Opening Activity: April 30, 2018 I will stamp high salt predictions. Review your day 0 observations on Lab #18. Answer questions 1-7 in your journal. Discuss your answers at your table. What is homeostasis? Give one example of homeostasis in the human body. What do you think will happen to the worms after we move them to a high salt environment?  I can… Discuss initial C. Elegans observations and observe worms on high salt plates Homework: Complete Gene Regulation Idea Journal –Homeostasis Homeostasis Quiz 5/3

Model Organisms = living systems used to study biological processes. Many biological processes are nearly the same in all living things.

Model Organisms – C. elegans They are very well-studied so there is already a wide body of knowledge about them. They are small, transparent, reproduce quickly, and are relatively inexpensive to house. Although simple looking, they have complex organ systems (digestive, excretory, reproductive, nervous, etc.) that have processes similar to those of humans.

Life Cycle of C. elegans 55 hours = 2 days + 7 hours Adults ( ~ 1 mm) Egg L1 L3 L4 9 hours 12 hours 8 hours 18 hours Lifecycle of C. elegans L2 55 hours = 2 days + 7 hours

Prediction Tool What do you think will happen to the worms after we move them to a high salt environment?  Compare your ideas with your partner/table: What is going on at the organism level of the worm’s traits?  What is going on at the cellular level with the worm’s traits?  What is going on at the molecular level in the worm’s traits? 

Class Data Table – Period 1 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 Worms moving in s- pattern, moved like snakes. All 4 life stages observed. Most worms at center near food. Bigger worms were in middle, smaller near edges. Worms in clumps NA Day 1 Clumps of worms, more worms present today than on before, more eggs present, more adults (bigger ones), more spread out. Moving slower or barely moving, appear to be dead, on food source but hard to tell if they are eating, some eating, very few moving in s-shape, Day 2 Not moving as much, moving a little, all life stages present, Some plates have more movement than yesterday, some plates no movement, all life stages present, not big movements. Day 3

Class Data Table – Period 3 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 Moved around like normal worms, ran into each other, moving in S-shape, all life stages, egg, L1, L2, L3 and L4, located more toward center @ food, seemed to move away from light NA Day 1 Moving faster than high salt plates, moving in S-shape, all life stages found. Worms had no movement or slow movement, eggs, L1, L2 Day 2 Worms moving fast, lots of eggs, less worms on edge, mostly in center eating e.coli, some are not moving, worms are smalls, L1-L3 Smaller worms, L1-L2, no eggs, located toward middle, if movement – very little. Couldn’t see them eating but less e. coli. Day 3

Class Data Table – Period 4 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 All 4 life stages visible (egg, L1, L2, L3, L4). Most located in the center. Switchback movements, somewhat “S” shaped. Contact made them immediately go opposite directions. NA Day 1 Moving, less populated, all life stages visible, some tables only saw L4 and L2, mostly staying in place but moving. Not moving, or very little movement, staying in place maybe so they don’t absorb salt. Day 2 Worms are spread out over entire plate, life stages egg-L4, e. coli is eaten, normal s-shape movement Mostly L1-2s, a lot of worms in one area, some moving, a lot not moving. Day 3

Class Data Table – Period 5 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 Moved at a constant speed in an “s” shape All life stages including egg and L1-4 Spread out, most around food source Avoided light? NA Day 1 Sluggish, movement is less but still moving, less stages and worms, mostly early stages (L1-2) Dead? Very few moving, but not as many, concentrated in one area, not moving outward smaller in size compared to low salt. Day 2 Day 3

Observing Worms – Day 1 After at least 15 minutes of the worms moving to a high salt plate, observe, sketch, and collect data about the worms on the ‘Worm Observation Data Table’ for ‘Day 1.’ Draw with detail and to scale. Do not leave the worms on the microscope in the light for more than a few minutes at a time, as they can get too hot. Some things to look for: What life stages are present (adult, larvae, egg)? Where are worms on the plate (on agar, on food, near edge of plate)? What are the worms doing (moving, not moving, feeding) and how are they moving? Complete Questions for “Day 1” in your journal. Clean up your lab space and bring your worm plates to the front table. Work on homework while others clean up.

Opening Activity: May 1, 2018 I will stamp your idea journal – homeostasis. IF YOUR IDEA JOURNAL IS NOT COMPLETE – DO THIS NOW!!! Review your day 1 observations on Lab #18. Check to be sure you answered questions 1-3 in your journal. Discuss your answers at your table. I can… Discuss initial C. Elegans observations and observe worms on high salt plates Homework: Homeostasis Quiz 5/3

On Whiteboard Come to consensus for “diagram of learning from the lab” Draw out your diagram of learning Use vocabulary words to explain.

Gallery Walk Move around the room to read whiteboards at each table. Write down TWO similarities/differences on your idea journal. Are the vocabulary words used by other tables the same/different as yours? Did anyone use a similar diagram as your table?

Discuss with your group.. Similarities/Differences you noticed around the room for what everyone learned. Add anything to your diagram from your gallery walk experience Discuss with your table the top row of the homeostasis Idea Journal: What happens? How does that happen? Why does it happen?

Observing Worms – Day 2 Collect your high salt and low salt plates. Observe, sketch, and collect data about the worms on the ‘Worm Observation Data Table’ for ‘Day 2.’ Draw with detail and to scale. Do not leave the worms on the microscope in the light for more than a few minutes at a time, as they can get too hot. Some things to look for: What life stages are present (adult, larvae, egg)? Where are worms on the plate (on agar, on food, near edge of plate)? What are the worms doing (moving, not moving, feeding) and how are they moving? Complete Questions for “Day 2” in your journal. Clean up your lab space and bring your worm plates to the front table. Work on homework while others clean up.

Opening Activity: May 2, 2018 Review for Homeostasis Quiz Tomorrow: Describe evidence for movement of molecules across a membrane. What processes move molecules across membranes? Why do molecules move across the membrane? What conditions would cause your digestive system to take on more water? Explain what processes are going on in this example. I can… Describe what happens to C. Elegans on high salt plates Homework: Homeostasis Quiz 5/3

Observing Worms – Day 3 Collect your high salt and low salt plates. Observe, sketch, and collect data about the worms on the ‘Worm Observation Data Table’ for ‘Day 3.’ Draw with detail and to scale. Do not leave the worms on the microscope in the light for more than a few minutes at a time, as they can get too hot. Some things to look for: What life stages are present (adult, larvae, egg)? Where are worms on the plate (on agar, on food, near edge of plate)? What are the worms doing (moving, not moving, feeding) and how are they moving? Complete Questions for “Day 3” in your journal. Clean up your lab space and bring worm plates to the front table. Work on Idea Journal (C. Elegans) while others clean up.

Class Data Table – Period 1 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 Worms moving in s- pattern, moved like snakes. All 4 life stages observed. Most worms at center near food. Bigger worms were in middle, smaller near edges. Worms in clumps NA Day 1 Clumps of worms, more worms present today than on before, more eggs present, more adults (bigger ones), more spread out. Moving slower or barely moving, appear to be dead, on food source but hard to tell if they are eating, some eating, very few moving in s-shape, Day 2 Not moving as much, moving a little, all life stages present, Some plates have more movement than yesterday, some plates no movement, all life stages present, not big movements. Day 3 Moving quickly, all life stages, adults clumping together, A lot are not moving, they are spread out more across the plate, some no eggs, some had a lot of movement

Class Data Table – Period 3 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 Moved around like normal worms, ran into each other, moving in S-shape, all life stages, egg, L1, L2, L3 and L4, located more toward center @ food, seemed to move away from light NA Day 1 Moving faster than high salt plates, moving in S-shape, all life stages found. Worms had no movement or slow movement, eggs, L1, L2 Day 2 Worms moving fast, lots of eggs, less worms on edge, mostly in center eating e.coli, some are not moving, worms are smalls, L1-L3 Smaller worms, L1-L2, no eggs, located toward middle, if movement – very little. Couldn’t see them eating but less e. coli. Day 3 All life stages, movement in s-shape More babies, L1-L2, more movement

All Life stages, spread out a bit, e. coli eaten but still present. Class Data Table – Period 4 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 All 4 life stages visible (egg, L1, L2, L3, L4). Most located in the center. Switchback movements, somewhat “S” shaped. Contact made them immediately go opposite directions. NA Day 1 Moving, less populated, all life stages visible, some tables only saw L4 and L2, mostly staying in place but moving. Not moving, or very little movement, staying in place maybe so they don’t absorb salt. Day 2 Worms are spread out over entire plate, life stages egg-L4, e. coli is eaten, normal s-shape movement Mostly L1-2s, a lot of worms in one area, some moving, a lot not moving. Day 3 All Life stages, spread out a bit, e. coli eaten but still present. More movement/less movement really divided, some had a lot of eggs evidence of reproduction, condensation on lid (CR)

Class Data Table – Period 5 (eggs, larvae and adults and worms response to touch) LOW Salt HIGH Salt Day 0 Moved at a constant speed in an “s” shape All life stages including egg and L1-4 Spread out, most around food source Avoided light? NA Day 1 Sluggish, movement is less but still moving, less stages and worms, mostly early stages (L1-2) Dead? Very few moving, but not as many, concentrated in one area, not moving outward smaller in size compared to low salt. Day 3 Larger worms, moved around a lot similar to day 0 worms, some ate all e.coli, all over plate Fewer moving on some plates, fewer eggs, smaller in size, generally in same area, little spread out. Moving more than day 1 but still slow.

Observing Worms – Debrief Day 0 = Happy Day 1 (15 min) = Sad Day 2 = Happy again. What happened? How did the traits of the worms change during the investigation? 

Whiteboard Sketch – C. Elegans Lab Use pictures, words, and arrows to explain how you think a C. elegans worm maintains homeostasis in high salt conditions. What happened? How did it happen? Why did it happen? Draw arrows to show any movement of molecules. Label any scientific processes with vocab from class.

What similarities do we see? What differences do we see? Whiteboard Review What similarities do we see? What differences do we see?

Homework: Homeostasis Quiz tomorrow 5/3 (study lab #17, homeostasis reading and idea journal)

Opening Activity: May 3, 2018 Find idea journal and answer the following for C. Elegans lab experience on your IDEA JOURNAL What happened in the lab?/How? /Why did it happen? Draw a diagram of your learning. How can your learning be used to explain why skin exposed to sun can darken? 2. LAST WORM CHECK -how are they doing?? I can… Identify factors that cause enzymes to increase/decrease activity. Homework: Complete Lab #19 Questions Development Test Retake Friday 5/4

Idea Journal #2 Use pictures, words, and arrows to explain how you think a C. elegans worm maintains homeostasis in high salt conditions. What is happening at the organism, cellular, and molecular scales?  How does this help explain why skin exposed to sun can darken? 

When finished quizzing… Put in folder at front table Pick up Lab #19 – Tape in and read intro Complete checkpoint questions. Complete Prediction Read lab and get ready to… SNAP!

What determines an organism's traits? Protein to Trait What determines an organism's traits?

Traits protein traits Traits have different versions i.e. sick worms vs. recovered worm Proteins make things happen to determine our traits protein traits

Role of Proteins Proteins can … Transport substances (ex: hemoglobin) Allow substances in and out of a cell (ex: channels) Signal (ex: hormones) Receive those signals (ex: receptors) Build parts of our cells and bodies (ex: collagen) Break down or change other molecules (ex: enzymes)  

Enzymes Enzymes are proteins that control the rate of chemical reactions The shape of the enzyme allows molecules to bind (fit) allowing a chemical change to happen Talk about enzymes in digestion and biosyntehsis

Lab #19 Toothpickase: Modeling Enzymes Purpose: Identify factors that cause enzymes to increase or decrease activity. You will act out examples of enzyme reactions: Breaking toothpicks with one hand. Breaking toothpicks with thumb taped. 2. Complete 3 trials for each situation. 3. Answer questions in journal (NOT ON SMALL PAGE). Discuss and compare your drawings with your table. What do you have in common?

I will stamp your toothpickase questions (1-9). Opening Activity: May 4, 2018 I will stamp your toothpickase questions (1-9). How does the shape of the protein affect the ability of a protein (enzyme) to function? Discuss and compare your drawings with your table. What do you have in common? Fill out your IDEA JOURNAL for “Protein Function”. I can… Explain how proteins may lose its function. Describe examples of bioluminescence. Homework: Check grades – get your notebook in!

Toothpickase Results How does the shape of the protein affect the ability of a protein (enzyme) to function?

What about Tanning? Could our experiences help us figure out Tanning? Add ideas to 1.3 Exploring Why can skin exposed to sun darken?

Example: Tanning

The Chemistry of Bioluminesnce Creatures of Light The Chemistry of Bioluminesnce

Bioluminescence

Bioluminescence – Chemical Equation Review the reaction – Identify the protein, substrate and products

Creatures of Light - Movie Notes Create the following chart in journal to complete: Many Uses of Bioluminescence Name of Organism (general) What part of the organism lights up Explain how they use the trait Communication Food Location Prey Attraction Camouflage Self-Defense Mating