at-the-museum/travel-guides/outlaw-shoes-and-astrochimp-travel-guide   It looks like the video would be on Disc 2 of Season 2 of the show that can be purchased from Amazon.com.  The episode is titled Outlaw Shoes, Astrochimp, and Message in a Bottle.  I have not purchased the video and am not 100% certain that it is on the CD.  If anyone reading this blog knows how to obtain the Mysteries at the Museum, Tiktaalik video or a video clip, please leave a comment.

Why Is Evolution Important Now? Understanding Predation

Why Is Evolution Important Now?  Understanding why some chili peppers are hot and some are not
http://www.sciencedaily.com/releases/2008/08/080811195315.htm

WHY IS EVOLUTION IMPORTANT NOW? Understanding Predator-Prey Relationships – An Evolutionary Arms Race

Read the following article:

University of Washington (2008, August 12). Bugs Put The Heat In Chili Peppers. ScienceDaily. Retrieved July 2, 2010, from http://www.sciencedaily.com/releases/2008/08/080811195315.htm

Name _______________________________ Period _______________
Note-taking Worksheet

Chili peppers have these predators:

__________________

__________________

__________________

__________________

Predators are attracted to and eat peppers because of these biochemicals:

__________________

__________________

This is the predator that helps disperse the pepper seeds:

__________________

This is the predator that kills the pepper seeds:

__________________

Chili peppers produce this biochemical as a defense against attack of a microbe predator:

__________________

This predator does not sense and is not harmed by eating capsaicin:

__________________

This predator is inhibited by capsaicin:

__________________

These predators can sense “heat” of the capsaicin, but still eat the peppers without being harmed:

__________________

Hot peppers are most often found growing in areas with larger populations of:

__________________

When you have filled in all the blanks in the note-taking worksheet, you can design a concept map, or chart that contains the important facts about the peppers and bugs being part of an evolutionary arms race within a food web.

This video clip shows another predator-prey evolutionary arms race that is demonstrated by the relationships between garter snakes and toxic newts:
http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html

Here is a STEM Lesson on Gray Wolves in the Northern Rocky Mountains:
https://beartrust.org/gray-wolves-in-the-northern-rockies


The following posts also address the question: Why is Evolution Important Now?

Why Is Evolution Important Now? Understanding Extinction and Our Environment
http://cavalierscience.blogspot.com/2009/03/why-is-evolution-important-now.html

Why Is Evolution Important Now? Disease Prevention
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now-disease.html

Why Is Evolution Important Now? Antibiotic Resistance
http://cavalierscience.blogspot.com/2009/02/why-is-evolutions-important-now.html

Why Is Evolution Important Now? Understanding Diseases and Food Production
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now.html

The Human Environment (McGraw-Hill series in population biology)

Why Is Evolution Important Now?  Battling the Bedbug Epidemic and Cockroach avoidance of bait - Pesticide Resistance
http://cavalierscience.blogspot.com/2011/03/why-is-evolution-important-now-battling.html 

Paper Model of DNA - 2009-2010

If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:

http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html


http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html


http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html
They include the directions and templates for making the model.
 
Here are the pictures of the DNA model that was made by my students for the school year 2009-2010.  The sections of blue and gold DNA were the result of instruction by my student teachers from the University of Delaware and are the school's colors.
 

Protein Synthesis - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites:

http://www.youtube.com/watch?v=pWPjjoOFIu8
or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
However, the above links have now become unavailable.  I'm leaving them in there for reference.  But I found another website that has the video!!!  https://app.schooltube.com/video/d2525f42fd3809f3dabd/Storyboarding%20(AFI's%20Lights,%20Camera,%20Education!)
I did find a website with a video about storyboarding on this website, even though it is not nearly as good as the original, I does give students ideas about drawing out stories as pictures or cartoons.
http://uwsslec.libguides.com/c.php?g=187016&p=1236350




I introduce this lesson by telling students that the class will be playing the roles of the molecules involved in the process of protein synthesis.  Before we can play the roles, we need to familiarize ourselves with the story and the characters of the story.
Here we talk about the characters by using this handout (example key follows):

THE STORY OF PROTEIN SYNTHESIS

THE CHARACTERS

Next, we begin to visualize the characters in the story of protein synthesis by drawing cartoon pictures of them on a storyboard hand-out that can be obtained from this web site:

https://myhero.com/hosted/teachersroomresources/AFI_BasicsHandbook.pdf

Here is another web site: http://pizzabytheslice.com/downloads/blank_storyboards.pdf

Here is an example:

Here are some examples of storyboards for the process of protein synthesis:

After composing the storyboards for the process of protein synthesis, students "act" out the process by participating in the Protein Synthesis and Words Activity, which was designed by Lynn Marie Wartski, that is on the Access for Excellence Web Site:  http://www.accessexcellence.org/AE/ATG/data/released/0247-LynnWartski/index.php    I created a playbill and I display it in the classroom, during the activity.  It illustrates the characters and describes the activity.

My previous posts have the storyboards for respiration, the Calvin cycle, and the light reactions of photosynthesis.

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

For the storyboarding graphic organizers you may visit my other posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Photosynthesis - The Calvin Cycle - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8
 or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
However, the above links have now become unavailable.  I'm leaving them in there for reference.
But I found another website that has the video!!!  https://app.schooltube.com/video/d2525f42fd3809f3dabd/Storyboarding%20(AFI's%20Lights,%20Camera,%20Education!)
I did find a website with a video about storyboarding on this website, even though it is not nearly as good as the original, I does give students ideas about drawing out stories as pictures or cartoons.
http://uwsslec.libguides.com/c.php?g=187016&p=1236350

Here are the hand outs for Act II of Photosynthesis - The Calvin Cycle (see example key at the bottom of this post):

Storyboard - Act II - The Calvin Cycle of Photosynthesis

NAME__________________________________________________________________


DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE CALVIN-BENSON CYCLE

1. DRAW A RECTANGLE AROUND EACH OF THE FOUR STEPS IN THE
    PROPER SEQUENCE SO THAT THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST FOUR FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    STROMA
    CARBON FIXATION
    ATP
    NADPH
    GLUCOSE
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR STORYBOARD.
    1 PT.EACH

5. IN THE CENTER OF THE STORYBOARD WRITE DOWN THE TOTAL
    NUMBER OF OUTPUT CARBONS AT EACH STEP OF THE CYCLE.
    1 PT.

6. COLOR THE CARBON “ATOMS” BLACK.
    1 PT.

7. COLOR THE ARROW YELLOW, WHERE THE CHEMICAL ENERGY MOLECULES OF ATP
    ARE USED IN THE CYCLE. ALSO, COLOR THE OTHER ARROW YELLOW, WHERE THE
    MOLECULES OF ATP AND NADPH ARE USED.
    1 PT.

8. COLOR ALL OTHER ARROWS BLACK, TO SHOW THE CYCLING OF THE
    ORGANIC CARBON MOLECULES.
    1 PT.

9. SHOW, ON THE STORYBOARD, AT LEAST TWO POLYMERS THAT ARE
    MADE, IN THE PLANT, FROM THE GLUCOSE MOLECULES.
    1 PT.

10. DRAW OR PASTE A PICURE OF THE STRUCTURE OF A GLUCOSE

      MOLECULE ON YOUR STORYBOARD.

Here is an example of a completed storyboard:

The storyboard for the light reactions of photosynthesis is in the previous post of this blog.  When you are through with your storyboards, then you should listen to and sing the Photosynthesis Song; there is a link to it on the right column of the Science Tutor blog in the "links" section.  In my next post,  I will include the storyboard for cellular respiration, and then I will post the storyboards for protein synthesis.
Here is a link for some lecture notes on the topic: http://chemistry.about.com/od/lecturenotesl3/a/photosynthesis_4.htm
Another great teaching link:
http://ed.ted.com/lessons/nature-s-smallest-factory-the-calvin-cycle-cathy-Symington

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

For the storyboarding graphic organizers you may visit my other posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Photosynthesis - The Light Reactions - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, cellular respiration.  I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found at either of these two web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8  or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
However, the above links have now become unavailable.  I'm leaving them in there for reference.
But I found another website that has the video!!!  https://app.schooltube.com/video/d2525f42fd3809f3dabd/Storyboarding%20(AFI's%20Lights,%20Camera,%20Education!)
I did find a website with a video about storyboarding on this website, even though it is not nearly as good as the original, I does give students ideas about drawing out stories as pictures or cartoons.
http://uwsslec.libguides.com/c.php?g=187016&p=1236350

Here are the hand outs for Act I of Photosynthesis - The Light Reactions (see example key at the bottom of this post):

Storyboard - Act I - The Light Reactions of Photosynthesis

You can click on the image and print or you can also download or print the storyboard hand out from this link:

https://drive.google.com/open?id=1hgJV8UfLeDjU6abhEcQcdOdm0TssY3Dx

and the directions below can be downloaded or printed out from this link:

https://drive.google.com/open?id=1qghLdcYgGKfKbFEvxho0Do6RF79dWpLg

NAME__________________________________________________________________

DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE LIGHT REACTIONS

THE SAMPLE PICTURE BELOW IS AN EXAMPLE FOR SOME IDEAS IN PRESENTING YOUR INFORMATION.

1. NUMBER EACH STORY SQUARE IN THE PROPER SEQUENCE SO THAT
    THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST EIGHT FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    PIGMENT
    CHLOROPHYLL(S)
    CHLOROPLAST(S)
    THYLAKOID(S)
    STROMA
    GRANA
    PHOTOSYSTEM(S)
    PHOTOSYNTHESIS
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR
    STORYBOARD.
    1 PT.EACH

5. IN THE FIRST SQUARE, INCLUDE THE SUMMARY CHEMICAL EQUATION
    FOR PHOTOSYNTHESIS.
    1 PT.

6. IN THE LAST SQUARE, INCLUDE THE THREE MOLECULES THAT ARE THE
    END PRODUCTS OF THE LIGHT REACTIONS OF PHOTOSYNTHESIS.
    1 PT.EACH

Here are the example storyboards:

You can click on the image above, copy and/or print it, or you can download and/or print it from this link: https://drive.google.com/open?id=1bO5QW6hwidpVXUfR1l5VvCC584X_CVVL

You can click on the image above, copy and or print it, or you can download and/or print it from this link: https://cavalierscience.blogspot.com/2010/08/the-life-cyle-of-jelly-fish-box-jelly.html

In my next post, I will upload the graphic organizer for the Act II - Calvin Cycle of Photosynthesis.  And after that, I will be uploading the graphic organizers for cellular respiration and protein synthesis, as I get them completed.

Article -- Photosynthesis puzzle solved:

http://news.bbc.co.uk/2/hi/science/nature/3174582.stm

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

For the storyboarding graphic organizers you may visit my other posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Chemistry of Materials Project - Biochemistry

Here is the latest version of the Chemistry of Materials Project, with emphasis on biological chemistry. Also, the following link provides a list of some helpful web sites for information about the project's topics. I also am providing the link to the previous Chemistry of Materials project description.

http://cavalierscience.blogspot.com/2008/05/interesting-web-site-chemical-compounds.html

http://cavalierscience.blogspot.com/2008/02/coordinated-science-ii-chemistry.html

Chemistry of Materials – Coordinated Science II –Project

Assignment and Objective: Understanding atomic and molecular structure expands our knowledge of the nature of the material world and advances the technological sophistication of society. Each student will learn about the history and chemical make-up of a commonly used material, and present that information to the class. Students will also be responsible for learning about the topics that are presented by others.  A very helpful website, titled What's That Stuff,? for this project can be found here:  http://pubs.acs.org/cen/whatstuff/

Procedure:
Each student will be assigned a topic by lot (random drawing from a container). Each student in the class will have a different topic to research, which will be one of the following topics:

∙ Henna ∙ Chili peppers ∙ Chewing Gum ∙ Insect Repellent
∙ Honey ∙ Food Coloring ∙ Food Preservatives ∙ Self Tanners
∙ Citronella Oil ∙ Kava ∙ Artificial Sweeteners · Pectin
∙ Catnip ∙ Kitty Litter ∙ JELL-O® · Chitin
∙ Sunscreens ∙ Licorice · Tattoo Ink · Cholesterol
∙ Marshmallows · Sports Drinks · Margarine
∙ Ice Cream · Leather · MSG Flavor Enhancer
∙ Fluoride ∙ Aspirin ∙ Chocolate
∙ Hair Coloring ∙ Cheese Whiz ∙ Agar
∙ Lipstick · Amber · Cinnamon

This is an independent, at-home research project.

Each individual student will present their research information to the class by presenting an 11” by 17” Shutter Fold (foldable) display of their work, which is constructed according to the attached directions and as demonstrated by the teacher. Pictures of sample displays are on this web site: http://www.cavalierscience.blogspot.com/
The display is to include the following:
­­­­­­ 1. a history of the use and/or invention of the material.
2. diagrams/drawings of the chemical structures, or chemical formula of all the ingredients that make up the
material.
3. the health hazards and health benefits of the material.
4. a biography of the inventors of the material, or a description of a company that manufactures the
material.
5. a copy of a patent from http://patft1.uspto.gov/netahtml/PTO/search-bool.html or
http://www.google.com/patents where the name of the material, or the important chemical ingredient in
the material has been put in as a search term.
6. a completed information sheet about the patent.
7. pictures of the material, or actual samples of the material.
8. The student’s research information should include a bibliography (MLA format), with a minimum of two
references. This is a formal presentation. The writing and project should reflect a student’s best effort.

During the presentations, the audience will take notes about each of the materials.
Everyone will be responsible for knowing the important facts about each material and will graded on their proper
participation as an audience.

The finished project is due on Tuesday, December 15, 2009. The Middletown Cavalier Chemical Science
Meeting will commence on December 15 and run through December 16 to allow for all students to have
an opportunity to present and gather the important information about each topic. Late projects will not
be accepted. Students must be prepared to present on December 15. Projects are a product grade for the
marking period and this project will be evaluated as follows:
∙ Visual Aid/Foldable presentation 20 points
∙ Important information included 18 points
∙ Well organized 06 points
∙ Pictures of Material & Chemical Structure 06 points
∙ Copy of Patent with Completed Information Sheet 20 points
∙ Bibliography – must have two sources 12 points
∙ Audience Notes 18 points

You can access the grading rubrics that I created at these links:
Making a Foldable Display - Chemistry of Materials Project
Oral Presentation Rubric: Chemistry of Materials Project Oral Presentation

Here is a previous list of topics that I used, when the curriculum had more emphasis on chemistry:
∙ Henna ∙ Chili peppers ∙ Chewing Gum

∙ Honey ∙ Polyurethane foam ∙ Food Coloring ∙ Food Preservatives
∙ Citronella Oil ∙ Kava ∙ Artificial Sweeteners ∙ MSG Flavor Enhancer ∙ Licorice
∙ Melamine Dishes ∙ Catnip ∙ Kitty Litter ∙ JELL-O® ∙ Insect Repellent
∙ Crayons ∙ Golf Balls ∙ Sticky Notes ∙ Super Glue ∙ Sunscreens
∙ Marshmallows ∙ Gasoline ∙ Teflon ∙ Teeth Whiteners ∙ Motor Oil
∙ Ice Cream ∙ Glass ∙ Duct Tape ∙ Shower Cleaners ∙ Fireworks
∙ Fluoride ∙ Aspirin ∙ Chocolate ∙ Silly Putty ∙ Self Tanners
∙ Hair Coloring ∙ Cheese Whiz ∙ Asphalt ∙ Baseballs ∙ Mylar
∙ Lipstick ∙ Light (glow) sticks ∙ Cement ∙ Tyvek ∙ Kevlar

Here is an example of an assessment that was used with the project:

What am I? Coordinated Science II – TEST – Chemistry of Materials


Date __________________Period ________________Name ______________________________

Directions: Match the descriptions in column A (page 1) with the letter(s) of each material listed in column B (page 2), and write the letters on the blank space next to each number in column A. For a perfect score, correctly match 15. If more than 15 materials are identified correctly, 0.5 points will be awarded for each correct match that exceeds the perfect score of 15 matches.

COLUMN A

01. ____ I am polymer that comes from tree sap.
02. ____ We are saccharine, aspartame, and sucralose.
03. ____ I am in a class of chemicals called terpenes. I
come from the leaves of a plant and am an
insect repellent.
04. ____ I am a long, long, long molecule of
polyunsaturated fat.
05. ____ I am nepetalactone and can be extracted from a
mint family plant.
06. ____ I am a essential oil that comes of the bark of an
evergreen tree. There are 3 n’s in my name. I
am used in flavoring and perfume.
07. ____ I am a long molecular chain of galacturonic
acid. I am the “jel” in jelly.
08. ____ I am added to drinking water to protect teeth.
09. ____ I am pigment, wax, and oil.
10. ____ I am one of the most complex chemical
mixtures that people dare to eat, and I have
theobromine.
11. ____ I am a drink made from plant roots.
12. ____ I am used in desserts, marshmallows, and
candy. I do not have the amino acid tryptophan.
13. ____ We bond to your skin. We are
dihydroxyacetone.
14. ____ I am acetylsalicylic acid.
15. ____ I am monosodium glutamate.
16. ____ We contain the protein collagen, a sugar, and
air.
17. ____ I am the result of a reaction between hydrogen
peroxide, ammonia, and p phenylenediamine.
18. ____ We absorb uva and uvb radiation with an
aromatic chemical.
19. ____ I am glycyrrhizic acid and taste very sweet.
20. ____ 7 of us are certified by the Food and Drug
Administration (FDA) as dyes.
21. ____ I have a protein called casein that is treated
with an enzyme to produce curd.
22. ____ We contain a capsaicin, which causes a burning
sensation in contact with mucus membranes.
Capsaicin resulted from natural selection in
response to herbivores.
23. ____ I am a special kind of clay called sodium
Bentonite, or Fuller’s earth.
24. ____ We contain N,N-diethyl-m-toluamide (DEET).
25. ____ I am dye from the leaves of Lawsonia inermis.
26. ____ I am fructose and taste very sweet.
27. ____ I am a source of Calcium and Lactose.
28. ____ I form the tough exoskeleton of an insect, and I
am made of repeating molecules of
N-acetylglucosamine, which is a
polysaccharide.
29. ____ Human steroids and Vitamin D are made from
me. I am made in the liver.
30. ____ We are very stable and long lasting. Different
colors are made from magnetite, carbon, iron
oxides, monoazo pigments, and copper.
31. ____ I am made from collagen that has been treated
with tannin from bark.
32. ____ I am a fossil of tree resins (terpenes).
33. ____ We are a flavored solution of sugar, salt, and
sodium citrate.
34. ____ One of our chemicals kills microorganisms and
has the molecular structure: NaCl
35. ____ I am a polymer of galactose that is obtained
from seaweed. Microorganisms grow on me.
I am also used to thicken jelly and ice
cream.

COLUMN B
A. Hair Coloring
B. Sports Drinks
C. Marshmallows
D. Henna
E. Self-Tanning Products
F. Catnip
G. Leather
H. Lipstick
I. Food Preservatives
J. Citronella Oil
K. Cheese Whiz
L. Artificial Sweeteners
M. Margarine
N. Agar
O. Cinnamon
P. Pectin
Q. Chitin
R. Cholesterol
S. Ice Cream
T. Tattoo Inks
U. Amber
V. Sunscreens
W. Jell-O
X. Chocolate Candy
Y. Licorice
Z. Honey
AA. Aspirin
BB. Chili Peppers
CC. Chewing Gum
DD. Kitty Litter
EE. Kava
FF. Insect Repellent
GG. Fluoride
HH. Food Coloring
II. MSG Flavor Enhancer

Looking for topics that could be used with a similar project on inventions?  Visit this web site:
http://www.popularmechanics.com/technology/gadgets/reviews/101-gadgets-that-changed-the-world#fbIndex101

Here is an interesting book:  http://www.powells.com/book/joy-of-chemistry-the-amazing-science-of-familiar-things-9781591027713/2-0
Here is a very helpful website with interesting visual presentations about the chemistry of everyday materials:
http://www.compoundchem.com/

If you find links on my blog that do not work, please let me know by submitting a comment.  I would like to keep my blog up-to-date, correct and relevant.