DOCUMENT RESUME ED 089 041 Biology II: Curriculum Guide ... · DOCUMENT RESUME ED 089 041 CE 001...

DOCUMENT RESUME

ED 089 041 CE 001 087

TITLE Biology II: Curriculum Guide.INSTITUTION Harlandale Independent School District, San Antonio,

Tex. Career Education Center.SPONS AGENCY Office of Education (DHEW), Washington, D.C.; Texas

Education Agency, Austin. Dept., of OccupationalEducation and Technology.

PUB DATE [70]NOTE 171p.

EDRS PRICE MF-$0.75 HC-$7.80 PLUS POSTAGEDESCRIPTORS Audiovisual Aids; Bibliographies; *Biology; *Career

Education; *Curriculum Guides; EducationalObjectives; Educational Resources; InstructionalMaterials; Laboratory Experiments; OccupationalInformation; *Performance Specifications; ResourceMaterials; *Secondary Grades; Teaching Methods; Unitsof Study (Subject Fields)

IDENTIFIERS Texas

ABSTRACTThe first 80 pages of the guide are arranged in

vertical columns relating the biology curriculum concepts tocurriculum performance objectives, career concepts and careerperformance objectives, suggested teaching methods, and resourcematerials. Career information on 41 occupations includes comments onwhat a person in the occupation does, the level of educationrequired, approximate salary range, approximate number of people inthe field, and employment opportunities. Space is provided forteachers' additions, deletions, notes, and criticisms, which will beuseful when the guide is revised. The next 50 pages contain biologylaboratory exercises. Audio-visual source information, selectedreferences, additional sources of career information, and periodicalsare listed in the appendix. (AG)

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CURRICULUM GUIDE

BIOLOGY II

Mr, Angelo Russo

Science Consultant

Career Education Center

Harlandale Independent School District

San Antonio, Texas

ACKNOWLEDGEMENTS

For their help and constructive suggestions in the compilation of this guide we acknowledge the following

persons.

Mrs. Lucylle V. Deasey - Project Director - Career Education Program

Mr. William H. Bentley - Director of Vocational Education

Mr. William R. Marshall - Director of Curriculum

Miss Mary E. Daunoy - Secondary Consultant

Mks, Cozelle Loveless - Audio-Visual Coordinator

Mrs. Mikel A. Arnold - Teacher

Gratitude is also expressed to the Texas Education Agency, Character Education Project, Education Service

Center-Region 20, Minnie Stevens Piper Foundation,-and the Career Education Project Staff.

This material reported herein was developed pursuant to a grant from

the U. S. Office of Education through the Department of Occupational

and Technical Education, Texas Education Agency, Austin, Texas.

The opinions expressed herein do not necessarily reflect the position

or policy of the U. S. Office of Education or

the Texas Education

Agency, and no official endorsement should be inferred.

iv

H

FOREWORD

a book cannot tell you how to be creative.

It

may cause you to see something differently, or to

do something you have not done before, or to under-

stand better what you have been doing all along.

At

best, a book can only start you off on a way of your

own and be a resource to you as you go ahead.

It

can do little, compared to what you yourself must

do."

--Evelyn Wenzel

from "The Come-Alive Classroom" by Cook, Caldwell & Christensen

Dear Teacher:

This curriculum guide has been prepared to help you

as you endeavor to fulfill your teaching responsibilities.

Please feel free, as you use it, to add your comments,

suggestions and constructive criticism in the appropriate

column as these will be needed when the guide is revised

at the end of the school year.

Also any additional resource

materials which you feel would be beneficial and should

be included can be added at your discretion.

If I can be

of any assistance during the school year, please feel free

to contact me at any time,

Mr. Angelo Russo

Science Consultant

Career Education Center

924-8272 or 922-3841

Preface

Meaningful existence is the goal of life in today's world.

Living takes on meaning when it produces a sense

of self-satisfaction.

The primary tack of education must be to provide each individual with skills necessary

to reach his goal.

When children enter school, they bring with them natural inquisitiveness concerning the world around them.

Normal curiosity can be the nucicur; which links reality to formal training if it is properly developed. A

sense of continuity must be established which places education in the correct perspective.

Connnunities

must become classrooms and teachers resource persons.

Skills such as listening, problem solving, following

directions, independent thinking and rational judgement then can merge into daily living procedures.

In classrooms especially designed to form a bridge betwen school and the world of work, experiences must be

developed.

On campus performance in job tasks and skills, following a planned sequence of onsite visitation,

will fuse information into reality.

Practical relationships developed with those outside the formal school

setting will provide on invaluable. carry -over of learned skills.

Search for a rewarding life vocation is never easy.

Without preparation it becomes a game of chance.

With

a deliberate, sequential, and planned program of development, decisions can be made based upon informed and

educated judgemmItG.

A full range career education program, K-l2, .will offer opportunities for participants to enter employment

immediately upon completion of training, post secondary vocational-technical education, and/or a four-year

college career preparatory program.

.41143577e

C.. N. Boggess, Superintendent

Harlandale Independent School Didtrict

The Career Education Project has been conducted in compliance with the Civil Rights Act of 1964 and is

funded by a grant from the 141 S. Office of Education and the Texas Educlition Agency.

vii

Philosophy

It is becoming increasingly apparent that a thorough familiarity with basic scientific

principins is necessary to live as an informed citizen in today's highly technological

society and those who lack this understanding and appreciation will no doubt contribute

.

little to future scientific progress.

One of our primary objectives is to provide all

students with not only knowledge in the conceptual domain but also in the affective and

psychomotor as well, for we believe in the total development of each child to his fullest

potential.

.

Preparation for life must be as broad as possible so as to allow the individual to

possess the necessary information upon which to base his life's decisions.

A critical

decision, and one not to be taken lightly, is the selection of a life's work.

We are

qttempting, for the firt time, to provide not only subject matter preparation but career

preparation as well.

To be well-versed in a subject and know little about it's usefulness,

application and significance is to be ill-equipped for modern living.

Hopefully as the students climb our conceptual ladder in the academic realm they will

simultaneously be preparing themselves for a specific career or occupation.

Upon graduation

from the high school, a clear and definite plan for future endeavors will have already

been formulated and the means for the fulfillment of those plans will be evident.

Whether

they are going to college, a technical school or directly entering the world of work,

success will be virtually assured.

viii

Table of Contents

Philosophy

viii

Mammalia

36

Introduction

2Nutrition and the Digestive System

38

Scientific Method

4Respiratory System

40

Tools of the Biologist

6Circulatory System

42

Cell Theory

8Excretory System

44

Animal and Plant Tissues

10

Reproductive System

46

Mitosis and Meiosis

12

Nervous System

50

Energy and the Cell

14

Bacteria

60

Structure of Matter

16

Viruses

64

Living Matter

18

Lcwer Plants

66

Taxonomy

20

Tracheophytes

68

Protozoa

22

Flowering Plants

70

Sponges and Coelenterates

24

Heredity

74

Platyhelminthes and Nemathelminthes

26

Evolution.,

80

Annelida

28

Environment

Arthropoda

30

Appendix

87

Chordate

32

Audio-Visual Source Information

142

Amphibia, Reptilia and Aves

34

Note: The textbook adopted by the Harlandale Independent

School District is entitled Biology by Johnson,

Laubengayer, DeLanney and Cole.

A laboratory manual

accompanies the text.

ix

2

CURRICULUM

CONCEPT

CURRICULUM PERFORMANCE

OBJECTIVE

CAREER CONCEPT AND CAREER

PERFORMANCE OBJECTIVE

CAREER

INFORMATION

INTRODUCTION

-characteristics

of life

-subdivisions of

biological

study

-historical

aspects of

biology

The student should be able

to:

1.

Distinguish orally,

using the major charac-

teristics of life,

between an animate and

inanimate object.

2.

List at least fifteen

subdivisions of biology

and indicate the primary

concern of each.

3.

Write a one page report

briefly describing the

more important events

occurring during the

progressive development

of biological science.

CONCEPT:

Biological ecience offers

those who are interested

a great variety of career

opportunities.

OBJECTIVE:

The studeitt should be able

to list at least two occu-

pations in biology which he

might consider for his

life's work and give the

reasons for his choices.

OCCUPATIONS IN BIOLOGICAL SCIENCE

1.

Medical Laboratory Assistant

2.

Biological Researcher

3.

Food Technologist

4.

Medical Librarian

5.

Entomologist

6.

Anesthesiologist

7.

Psychiatrist

8.

Pathologist

9.

Fruit Farmer

10. Tree Experts

11. Genetic Counselor

12. Livestock Farmer

13. Wildlife Manager

14. Registered Nurse

15. Botanist

3

SUGGESTED TEACHING METHODS

RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the student bring in newspaper and magazine articles

and pictures dealing with the many subdivisions of biology

to be displayed on the class bulletin. board.

2.

Show and discuss the film entitled Biology in Today'a World

which is available from ESC Region 20.

3.

Show and discuss any of the filmstrips in the Great Names

in Biology Series available from the Harlandale Audio-

Visual Center.

4.

Have interested students, as an extra credit assignment,

prepare a written report on any historical figure in the

life sciences.

CAREER:

1. Have interested students write a research report, using the

Occupational Outlook Handbook, on any occupation related to

biology.

2. Show and discuss the filmstrip entitled Choosing Your

Career which is available from the Harlandale Audio-Visual

Center.

3. Have interested students interview a life scientist at one

of the local colleges and report-to the class.

CURRICULUM:

ESC REGION 20:

Films: #4068 Biology in Today's

World

#8298 Origin of Life

HARLANDALE AUDIO-VISUAL CENTER:

Filmstrip: A-89 Thru A-94

Great Names in Biology

Series

CAREER:


Record w/filmstrip: PR-340

Choosing Your Career

PR-357

What You Should Know Before

You Go To Work

SCHOOL LIBRARY OR COUNSELOR'S OFFICE:

Occupational Outlook Handbook

Dictionary Of Occupational Titles

Encyclopedia Of Careers

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION


to:

CONCEPT:

CRIMINOLOGIST

.-scientific

method

1.

Write a one page de-

Methods used by law enforce-

1. The criminologist studies crime,

criminals, and the agencies of the

-hypotheses

theories

scription illustrating

ment agencies and criminolo-

criminal justice system with the

objective of discovering ways to

and laws

the use of the scientif-

gists are not unlike those

prevent and control criminal behavior.

He is concerned primarily with one or

-attitudes of

scientists

-levels of

is method in the solo-

tion of a hypothetical

used by the scientist.

more of three main areas:

(1) the

process of lawmaking; (2) the process

of lawbreaking; and (3) the reaction

of society to lawbreaking--the process

organization

.problem.

of correction and its administration.

of living

things

2.

Describe orally at least

2. Most criminologists in the United

three attitudes which

should be possessed by

States major in sociology while in

college.

In practice, however, they

draw their knowledge from all fields

related to the understanding of crime.

,

scientists,

3.

Define and use in a com-

plete sentence each of

the following terms:

a) hypothesis

OBJECTIVE:

A graduate degree is usually held by

most criminologists.

An interest in

people as indivi&als and as members

of groups as well as an interest in

social problems is essential.

3. Salaries of criminologists vary

according to experience, training, and

the type of job.

Most criminologists

earn anywhere from $10,000 to $35,000

a year denending'on the level of re-

The student should biable

to list at least two advan-

b) theory

c) law

d) experimental con-

tages and two disadvantages

of a career in law enforce-

isponsiblity.

4. Opportunities for both men and women

are expected to be good in the near

future.

Those with a doctor's degree

trol

e) variable

ment or criminology.

will be qualified for top-level

positions in this field.

..

5


RESOURCE MATERIALS

TEACHER'S COMMENTS

1

CURRICULUM:

1.

Show and discuss the filmstrip entitled The Scientist -

His Nag, Your &la:available from the Harlandala Audio-Visual

Center.

2.

Have a panel discussion on What A Scientist Must Be.

After-

ward have the students summarize the panel discussion in a

paragraph or two.

3.

Have the students visit a local research establishment or

hospital to interview scientific workers about the attri-

butes and qualities necessary to work scientifically

4.

Have the students think of a problem.

Then ask to design

a plan for solving it scientifically.

CAREER:

1. Invite a criminologist or local police

detective to class

to discuss his career.

2. Have interested students interview a law

enforcement officer

about his work.

3. Have interested students listen to the magnetic tape en-

titled FBI Special Agents which is available

from the

Harlandale Audio-Visual Center.

CURRICULUM:


Filmstrip: The Scientiat-His Ha,

Your jai,

CAREER:


Magnetic Tape: MT-323 FBI Special

eats


SRA Occupational Brief #385

Criminologists



WRITE TO:

American Sociological Association

1001 Connecticut Avenue, NW

Washington, D.C.

20036

CURRICULUM


CONCEPT

OBJECTIVE



CAREER

INFORMATION

TOOLS OF BIOLOGY

- care and use

of the micro-

scope

- types of

microscopes

-light

-phase-con-

trast

-electron

- centrifugation

- chromatography


to:

1.

Set up and use correctly

a light microscope.

2.

Compare, in a short

written statement, the

light microscope with

the electron microscope.

3.

Explain orally the

principle by which a

centrifuge operates.

4.

Describe, briefly but

accurately, at least

two chromatographic

methods.

CONCEPT:

A medical laboratory assist-

ant must be familiar with

all of.the tools of biology.

OBJECTIVE:


to discuss, in a one page

report, the duties and re-

spongibilitieS of a medical

laboratory assistant.

MEDICAL LABORATORY ASSISTANT

.The duties of a medical laboratory

assistant may include collecting

blood specimens; grouping and typing

blood; analyzing body fluids; exam-

ining microscopically, samples of

urine, blood, and other materials;

administering electrocardiograms and

metabolism tests; preparing solu-

tions; keeping records; and cleaning,

sterilizing and storing laboratory

equipment,.glassware, and instru-

ments.

Usually the work is super-

vised by a medical technologist and

a qualified physician.

.Those wishing to become medical lab-

oratory assistants may attend a

commercial school, a hospital lab

school, or a junior college.

In

some cases, laboratories provide

their own on-the-job training.

Ahigh school diploma is required for

this occupation.

Other requirements

include good vision, manual dexter-

ity, the ability to work under

pressure and the ability to work co-

operatively with others.

.Salaries for medical' laboratory

assistants range from $4,000 to

about $8,000 depending upon training

educational background and exper-

ience.

.It is projected that 100,000 labora-

tory assistants will be needed by

1975 due to our expanding populations

7


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students do laboratory unit 1, (parts I a, b, and

c) entitled Microscopic Study in their laboratory manuals.

.Have interested students create a poster board size, label-

ed, drawing of a compound microscope to be displayed on the

class bulletin board.

.If possible, take the class to Trinity Urkiversity, Brooks

A.F.B., or Wilford Hall Hospital to view the electron

microscope.

.Have several class periods during which the students may use

the compound microscope to examine specially prepared histo-

logical slides.

Have them draw and color exactly what they

observe in the field of view.

If possible, have the students prepare permanent slides from

specimens they themselves have collected.

A handout sheet

with the directions can be prepared and distributed by the

teacher.

CAREER:

1. Invite a local medical laboratory assistant to class to talk

about his or her work.

2. Have interested students visit a hospital and interview a

medical laboratory worker,

Have interested students listen to the magnetic tape en-

titled Medical Laboratory Worker which is available from the

HarIandale Audio-Visual Center.

CURRICULUM:

ESC REGION 20:

Film: #2217 What Is a Cell?

CAREER:

ESC REGION 20:

Film: #2326 In a Medical Labora-

S2EX


Magnetic Tape: MT-300 Medical

Laboratory Worker



Medical Assistant


Medical Laboratory Assistant and

Technician



WRITE TO:

American Society of Medical

Technologists

Hermann Professional Building

Houston, Texas .77025

a

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

CELL THEORY

- cellular

structure

-cell wall

-plasma

membrane

- cytoplasm

- E.R..

-mitochon-

dria and

Gulgi

bodies

- nucleus

and chrom-

osomes

-lysosomes

- cilia

fingella

and other

organelles

- animal and

plant cell

differenti-

ation

- diffusion and

osmosis


to:

1.

List each of the struc-

tures found in a "typi-

cal" cell and give at

least one function of

each.

2.

Identify, in writing, at

least three differences

between an ens-al cell

and a plant cell.

3.

Differentiate orally

between diffusion and

osmosis and give an

example of each of

these processes.

CONCEPT:

A knowledge of cellular

structure is basic to the

work of a cytologist.

OBJECTIVE:


to state, in a short para-

graph, why he or she would

like to be a cytologist.

CYTOLOGIST

1.

The cytologist is primarily con-

cerned with cell structure and

function.

He studies parts of cells,

cell division, the formation of re-

productive cells and the origins of

blood and tissue cells.

Frequently

the cytologist conducts research

into the physiology of unicellular

organisms as well as the physiology

of malignant cells and their pro-

liferation.

2.

A bachelor's degree may be adequate

for some beginning jobs, but chances

for advancement depend highly upon

an advanced degree.

Proepective

life scientists should be,able to

work independently, or as part of a

team as well as be able to express

themselves both orally and in

writing.

3.

Life scientists in 1970 earned any-

where from $8,700 to $26,100

depending upon training, educational

degrees and experience.

In general,

life scientists in private industry

earned higher salaries than those

in colleges and universities.

9

CURRICULUM:


OM

NIM

a=.1

.RESOURCE MATERIALS

TEACHER'S COMMENTS

1.

Have the students do laboratoryunite 2 (parts a and b)

entitled Structural and FunctionalUnits of Higher Animals

in their lab manuals.

.Show and discuss the film entitledThe Cell - Structural

Unit f Life available from bothESC Region 20 and the


Have the students do laboratoryunit 3 entitled The Exchange

of Materials between Cells and

the Environment; Fine Struc-

ture of Cells in the lab manuals.

.Demonstration Osmosis and Diffusionto the class using suit-

able apparatus and materials.

.Show and discuss the film entitled

Diffusion and Osmosis

available from the HarlandaleAudio-Visual Center.

CURRICULUM:

ESC REGION 20:

Films: #4834 The Cell-Structural

Unit of Life

#4760 Osmosis


Films: 16-32 The Cell-Structural

Unit of Life

16-616 Diffusion and

Osmosis

CAREER:

CAREER:


1. Invite a cytologist froma medical school to class to


discuss his training and his work.

Dictionary Of Occupational Titlei

2. Have interested students doa research report on the

work of a cytologist.using the Occupational

Outlook Hand-

book and the Dictionary of Occupational

Titles.

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

- animal tissues,

organs and

systems

-epithelial

supporting

muscle,

nervous

and vascu-

lar

-plant tissues,

organs and

systems

-meristems

-permanent

tissues

-paren-

chyma

Conan-

chyme

and

acler-

enchvma


to:

1.

Distinguish orally

between a tissue, an

organ and a system.

Name an organ which is

composed of each of the

following tissues:

a) epithelial

b) muscle

c) nervous

d) vascular

.State, in a short state-

ment, the difference

between meristematic

and permanent plant

tissues.

4.

Define or describe

each of the following

plant tissues:

a) parenchyma

b) collenchyma

c) sclerenchyma

CONCEPT:

Tissues, organs and systems

are the primary concern of

the anatomist.

OBJECTIVE:


to describe, in a short

paper, the duties and re-

sponsibilities of an anatom

ist.

ANATOMIST

1.

An anatomist studies the structure

and form of animals.

He usually

examines the large organs of the

body by careful observation and

often by dissection.

Microscopic

examination of minute structures,

tissues and cells are also a part

of his work.

The anatomist makes

comparative studies of one species

with another and conducts basic re-

search into the laws of biological

science.

2.

A Ph.D. in biological science is

the usual basic requirement for

those seriously wanting to do sig-

nificant research.

However, new

graduates having the master's degree

may qualify for most entry positions

in applied research and college

teaching.

3.

Beginning salaries for life scien-

tists vary from $6,548 to $14,192

depending on degrees attained.

4.

A rapid increase in employment in

the life sciences is expected

through the 1970's.

11


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM;

1.

Have the students do laboratory unit

I (part 2) entitled

The Structural and Functional Units ofPlants in their

laboratory manuals.

2.

Show and discuss the film entitled The

Plant Orgnnisre or

Tissues of The Human Body available from

the Harlandale

Audio-Visual Center.

3.

Have the students do laboratory unit II (part c)entitled

Structure of an Organ - The Intestine in their laboratory

manuals.

4.

Have the students prepare labeled

notebook drawings of all

major plant and animal

tissues.

CAREER:

1. Invite an anatomy professor

from a local university to

class to talk about his work.

2. Have interested students

write to the American Institute

of

Biological Science

for further career information.

CURRICULUM:

ESC REGION 20:

Films: #8622 Growth of

Plants

#2149 The Plant Ormtnism


Films: 16-188 Characteristics

of

Plants and Animals

16-139 Roots of Plants

16-385 Tissues of the Human

Bod

y

CA

RE

ER

:

SCHOOL LIBRARY OR

COUNSELOR'S OFFICE:

Occupational Outlook Hancedbook

Dictionary OE Occupational

Titles

Encyclopedia Of Careers

WRITE TO:

American Institute of Biological

Sciences

3900 Wisconsin Avenue

Washington, D.C.

20016

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION


to:

CONCEPT:

CANCER RESEARCHER

-cell division

1.

Differentiate, in a

A thorough knowledge of

1.

The primary concern of the cancer

researcher is the investigation

-animal and

plant mitosis

-phases of

short statement, between

plant and animal cell

cell growth and division

is essential to the cancer

of the causes of the many types

of cancer.

This investigation has,

in recent years, been responsible

for the steady increase in the num-

mitosis

-meiosis

spermato-

mitosis.

2.

When present with a

researcher.

ber of patients who have been

cured of this disease.

Another

concern of these scientists is the

development of improved methods of

genesis

list of events occurring

diagnosis..

-oogenesis

during mitosis, identify

correctly in which

phase the event is

evident.

2.

At the very least, the beginning

researcher requires a bachelor's

degree with a major in biology and

a minor in chemistry.

Graduate

training is usually necessary for

the more responsible positions in

teaching and research.

3.

Draw a schematic

OBJECTIVE:

3.

Numerous opportunities exist fnr

those who have the credentials.

.drawing depicting the

process of ipermato-


to list at least one advan-

The researcher nay advance to the

position of project chief and be

responsible for other workers under

him or he may be promoted to an

genesis; of oo:;enesis.

tage and one disadvantage

administrative or management posi-

tion..

Be cure to include an

of being a cancer researche

-

4.

The American Institute of Biological

accurate explanation

of each process.

Sciences estimates that over 5,400

jobs will open up each year for

those entering the field of biology.

.

13


CURRICULUM:

1.

Using overhead transparencies, discuss Mitosis and Meiosis.

2.

Show and discuss the film entitled Mitosis and Meiosis

available from the Harlandale Audio-Visual Center.

3.

As a special project, have the students make clay or plast-

er models depicting either meiosis and mitosis.

A prize

could be awarded the best project.

4.

Have the students write to or visit the local office of

the American Cancer Society for materials concerning normal

and abnormal cell growth.

5.

Have the students do laboratory Unit 13 entitled Mitosis

and Meiosis in their laboratory, manuals.

CAREER:

1. Invite a research worker from the School of Aerospace Medi-

cine to class to discuss his career.

2. Have interested students visit the Southwest Institute for

Research *ad Education and interview a research worker.

3. Have interested students listen to the cassette tape en-

titled Research Scientist which is available from the


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM;

ESC REGION 20:

Films: #2024 Cell Reproduction-

Mitosis

#8629 Meiosis -Sex Cell

Formation

#8631 Mitosis


Film: 16-351 Mitosis and Meiosis

CAREER:


Cassette Tape: Cas T-34

Research Scientist




WRITE TO:

American Physiological Society

9650 Rockville Pike

Bethesda, Maryland

20014

CURRICULUM

CONCEPT

CURRICULUM. PERFORMANCE

OBJECTIVE



CAREER

INFORMATION

ENERGY AND THE

CELL -potential and

kinetic energy

-ADP and ATP.

-photosynthesis

-role of

chloro -.

phyll

-light

phase

-dark phase

reapiration

-glycolysi

-kreb's

cycle

- hydrogen

transport

- metabolic

mill


to:

1.

Explain, in a short

paragraph, the rule of

ADP and ATP in the

functioning of the cell.

.Decribe, accurately,

.using a schematic

drawing, the light

phase of photosynthesis;

the dark, phase.

.Outline, using chemical

equations, the basic

reactions of the kreb's

cycle.

Define, briefly, but

accurately, in written

form, what is meant by

the hydrogen transport

system and the metaboli

mill.

CONCEPT:

Chemical activity and energy

requirements.of living.

things are significant

aspects of the work of a

biochemist.

OBJECTIVE:


to list at least two reason

why he or she would or

would not like to be a

biochemist.

BIOCHEMIST

Currently there are about 11,300

biochemists working in the United

States.

Most of these are applying

their knowledge in the fields of

medicine, bromedicine, nutrition

and agriculture.

Their work in-

cludes investigating the causes and

cures of disease; studying brain

function and physiological adepta-

tion; examining the effects of food

deficienciep; discovering more effi-

cient mathOds of crop cultivation

and storage; and designing more

effective pest control'agents.

Biochemists just beginning may

have just the bachelor's degree but

it is advisable to obtain an ad-

vanced degree if one expects to

assume positions of higher respon-

sibility.

Some graduate students

in biochemistry become research or

teaching assistants in colleges and

universities.

Later they may qual-

ify for professorships when they

receive their advanced degrees.

Median salaries for biochemists in

1970 ranged from $9,900 for those

with a bachelor's degree to $15,000

for those with a doctorate.

The prospects for the coming decade

in this field are good.

SUGGESTED TEACHING

ZE

TH

OD

SRESOURCE MATERIALS

CURRICULUM:

1.

In a chalktalk, present in detail both the light phase and

dark phase of photosynthesis

Show and discuss any of the film available from ESC Region

20 or the Harlandale Audio-Visual Center concerning cellular

respiration and photosynthesis.

Have the students do Exercise "A" entitled Respiration and

Exercise "B" entitled Photosynthesis found in the appendix

of this guide.

Have interested students prepare a detailed poster size

schematic flow chart depicting cellular respiration or

photosynthesis.

CAREER:

1. Invite a biochemist to class to discuss his training and

his work.

2. Have interested students interview a biochemist at a local

college.

3. Have interested students listen to the magnetic tape en-

titled Biochemists which is available from the Harlandale


4. Have interested students write to the American Chemical

Society for further career information.

CURRICULUM:

ESC REGION 20:

Films: #2025 Cell Respiration

#2028 Chemical Organization

of the Cell

#2031 shin-20101

#8690 The Magic of the Atom

Riddle of Photosyn-

thesis

#2286 Photosynthesis


Film: 16-427 Photosynthesis-Chem-

istry of food-Making

16-126 Plant Growth

Filmstrip: K-79 Enzymes-The Spark

Plugs of Life

Transparency: TP-9 Leaf Photosyn-

thesis

CAREER:


Magnetic Tape: MT-306 Biochemists



Biochemists


WRITE TO:

American Chemical Society

1155 Sixteenth Street, NW

Washington, D.C. '20006

CURRICULUM

CONCEPT

CURRICULUM rERFORMANCE

ICAREER CONCEPT AND CAREER

OBJECTIVE


CAREER

INFORMATION

STRUCTURE OF

MATTER

- atomic

structure

- atomic mass

- atomic number

-bonding

-elements end

compounds

- mixtures


ICONCEPT:

to:

1.

Draw accurately a dia-

A knowledge of elements and

gram of the atomic

compounds is essential to

structure of at least.

the pharmacist.

ten different atoms

selected by the teacher.

.Distinguish orally be-

tween atomic mass and

atomic number.

When presented with a

list of 25 substances,

state, with 80Z accuracy

which are elements and

which are compounds.

OBJECTIVE:

.Name at least five ele-


manta which are common'

to discuss in a short pare-

found in a living cell.

graph why he or she would

or would not choose phar-

macy as a career.

PHARMACIST

1.

The pharmacist works with a variety

of measuring and mixing devices and

with beakers, Sottles and test tubes

in the compounding of drugs.

Some

pharmacists are in research, hoping

to develop new drugs or improve old

ones while others supervise the

preparation of ingredients which

go into ccpsules, ointments, or

other products of the manufacturer.

Pharmacists also may teach in one

of the 74 accredited colleges of

pharmacy in this country.

2.

Requirements for this profession

include at least a bachelor'e degree

in pharmacy, an internship end the

passing of a state board examination1

Fest young pharmacists begin in a

community or hospital pharmacy on a

salaried basis and many advance to

higher levels of responsibility

after some experience.

3.

Average salaries for beginning

pharmacists in 1970 ranged from

$3,000 to $14,000 a year depending

on the size and location of the

.

position he takes..

4.

Employment opportunities in this

field should be quite good in the

next decade.

17


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

I.

Show and discuss the film entitled Biochemistry and Mole-

cular Structure or Elements, Compounds and Mixtures avail-

able from ESC Region 20.

.Lecture on atomic structure using any of the filmstrips


Have the students, as a special project, build Styrofoam

models of the more common atoms.

CAREER:

1. Ask a local pharmacist to come to class and talk about his

career.

2. Have interested students visit a pharmacy to interview the

druggist about his career.

3. Have interested students listen to either of the available

tapes dealing with the occupation-of pharmacist.

4. Have interested students write to the American Pharmaceutica

Association for further career information.

CURRICULUM:

ESC REGION 20:

Films: #8563 Biochemistry and

Molecular Structure

#2260 Elements, Compounds

and Mixtures


Films: 16-500 Our Friend, the Atom,

Part 1

16-501 Our Friend, the Atom,

Part 2

Filmstrips: K-54 Atomic Structure

and Chemistry

K-57 Orbitals-Atom and

Molecular

CAREER:


Magnetic Tape: MT-298 Pharmacists

Cassette Tape: Cas T-34 Pharmacist



Pharmacists



WRITE TO:

American Pharmaceutical Association

2215 Constitution Avenue, NW.

Washington, D.C.

20037

18 CURRICULUM

CONCEPT



CAREER

OBJECTIVE


INFORMATION

LIVING MATTER

-organic con-

stituents

- carbohy-

drates

- lipids

-proteins

-nucleic

acids

-DNA

-RNA

-inorganic

constituents

- water

- acids,

bases,

and salts

-gases


to:

1.

Explain, in a one page

paper, the role of

carbohydrates, lipids,

proteins and nucleic

acids in the function-

ing.of the cell.

2.

Distinguish, in writter

form, between the pri-

mary, secondary and

tertiary structure of

a protein.

3.

Draw the structure of

DNA and explain its

-role in the cell.

Do

the same for RNA.

4.

Define, in a short

statement, each of the

following terms:

a) acid

b) base

c) salt

d) electrolyte

e) anions

f) cations

CONCEPT:

The organic constituents

of living matter are one

of the chief concerns of

the food technologist.

OBJECTIVE:


to list at least three

duties or responsibilities

of a food technologist.

FOOD TECM1OLOGIST

1.

The food technologist is concerned

with the producing, processing,

packaging, distributing and pre

paring of foods.

Re attempts to

improve the quality of foods while

trying to maintain or increase its

nutritional value.

In 1967 it was

estimated that about 10,000 trains

food technologists were working in

this field.

2.

Essential qualifications include

a bachelor's degree in food

tech-

nology, an active imagination and

a genuine interest in

science.

Also, one should possess a high

degree of reasoning and Msthemati-

cal ability.

Those wishing to ad-

vance to higher level positions

should have at least a master's de

gree in this field.

3.

Median salaries for those beginnin

in this occupation were about $625

a month for B.S. graduates in

1967

4.

Outlook for this industry seems to

be quite favorable through the

1970's.

19


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

In a chalktalko discuss the structure and functions of all

the important organic and inorganic constituents of living

matter.

Have the students do a written research report on any of

the inorganic or organic constituents of matter.

.Have interested students, as a special project, build a

model of DNA.

Show and discuss the film entitled Carbon and Its Compounds


Show and discuss the filmstrip entitled DNA Code of Life

available from the Harlandale Audio-Visual Center,

CAREER:

1. Invite a food technologist to class to discuss his or her

occupation.

2. Have interested students write a research report on the

occupation of food technologist using the SRA Occupational

Brief entitled Food Technologists which is available from

the school library or counselor's office.

3. Have interested students write to the Institute of Food

Technologists for further career information.

CURRICULUM:


Film: 16-29 Carbon and It's

Compounds

Filmstrip: K-82 DNA Code of Life

CAREER:



Food Technologist



WRITE TO:

Institute of Food Technologists

221 North LaSalle Street

Chicago, Illinois

60601

CURRICULUM


CONCEPT

OBJECTIVE



CAREER

INFORMATION

TAXONOMY


CONCEPT:

to:

-Linnaeus and

his contribu-

t ion

-categories of

classification

-criteria for

animal class-

ification

- criteria for

plant classi-

fication

- problems in

classificatio

1.

State orally at least

one reason for animal

and plant classification.

List, in ascending order,

the seven categories of

-classification sad

correctly classify man

with these categoriet.

3.

Name at least seven

important criteria used

in the classification

of an animal.

4. No at least five

criteria used in the

classification of a

plant.

Classification is important

in the work of a medical

librarian.

OBJECTIVE:


to write a short paragraph

describing the work of a

medical librarian.

MEDICAL LIBRARIAN

.The medical librarian manages the

medical library for such institu-

tions as schools and hospitals.

The librarian arranges technical

books, periodicals, catalogs, film

strips, motion pictures, micro cards,

and journal reprints.

He or she

also compiles accession lists,

annotates or abstracts materials and

also assists patrons in research

problems.

The medical librarian

may also translate or order trans-

lation of materials from foreign

languages into English.

.The minimum requirement is a

bachelor's degree plus at,leaat one

year of graduate training in a

library school.

Most employers

require a master's degree in library

science.

Certification at three

levels in this field can be obtained

from the Medical Library Association

3.

Beginning salaries for medical

librarians range from $6,500 to

$7,500 a year.

Top positions in

this occupation can have, values as

high as $25,000 a,year.

4.

Qualified medical librarians will

be increasingly needed in the

years ahead due to advances in both

science and medicine.

21


CURRICULUM:

RESOURCE MATERIALS

TEACHER'S COMMENTS

1.

Nave the students do Laboratory Unit 25 entitled Classifi-

cation, of Animals in their laboratory manuals.

Show and discuss any of the following films available from

ESC Region 20:

a.)

Classifying Plants and Animals

b.)

Order in Diveroity

c.)

The Systematic Scientist

Take the class on a tour of the neighborhood.

Using suit-

able keys, have them attempt to identify the more common

plant species in the area.

have the students attempt to make a classification key to

be used in identifying faculty members in the school.

CAREER:

1. Invite a medical librarian from a nearby medical school

to class to discuss his or her career.

2. Have interested students visit a medical library and inter-

view the librarian there.

3. Have interested students write to the Medical Library


CURRICULUM:

ESC REGION 20:

Films: #4114 Classifying Plants

and Animals

#2139 Order in Diversity

#2194 The Systematic Scien-

tist

CAREER:


Cassette Tape: Cal T-41 Librarian



Medical Librarian

Occupational.Outlook Handbook


WRITE TO:

Medical Library Association

919 North Michigan Avenue

Chicago-, Illinois 60611

22

CURRICULUM

CONCEPT


ICAREER CONCEPT AND CAREER

OBJECTIVE


CAREER

INFORMATION

PROTOZOA

-types of nu-

trition

-classes of

protozoa

- mastigo-

phora

-sarcodina

-ciliate

-suctoria

- sporozoa

-respiration,

excretion and

reproduction

of protozoa

-metazoan

development

- syncytial

theory

- colonial

'theory


CONCEPT:

to:

1.

Distinguish orally be-

tween holozoic, sapro-

phytic and halophytic

nutrition.

2.

Name the primary feature

of each of the classes

of protozoa.

3.

Describe and explain in

a written paragraph,

the process of conjuga-

tion in paramecia.

4.

Explain, in a short

paragraph or two, the

two theories of meta-

zoan development.

A knowledge of protozoan

life functions and physi-

ology is essential to the

protozoologist.

OBJECTIVE:


to describe orally what

it would be like to be a

protozoologist.

PROTOZOOLOGIST

1.

The protozoologist is primarily

concerned with the study of the

development, functions, life his-

tory, and behavior of protozoans.

He frequently specializes in the

life processes (digestion, circula-

tion, excretion, respiration, and

the like) and the way these micro-

scopic organisms perform them.

2.

A college degree is essential for

the protozoologist and only those

who are extremely interested in

science and have high scholastic

records should consider a career

in this field.

For positions in

college teaching, administration

and advanced research, the doctorate

degree is required.

3.

The average salary for biologists

in all kinds of employment in 1966

was about $12,000 with the top 107.

.

earning $20,000 or more.

4.

Present opportunities for animal

scientists are, very good provided

they have obtained an advanced

degree.

.

CURRICULUM:

INO

MM

EW

INIM

IMIN

IMM

INIM

MA

IMM

NIM

EW


1.

Have the students do Laboratory Unit 26 entitled Protozoans

in their laboratory manuals.

2.

Show and discuss any of the films on protozoans available

from ESC Region 20.

3.

Have the students do laboratory exercise "C" entitled Food

Pyramid in a

YInfusion Jar found in the appendix of this

guide:

4.

Nava the students examine prepared permanent slides of

various protozoans and have them make labeled notebook

drawings of their observations.

CAREER:

1. Invite a zoologist from a local college to class to talk

about opportunities in this field.

2. Have interested students read the SRA Occupational Brief

entitled Zoologists which is available from the school

library or counselor's office.

-

3. Have interested students write to the American'Societyof

Zoologists for further career information.

n23

RESOURCE MATERIALS

CURRICULUM:

ESC REGION 20:

Films: #2007

#2060

#8204

#4855

#8721

#8644

Ameboid Organisms,

Form and Function

The Invertebrates

Life Story of the

Paramecium

Paramecium, Euglena,

and Ameba

Single*Celled Animals

Protozoa


Filmt 16-132 Protozoa (One-celled

animals)

CAREER:



Zoologists



WRITE TO:

American Society of Zoologists

Dr. John Shaver, Secretary

Department of Zoology

Michigan State University

East Lansing, Michigan 48823

TEACHER'S COMMENTS

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

SPONGES AND

COELENTERATES


to:

CONCEPT:

MARINE BIOLOGIST

-asconoid,

sytonoid and

1.

Differentiate, by moaas

Knowledge of these two

I.

The marine biologist studies plants

and animals living in salt water

leuconoid

sponges

of hand drawn sketches,

phyla of invertebrates is

and the environmental conditions

which affect them.

They frequently

-authozoa

between asconoid, sy-

important to the marine

investigate water temperature,

light, oxygen content, and other

-metridium

coniod and leuconoid

biologist,

factors which are related to aquatic

life as well as examine various

-scyphozoa

sponges.

types of water life.

-aurelia

-hydrozoa

2.

Label correctly, a

2.

The Ph.D. degree is essential in

this field if one expects to do

-hydra and

obelia

drawing of either met-

ridium or aurelia and

give the function of

each of the parts.

3.

Describe, in written

original research or occupy a high

level position.

Many prospective

marine biologists combine graduate

study with positions as research

assistants. .Personal qualifications

such as patience, perserverence,

accuracy and the ability to work

without supervision are also nec-

essary for success as a marine

biologist.

.

form, the structure of

OBJECTIVE:

3.

Marine biologists earned from

hydra.

The student should be. able

$7,500 up to $20,000 a year

depending on educational prepare-

.Outline schematically

to write a paragraph de-

tion and experience.

the life cycle of

scribing the activities of.

4.

Opportunities during the next

decade are expected to be good

obelia.

a marin biologist.

for those with advanced degrees.

..

SUGGESTED TEACHING MT HODS

CURRICULUM:

1.

Have the student do Laboratory Unit 27 entitled Simple,

Multicellular Animals in their laboratory manuals.

2.

Show and discuss any of the following films:

a.)

First Many - Celled Animals - The Sponges

b.)

Stinging - Celled Animals - Coelenterates

3.

If possible, take the class on a field trip to the Gulf

Coast to collect as many specimens as possible.

(Perhaps

a Saturday trip can be arranged)

4.

Have interested students make a bulletin board display of

magazine pictures of sponges and coelentemths.

CAREER:

1.

Invite a marine biologist from a local college to class to

talk about his training and his career.

2.

Have interested students listen to the magnetic tape en-

titled Oceanographers which is available from the

Harlandalo Audio-Visual Center.-

3.

Have interested students read the SRA Occupational Brief

entitled Oceanographers which is available from the school

library of counselor's office.

RESOURCE MATERIALS

ell..

1110

,

25

TEACHLIPS COMMENTS.

CURRICULUM:

ESC REGION 20:

Films:

#8610 First Many- Celled

Animals - TE75iinges

#8646 Stinging - Celled

Animals - Coelenter-

ates


Filmstrip: C-99 Plants and Animals

Under the Sea

CARZER:


Magnetic tape: MT-305 Oceanograph-

ers

SCHOOL LILRARY OR COUNSELOR'S OFFICE:


Oceanographers


Dictionary, Of Occupational Titles

WRITE TO:

American Society of Limnology and

Ocenaography

W. K. Kellogg Biological Station

Hickory Corners, Michigan 49060

WO

-

26

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

IITORMATION

PLATYREILMINTHES

-general fea-

tures and ad-

vances

- classes of

flatworms

.turbellaria

- planarians

features

-trematoda

- clonorchia

structure

- cestoda

- taenia

anatomy

NYMATIIELMINTIMS

-general char-

acteristics

and advances

-ascaris and

other parasit-

ic nematodes

- rotifers


CONCEPT:

tot

1,

Compare and contrast, in

Since a parasitic mode of

tabular form, the char-

life is a distintive feature

acteristics of flatworms

among many flatworms and

and roundworms.

roundworms, it is a major

2.

Label correctly, with

concern of the parasitolo-

90% accuracy, anatomical

gist.

drawings of each of the

following:

a) planaria

b) clonorchir

sinensis

c) taenia seginata

d) ascaris

3.

Outline and explain the

life cycle of each of

the following:

a) clonorchia

b) taenia seginata

c) ascaris

OBJECTIVE:


to list at least three act-

ivities of a helminthologist;

HELMINTHOLOG/ST

.A helminthologist is a life scien-

tist who has specialized in one

particular are of parasitology

where as parasitologists study such

animals as protozoans, worms, flukes

mites, ticks and parasitic insects,

the helminthologist concentrates on

the growth, development and life

cycles of parasitic worms.

He

attempts to develop methods of con-

trolling these worms and eliminating

them in infected hosts.

As in toot research and teaching

positions in the life sciences, a

minimum of a master's degree is re-

quired.

For top-level positions

of responsibility, a Ph.D. is pre-

ferred.

.Those with a doctor's degree may

begin a teaching position in this

field with a salary of $7,000 to

$9,000 a year.

Those who enter a

position in industry can expect to

earn almost tw.ce that much.

Median

salary in 1970, was about $14,000 a

ycr.r. .

.Outlook should be good for those

educationally qualified.

27


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM

1.

Using overhead transparencies, discuss the features and

life cycles of representative flatworms and roundworms.

Show and discuss

any of the films dealing with parasitism

available from ESC Region 20.

Have interested students visit a local veterinarian

to

collect specimens of parasitic flatworms.

As a project have interested students make

a poster size

labeled anatomical drawing of aparasitic flatworm or

roundworm to be displayed on the class bulletin board.

CAREER:

1.

Inviti a parasitologist from a local

college to class to

discuss opportunities in this field

2.

Have interested students write to the American Institute

of Biological Sciences for further career information.

CURRICULUM:

ESC REGION 20:

Films: #8612

#8635

Flatworms -

ViliTigglinthes

Parasitism - Parasitic)

Flatworms.


Film: 16-502 Parasitism (flat-

worms)

CAREER:




WRITE TO:


Sciences

3900 Wisconsin Avenue

Washington, D.C.

20016

28

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

ANNELIDA


to:

CONCEPT:

INVERTEBRATE ZOOLOGIST

.

-advances over

flatworms and

1.

List and discuss at

The annelids are one group

1.

The invertebrate zoologist is con-

cerned with the origins, interrela-

roundworms

least three advances

of invertebrates studied

tionships, classification, habits,

distribution and life processes of

-polychaeta

seen in the segmented

by the invertebrate zoolo-

tnimala without backbones.

He often

- ereis

studies animals in their natural

anatomy &

and phy-

worms which are not

gist.

habitat tnd collects specimens for

laboratory study.

He dissects and

Biology

present in the flatworms

examines specimens and uses various

types of scientific equipment to

.-oligochaeta

and roundworms.

carry out his experimental studies.

-lumbricus

The invertebrate zoologist may

anatomy

and phy-

siology

2.

Label accurately ana-

tamical drawings of

specialize in a particular species.

2.

Graduate work in biological science

is required if one hopes to have any

-hirudinea

-leeches

MOLLUSCA

-pelecypoda


being sure to give the

function of each part:

a) Neanthas external

measure of success.

Those possess-

ing the doctorate degree have the

opportunity to move into administra-

tive positions, supervising the re-

search endeavors of other life

scientists.

-gastropoda

anatomy

OBJECTIVE:

3.

Beginning salaries for zoologists

range anywhere from $8,000 to

- cephalopods

b) Lum'Jricus terres-

tris-internal and


$14,000 depending upon educational

background and scholastic achieve -

ECHINODERM=

external features

to write a one page theme

meat..

c) clam

telling why he or she would

4.

The coming decade looks bright for

those possessing graduate training

d) squid

e) starfish

or would not choose inverts-

brats zoology as a career.

in this field.

.

29


RZSOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students do LaboratoryUnit 28 entitled The Earth-

worm in their laboratorymanuals

2.

If specimens are available, have

the students do a lab-

oratory dissection of apreserved clam and preserved star-

fith.

3.

Show and discuss any of the

following films available from

ESC Region 20:

a.) Adaptive Radiation = T$Mollusks

b.) Echinoderms - sea Stars

and Their

Relatives

4.

Have interested. students prepare a

classified shell

collection from specimens collected on a

field trip to

the coast.

CAREER:

1.

Invite an invertebrate zoologist from alocal university

to class to talk about his

field.

2.

Have interested students do aresearch report using the SRA

Occuaptional Brief

entitled Zoolo lots which is available

from the school library or counse or s

office.

CURRICULUM:

ESC REGION 20:

Films: #8586 Adaptive

Radiation -

The Mollusks

#8099 Dissection and Anatomy

of the Earthworm

#3602 Echinoderms - Sea

Stars and Their Re-

latives

#8641 Segmentation - The

Annelid Worms


Transporency: TP-11 Phylum .

Annelids,

Oligochaeta

CAREER:

SCHOOL LIBRARY OR COUNSELOR'S

OFFICE:

SRA Occupational Brief

#180

Zoologists

Dictionary Of OccupationalTitles


WRITE TO:


Sciences

3900 Wisconsin Avenue, N.W.

Washington, D.C.

20016

30CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

ARTHROPODA


to:

CONCEPT:

ENTOMOLOGIST

-general ana-

tomical

1.

Prepare, in tabular

Entomologists are concerned

1.

The entomologist studies primarily

'meets and their relationships to

features

form, the arthropods

with the ecological and

plant and animal life.

He classi-

fies the enormous number of differ-

-five classea

-crustacea

and annelids.

economic affects on insects

ent kinds of insects and seeks to

control the harmful varieties

-millipedes

-centepedea

-arachnids

-insects

-general

survey

2.

Label dorrectlylwith

907. accuracy, each of

othe following anatomical

.

on society.

through the use of chemicals or

other methods.' Some entomologists

attempt to develop ways to encour-

age the growth and distribution of

beneficial varieties.

.of vast-

ious

orders

of in-

sects

drawings:

a) crayfish-internal

and external ana-

tomy

b) grasshopper-in-

ternal and extern-

al anatomy

.

2.

Young people seeking professional

status in the field of entomology

should plan on obtaining at least

the master's degree and preferably

the doctorate degree.

Those with-

out advanced training can expect

to have limited promotional oppor-

tunities.

This advanced training

is also essential for many positions

in research programs.

.3.

Characterize at least

OBJECTIVE:

.

ten orders of insects

and give at least one


to state orally at least

3.

Average salaries in this field

range from $14,000 to $16,000 a

year.

4.

Employment bathe life sciences is

example of each order.

two reasons why he or she

.

would or would not like to

be an entomologist.

.

expected to increase, in the 1970's.

..

.

.

.


CURRICULUM:

1.

Have the students do Laboratory Unit 29 entitled The

Crayfish in their laboratroy manuals.

2.

Show and discuss any of the films on Arthropods available

from ESC Region 20 or the Harlandale Audio-Visual Center.

3.

Have interested students prepare a poster size labeled

anatomical drawing of any insect.

4.

Have interested students make an insect collection of one

order of insects properly pinned, labeled and displayed.

CAREER:

1.

Invite an entomologist to class to talk about his career.

2.

Have interested students write to the American Physio-

logical Society for further career information.

RESOURCE MATERIALS

CURRICULUM:

ESC REGION 20:

Films: #4919

#4254

#8675

#2089

#8625

#8645

The MR Green

Caterpillar

The Housefly and Its

Control

Insect Metamorphosin

Insects and Spiders

Jointed Legged

Animals, The :

Arthropods

Social Insects -

Honeybee


Films: 16-647 Language of the Bees

16-9 Ants

16-276 Flies and Mosquitoes

Their Life Cycle and

Control

16-318 The Housefly,

16-352 Insects

16-446 Introducing Insects

(Butterflies, Beetle

and Bugs)

16-447 Monarch Butterfly.

Story

16-106 The Mosquito

16-338 Story of Bees

CAREER:




WRITE TO:

American Physiological Society

9650 Rockville Pike

.31

TEACHER'S COMMENTS

32

CURRICULUM

CON "EPT

CURRICULUMS PERFORMANCE

OBJECTIVE

MEER CONCEPT AND CAREER


CAREER

INFORMATION

(ZORDATA


to:

CONCEPT:

FISHERMAN

-distinctive

features

1.

List at least three

The multi-million dollar

1.

Fishing is conducted on a commer-

cial basis from coastal towns and

basic chordate charac-

fishing industry is an im-

cities throughout the country from

-Amphioxus

Maine to California to Alaska.

The

Thylogenetic

teristics.

portant part of our economy.

type of work a fisherman does de-

penda heavily upon the particular

relationships

in the animal

:Draw and label correctl

species being sought.

It is an

exiting occupation which is usually

kingdom

an anatomical drawing

physically demanding but substan-

tially rewarding.

-Agnatha

of the internal anatomy

2.

Many of those entering the occupa-

-Chondrichthyes

of Amphioxus.

tion learn the trade from their

fathers or other relatives, since

-Osteichthyes

3.

Draw a plausible phyla-

OBJECTIVE

no formal educational qualifications

are required.

Some brief courses

genetic tree of the


seamanship and related areas are

offered as part of the curriculum

animal kingdom and ex-

plain the relationships

to write a brief paragraph

explaining why he would or

in high schools and trade schools

in some port cities,

3.

Salaries for most fishermen are

indicated by the tree.

would not enjoy being a

based on a share of the catch.

Captains may earn ait 4auch as $15,000

4.

Compare and contrast,

in a written paper, the

professional fisherman.

a year with fishermen earning more

than $10,000 during good years.

three classes of fishes.

4.

Commercial fishing is currently

experiencing a decline but efforts

..

are being made trevive this in-

dustry.

.

.

.111

1=10

111M

11...

33


RESOURCE MATERIALS

TEACHER'S COMMEUTS

CURRICULUM;

1.

Using the lecture method, discuss the phylogenetic relation

ships in the animal kingdom.

2.

Have the students prepare a bulletin board display of

pictures of the various classes of fish.

3.

As a laboratory exercise, have the students dissect a

preserved perch.

4.

As a special project have the students build a labeled

clay model of the internal anatomy of a bony fish.

5.


ESC Region 20:

a.)

Fishes, Amnhibians and Reptiles

b.)

What Is a Fish?

c.)

Fish Embryo - From Fertilization to Ratching

CAREER:

1.

Invite a commercial fisherman to class to

talk about his

work.

2.

Have interested students arrange to

interview a

fisherman.

commercial

3.

Have interested students write to the

Gloucester Master

Mariners Association for further career

information.

CURRICULUM:

ESC REGION 20:

Films: #2338

#8611

#2055

#8653

CAREER:

Embryonic Development

of Fish

Fish Embryo - From

Fertilization to

Hatching

Fishes, Amphibians and

Reptiles.

What Is a Fish?

10



Fishermen

Dictionary of Occupational Ti_tles


WRITE TO:

Gloucester Master Mariners

Association

23 Duncan Street

Gloucester, Massachusetts

01930

34 CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

AMPRIBIA


to:

CONCEPT:

ORNITHOLOGIST

-urodela

1.

Litt at least three

Relationship of birds to

1.

The ornithologist is an animal

scientist who specializes in the

-enure

-epode

characteristics which

distinguish amphibians

the work of an ornitholo-

gist.

study of birds.

He investigates

end studies the relationships,

habits, growth, development and

general distribution of avian

.from other vertebrates.

s

vertebrates.

Usually the orni-

thologist likes to study birds

REPTILIA

2.

Name at least six body

in their natural habitat but

sometimes specimens are studied

- characteris-

tics and ad-

vances

characteristics that

allow a reptile to live

entirely on land.

2.

in the laboratory.

Ornithologists, like other life

scientists, must prepare themselves

academically if they expect to

achieve professional status in

AVES

3.

List at least eight

their field,

Those with master's

degrees and doctorates have a

-general

features

features which Als-

tinguish birds from

greater likelihood of entering

top-level research or teaching

positions.

other vertebrates.

3.

Salaries for ornithologists vary

according to the educational

4,

Discuss in a written

OBJECTIVE:

background and experience as well

as the level of responsibility of

paper, some of the


the job.

more important evolu-

to describe orally what it

4.

Outlook for life scientists is

expected to be favorable in the

tionary relationships

between the amphibian,

reptiles, and birds.

might be like to be an

ornithologist.

near future.

.

35


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Using the lecture method, outline the distinctive features

of amphibians, reptiles and birds.

2.

Have the students do individual research reports on any of

the amphibians, reptiles or birds that interest them.

3.

Nave interested students, as a specials project, prepare

an anatomical model, using suitable materials, of a

representative amphibian, reptile or bird.

4.

Have the students prepare a labeled model of a bird or

amphibian skeleton.

.Show and discuss any of the films available from ESC

Region 2O.

CAREER:

1.

Invite an ornithologist from a local university to class to

talk about his work.

.Have interested students prepare a research paper dealing

with the career of ornithologist using the Dictionary of

Occupational Titles and information gained by interviewing

an ornithologist.

CURRICULUM:

ESC REGION 20:

Films: #8588

#4070

#8100

#8676

#8711

#8652

#8655

#4774

Arphibian Embryo -

ma and Salamander

Birds and Their

Characteristics

Dissection and Anatomy

of the Frog

Flight of Birds

Frog Development -

Fertilization to

!latching

What Is a Bird?

What Is a Reptile?

What Is

anAmphibian?


Films: 16-378 The Lira

16-376. Life Story of the

Hummingbird

CAREER:



Occupational Ouilook Handbook

36

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

MAIVAL/A

-familiar or-

ders of mam-

mals -insecti-

vore

- chiroptera

-primates

-carnivore

- lagomoipha

-Proboscides

-rodentia

-perisso-

dactyls

-artio-

dactyla

- cetacea

- vertebrate

evolution


to:

1.

Characterize, in written

tabular form, the ten

more common orders of

mammals and give at

least two examples of

each.

2.

Outline schematically

some of the basic fea-

tures of the evolution

of vertebrates and ex-

plain briefly the re-

lationships between

the seven classes.

CONCEPT:

A distinguishing feature of

mammals is hair or fur.

The fur industry is a large

and lucrative enterprise.

OBJECTIVE:



tage and one disadvantage

of being a fur farmer.

FUR PARMR

.Fur farmers or fur ranchers, as

they are sometimes called, raise

such animals as mink, marten and

rabbit in captivity for the purpose

of producing quality pelts.

Pro-

viding housing, food, water and a

clean enviornment for his animals

are his primary responsibilities.

Extra attention must be paid to his

animals during the breeding period.

.Although there are no formal educa-

tional requirements, the potential

fur farmer should plan on high

school or college courses in animal

husbandry as well as a working

knowledge of biology, nutrition,

genetics and zoology.

The best way

to acquire practical knowledge and

experience is to work on an estab-

lished fur farm for a while.

3.

Quick profits are not the rule in

the fur farming industry primarily

because demand for furs varies

widely.

Earnings in this occupati

also depend on the kind and number

of animals being raised

4.

There has been a slight increase

for furs in this country recently.

but little expansion of this in-

dustry is expected.

37


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Using the discussion method, briefly outline the features

of the various orders of mammals.

Have the students prepare a written report dealing with

vertebrate evolution.

,Show and discuss the filmstrip entitled &sof Mammals


CAREER:

1.

Invite a fur farmer to class to-discuss opportunities in

this field.


entitled Fur Farmers which is available from the school


Have interested students write to the EMBA Mink Breeders


CURRICULUM:

ESC REGION 20:

Film: #8654 What Is a Mammal?


Filmstrip: Mi-113 &ra of Mammals

CAREER:



Fur Farmers



WRITE TO:

EMBA Mink Breeders Association

3103 Lothrop

Racine, Wisconsin-

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

VERTEBRATE SYSTEMS


to:

CONCEPT:

LICENSED PRACTICAL NURSE

- nutrition

1.

Name orally the six

A knowledge of the various

1.

The licensed practical nurse cares

for ill, injured and convalescent

-foods

basic typos of food and

body systems, including a

people in the hospitals, clinics

and private homes.

Her duties in-

-vitamins


knowledge of nutrition, is

elude taking and recording tempera-

tures; determining blood pressure

DIGESTIVE SYSTEM

2.

Explain, in written fo .

essential to the licensed

and pulse rates; dressing wounds;

giving enemas, alcohol rubs and

-mechanical

aspects

the chemical processes

practical nurse.

massages; applying compresses, ice

bags end hot water bottles; and

involved in the diges-

observing patients.

-chemical

process

tion of fats, proteins

2.

Mast practical nursing programs

are twelve months long.

During

-secretions

and enzymes

- absorption

and carbohydrates.

3.

Match correctly a list

her training classwork in nursing

theory, body structure and function,

personal hygiene, nutrition, and

the administration of drugs, is

and utilize-

tion of nu-

of digestive enzymes

coordinated with her clinical work

in the hospital.

Important personal

trients

with their respective

qualifications include a genuine

concern for people and a strong

substrates,

Exsmple:

OBJECTIVE:

desire to help them.

salivary amylase.

3.

In 1968 the average annual salary

starches


to write a paragraph de-

for a licensed practical nurses

was about $5,000 per year.

.

scribing some of the duties

of a licensed practical

nurse.

4.

Because of the continued'expansion

of health facilities an increase in

the number of licensed practical

nurses is expected.

.

39


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students do Laboratory Exercise "D" entitled

Digestion, and Enzyme Action found in the appendix of this

guide.

2.

Have the students do Laboratory Exercise "E" entitled

Action of an Enzyme on Milk found in the appendix of this

guide.

3.

Have the students do Laboratory Excercise "F" entitled

Nutrition found in the appendix of this guide.

4.

Have the students do Laboratory Unit 10 entitled Foods

and Digestion in their laboratory manuals.

5.

Have interested students create a poster size labeled

anatomical drawing of the human digestive system.

CAREER:

1.

Invite a licensed practical nurse to class to discuss her

training and her career.

2.

Have interested students visit a local hospital to inter-

view a licensed practical nurse.

3.

Have interested students listen to the tapes about nursing

which are available from the Harlandale Audio-Visual Center

4.

Have interested students write to the National Association

for Practical Nurse Education for further career informa

tion.

CURRICULUM:

ESC REGION 20:

Films: #4048 Balance Your Diet for

Health and Appearance

#8539 Food, The Color of

Life

#8186 The Human Body -

Nutrition and Metabol-

ism

#2085 Ingestion and Divas-

tion

HARLANDAIE AUDIO - VISUAL CENTER:

Films: 16-46 Digestion of Foods

16-62 Foods and Nutrition

CAREER:

HARIANDALE AUDIO - VISUAL CENTER:

Magentic tapes: MT-297 Licensed

Practical

Nurse

MT-261 Your Future as a

Licensed Practi-

ce .Nurse

Cassette tape: Cas T-45 Nurse



Licensed Practical Nurse

WRITE TO:

National Association for Practical

Nurse Education

1465 Broadway

New York, New York

10036

40

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

RESPIRATORY SYSTEM


to:

CONCEPT:

fla'tLATION THERAPIST

-organs in the

respiratory

1.

Define, in a short

Relationship of breathing

1.

The inhalation therapist sets up

and operates various types of de-

system


to the work of an inhalation

vices such as iron lungs, oxygen

tents, resuscitators and incubators

-Lung structure

following terms:

therapist

to administer oxygen and other

and function

-02 and CO2

exchange

1) bronchi

2) bronchioles

gases to patients.

He regulates

tcr.peratures and flow of gases

and visits inhalant patients daily.

The inhalation therapist may also

record the cost of materials, make

-breathing

mechanism

-internal and

3) alveoli

4) internal respir-

ation

out charge slips for patients and

instruct trainees in the use and

operation of inhalation equipment.

external res-

piration

5) external respir-

ation

2.

Nowadays the emphasis for therapists

is on formal training in hospital

schools of inhalation therapy.

6) trachea

OBJECTIVE:

There are still some hospitals,

however, that offer on-the-job

training under medical supervision.


7) pleural merbranes

2.

Discuss, in a written

paragraph, the trans-

to prepare a written report

.:;.L..7-ibing the duties and

activities of au inhalation

3.

Earnings for experienced therapists

ranged from $400 to $1,013 a month ,

depending on experience and educa-

tion, and location of the .!ob.

portation of oxygen and

carbon dioxide in the

blood.

therapist.

4.

A continuing need for inhalation

therapists will be evident through-

out the 1970s.

.'-

3.

Describe orally haw the

volume of the chest

.

cavity changer during

inspiration and exhale-

.

-

41


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Demonstrate and discuss the human respiratory system using

a bell jar and balloon set-bp.

.Show and discuss the film entitled Mechanism of Breathing


Have the students do individual written research reports

dealing with the respiratory system.

CAREER:

1.

Invite an inhalation therapist from a local hospital to

class to discuss his or her work.

.Have interested students view the filmstrip entitled

Inhalation Therapy Technician which is available from the


Have interested students write to the American Registry

of Inhalation Therapists for further career information.

CURRICULUM:

HARLANDALE AUDIO - VISUAL CENTER:

Film: 16-68 Mechanisms of Breathia

CAREER:


Record wifilmstrip: CC-49

Inhalation Therapy Technician



Inhalation Therapists



WRITE TO:

American Registry of Inhalation

Therapists

Executive Director

Strong Memorial Hospital

260 Crittender Bouldevard

Rochester, New York

14642

42CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

CIRCULATORY SYSTEM The student should be able

to:

1.

Label correctly a dia-

gram of the human heart

and give the function of

each part.

2.

Trace orally the path

of blood flowing through

the heart.

3.

List all of the compon-

ents of the blood giving

their origins and func-

tions.

4.

Describe accurately, in

chemical terms, the

clotting mechanism.

- heart struchno

and function

- blood vessels

-composition of

the blood

-functions of

the blood

-blood groups

and transfu-

sions

-clotting

mechanism

- antigens and

antibodies

- lymphatic

enculation

CONCEPT:

The heart and circulatory

system are the domain of

the cardiologist.

OBJECTIVE:

The student should be able.

to state orally at least

two reasons why he or she

would or would not choose

cardiology at'a career.

CARDIOLOGIST

1.

The cardiologist treats diseases of

the heart and its functions.

He

examines patients for symptoms which

might indicate heart disorders using

the stethoscope, electrocardiograph,

x-ray machine and various other med-

ical devices. ThIcardiologist pre

scribes medications and recommends

dietary changes as may be required.

He also may perform surgical pro-

cedures and engage in research in

an effort to understand cardiac

diefunctions better.

2.

After high school, if you plan on

being a cardiologist, you will be

required to complete the following:

- four years of liberal

arts study

-four years of medical

school

- one-two years of intern-

ship

-two-five years of regd.

dency

3.

The net income of doctors providing

patient care services ranged between

$34,000 and $39,000 a year in 1970.

Specialists in some areas earned

more.

4.

Excellent opportunities are antici-

pated for physicians through the

1970's.

43


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students make a full-page labeled anatomical

drawing of the human heart.

2.


Circulatory System, in their laboratory manuals.

3.

Have the students write to the local Heart Association

for pamplets and brochures on the circulatory system.

4.


a.)

The Blood (ESC Region 20)

b.)

Dissection and Anatomy of the Mammalian Heart

(ESC Region 20)

c.)

Hear

and Circulation (HAVC)

d.)

Work of the Blood (HAVC)

CAREER:

1.

Invite a heart specialist to class to discuss his career.

2.

Hava interested students visit a medical school or hospital

to interview a cardiologist.

3.

Have interested students write a research paper dealing

with a career in cardiology.

4.

Have interested students write to the American Medical


CURRICULUM:

ESC REGION 20:

Films: #8592

#8101The Blood

Dissection and

Anatomy, of the

Mammalian Heart


Films: 16-80 Heart and Circulation

16-412 Story of the Blood-

strcam Reel I

( Heart and Circula-

tory)

16-413 Story of the Blood-

stream Reel II

(Red Blood Cell)

16-345 Work of the Blood

CAREER:




WRITE TO:

Council on Medical Education

American Medical Association

535 North Dearborn Street

Chicago, Illinois

60610

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

EXCRETORY SYSTEM

-general

features

-formation of

urea

idney struc-

ture and func-

tion

-development

of vertebrate

kidneys

.

.


to:

1.

Distinguish, in a short

statement between urea

and urine and tell

.

where each is formed.

2.

Label correctly a

schematic cross-section-

al diagram of the kidney

including the structure

of a nephron and give

the function of each

part.

3.

Define or discuss

briefly, in a written

paragraph, each of the

following terms:

a) prtnephros

b) mesonephoric duct

-c) opistotephric

kidney

d) metanaphric

kidney

CONCEPT:

1.

2.

3.

4.

UROLOGIST

The urologist diagnoses and treats

diseases and disorders of the genitor

urinary organs and tract.

He exam-

ines patienta, using the x-ray ma-

chine, fluoroscope and other equip-

ment to help in determining the na-

ture and extent of the disorder.

Other medical devices he may use

include the diathermy machine,

catheter, cytoscope and the radia-

tion emanation tube.

The urologist

may perform surgery as required as

well as prescribe and administer

medications to help combat infec-

tions.

Many years must be devoted to the

study of medicine before a physician

like the urologist is permitted to

practice.

Four years of college,

four years of medical school and

at least one year of internship is

required plus a term of residency

in Order to complete work within a

field of special competence.

Salaries of physicians vary according

to the size and type of practice.

In general, a physician can expect

to earn anywhere from $24,000 to

$35,000 a year or more.

There will undoubtedly be a contin-

ued demand for more doctors during

the forseeable future.

.

A thorough knowledge of the

excretory system is essen-

.

tial to the urologist.

OBJECTIVE:


to describe orally the

various activities and

duties of a urologist.

.

45


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.


Urogenital System of the

Frog


.Show and discuss the film entitled Work of'the Kidneys


3.

Have the students make a. full-page labeled anatomical

drawing of the human kidney along with a written descrip-

tion of its physiology.

4.

Have the students do a laboratory excercise in which they

perform a urinalysis.

CAREER:

1.

Invite a urologist from a local hospital to class to dis-

cuss his work.

2.

Have interested students interview a urologist and write

up a report of their findings.

CURRICULUM:

ESC REGION 20:

Film: #2011 Animal and the

Environment


Film: 16-187 Work of the Kidneys

CAREER:



.


WRITE TO:



Chicago, Illinois '60610

46

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

REPRODUCTIVE

SYSTEM

-male repro-

ductive organs

and their

functions

- female organs

and their

functions

- ovulation

- menstrual

cycle

-uterine devel

opment and

changes durin

birth


to:

1.

Compare in tabular form

the human male and fe-

male reproductive organ

with those of a frog.

2.

Label correctly a schem-

atic diagram of the hu-

man male and female re-

productive organs and


each part.

3.

Outline in written form

what occurs during

ovulation and the men-

strual cycle.

4.

Describe in a written

paper the major aspects

of uterine development

and changes occurring

during the birth of a

child.

CONCEPT:

Relationship of the repro-

ductive system to the work

of a gynecologist or obste-

trician.

OBJECTIVE:


to describe, in a short

written paragraph, the

duties and activities of a

gynecologist.

GYNECOLOGIST (OBSTETRICIAN)

1.

The gynecologist diagnoses and

treats diseases of the female

generative organs.

He may care

for patients throughout pregnancy

and deliver babies as well.

The

gynecologist or obstetrician deter-

mines the need for codified diets

and physical activities; periodi-

cally examines his patients, ,pre-

scribing either medication or sur-

gery; delivers infants, and cares

for the mother for a prescribed per-

iod of time following childbirth.

2.

The requirements for this occupation

as well as the salary information

and future employment outlook are

very similar to those for the cardi-

Ologist and urologist found on the

preceding pages.

47


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

CURRICULUM:

.

.

1.

Have the students do laboratory exercise "0" found in the

appendix of this guide.

2.


a.)

Animal Reroduction (ESC Region 20)

ESC REGION 20:

Films: #8867 Animal Re.roduction

#2143 Patterns of Reproduc-

tion

CAREER:

b.)

Patterns of Reproduction (ESC Region 20)

3.

Have the students do written research reports on

any

topic in this unit of interest to them.

CAREER:


Magnetic tape: MT-296 Physicians

Cassette tape: Cas T-37 Physicians

SCHOOL LIBRARY OR COUNSELOR'S OPPICE:


Physicians

Occupational, Outlook Handbook

Dictionary Of Occupational Mies

WRITE TO:

.

.

1.

Invite a local obstetrician to class to discuss his career.

2.

Have interested students interview a gynecologist concern-

lug his occupation and write a report on their findings.

3.

Have interested students listen to any of the tapes dealing

with a career as a physician which are available from the



Chicago, Illinois

60610

48CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

- embryonic

development

- comparison of

egg and sperm

cells

-fertilization

...cleavage and

gastrulation

- blastula de-

velopment

- germ layer

development


to:

1.

List and compare in a

written paper a human

egg cell with a sperm.

Describe orally all of

the events which occur

during fertilization.

List each of the primary

germ layers and name at

least three organs or

systems which develop

from each layer.

COYCEPT:

Relationship of embryonic

development to the work of

an embryologist

OBJECTIVE:


to describe, in a written

paragraph, the work of an

embryologist.

EMBRYOLOGIST

4.

An embryologist studies the develop-

ment of sn organism from the time of

fertilization of the egg through the

hatching process or gestation period.

He investigates the physiological,

biochemical and genetic p lcesses

that control development.

He is

interested in how and why this con-

trol is accomplished as well as in

the causes of the various abnormal-

ties which occur during embryonic

development.

Graduates with a master's degree

have a distinct advantage over those

possessing only the bachelor's de-

gree in secure professional position':

in this field.

Those with the doc-

torate degree usually have no diffi-

culty in finding a research, teaching

or administrative position in the

life sciences.

.Salaries for those having the Ph.D.

in this field begin at about $11,905

or $14,192 a year.

.A rather rapid'increase in employ-

ment in the life sciences is expected

throughout the next decade.

As

49


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students do Laboratory Unit 15 entitled Special,

Exercises in Vertebrate Development in their laboratory

manuals.

2.

Show and discuss the filmstrip entitled Develon=nnt of

EMbrvos available from the Harlandale Audio-Visual Center.

3.

Show and discuss any, of the films about development avail-

able from ESC Region 20.

4.

Have the students prepare a full-page notebook drawing

of a 48 hour chick embryo.

CAREER:

1.

Invite an embryologist from a local university to class

to discuss his work.

2.

Have interested students visit the embryology department

of a local medical school and interview those working

thmra-

CURRICULUM:

ESC REGION 20:

Films: #2012

#8595

#2337

#2195

An Animal Life Cycle,

Chick Embryo - From

Primitive Streak to

Hatchins

Embryonic Development-

Tbe Chick

Theories of DeveloE7

went


Filmstrip: K411 Development of

Embryos

CAREER:

SCHOW. LIBRARY OR COUNSELOR'S OFFICE:

Ocr:unational Outlook Handbook

Dictionary Of Occupational, Ti_ tles

50

CURRICULUM

CONCEPT


OBJECTIVE

.CAREER CONCEPT AND CAREER


CAREER

INFORMATION

NERVOUS SYSTEM.


to:

COWCEPT:

NEUROLOGIST

.

-gross structure

1.

Define orally each of

Relationship of the structure

1.

The neurologist diagnoses and

treats organic diseases and other

-neurons and

their organi-


and function of the nervous

abnormalties of the nervous system.

He may perform chemical, microscopic

sation

a) neuron

system to the work Of a

and bacteriological analyses of a

patients blood or cerebrospinal

-reflex arc

b) axon

neurologist

fluid in order to determine the

nature and extent of the disease

-nature of an

impulse

-impulse

c) dendrite

d) sensory neuron

present.

The neurologist, being a

medical specialist, also is licensed

to prescribe and administer medics:-

tion and drugs as well as to perform

transmission

e) motor neuron

surgery when necessary.

-synapse

f) neurilemma

g) myelin sheath

h) Schwann cells

i) node of Ranvier

2.

The requirements for becoming a

neurologist are the same as those

for becoming a general prfctioner

except for the additional years

spent in residency.

3.

Salaries for neurologists are com-

parable to those of other specialists

2.

Explain orally what is

OBJECTIVE:

in the medical field.

meant by the reflex arc.


4.

The outlook for physicians in general

is expected to be quite favorable

3.

Describe, Ina written pas

per, the physical and

chemical nature of a

nerve impulse.

to write a short essay de-

scribing what it muld be

like to be a neurologist.

throughout the 1970's.

.

4.

Discuss orally at least

two theories which have

been proposed to explain

the transmission of the

.

51


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM

CURRICULUM:

1.

Have the students do Laboratory Unit 17 entitled Some

Functions of the Nervous

-stem and Muscles in their

2.

Have the students draw a schematic drawing of a reflex arc

and provide a brief description of how it operates.

3.

Show and discuss the film entitled Fundamentalsof the

Nervous System available from ESC Region 20.

4.

Have each of the students prepare a written research roper

on any disease associated with the nervous system.

ESC REGION 20:

Film: #8617 Fundamentals of the

Nervous System

HA1LANDALE AUDIO-VISUAL CENTER:

Films: 16-423 Explcrin, the Human

Nervous System

16-109 The Nervous System

Trasnparency: TP-12 Nervous System

CAREER:


CAREER:


1.

Invite a neurologist to class to talkabout opportunities


in this field.

2.

Have interested students interview aneurologist and report

orally to the class about hisfindings.

I

52

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

-central ner-

vous system

-spinal cord

structure

-functions.of

the spinal cord

.


to:

1.

Dray a schematic cross-

sectional diagram of the

4 spinal cord and correctly

label all parts.

2.

Define or discuss, in a

short written statement

each of the following:

a) ascending tracts

b) descending tracts

c) issociativa neuron

d) white matter

e) gray matter

f) sympathetic gang-

lion

g) dura matter

h) pia matter

3.

List at least two basic

.

functions of the spinal

cord.

CONCEPT:

1.

2.

3.

4,

CHIROPRACTOR

The chiropractor adjusts the spinal.

column and other articulations of

the body to prevent dieoase and

correct abnormalities believed to be

caused by an interference of the

nervous system.

He examines the

patient using various medical devices

and manipulates the spine or other

involved area.

A license and success or a state

board examination is required before

one is admitted to practice.

Upon

completion of a four year chiroprac-

tic course one is allowed to take the

licensing exam.

t

Chiropractors with some experience

can earn an average of about $14,000

to428,000 a year.

Employment opportunities for amin-

fied chiropractors are expected to b

favorable in the next decade.

This

is in spite of the fact that only a

slight increase in services is ex..

pacts&

.

.

.

.

.

A knowledge of the structure

and functions of the spinal

cord is essential to the

chiropractor. 4

OBJECTIVE:

1



tage and on disadvantage of

becoming a chiropractor.

53


RESOURCE MATERIALS

TEACHER'S COMENTS

CURRICULUM:

1.

Using an overhead transparency, discuss the structure and

functions of the spinal cord.

Show and discuss the film entitled Spinnl Column available

fromthe Harlandale Audio-Visual Center.

Have the students do Laboratory Unit 16, part: d, entitled

The Spinal Nerves orthe Am and part e, entitled Me

Brain and Spinal, Cord of the ws,

CAREER:

1.

Invite a local chiropractor to class to discuss his traiu-

ing and his work.

Have interested students interview a local chiropractor.

.Have interested students listen to the magnetic tape en-

titled Chiropractors which is available from the Harlandale


Have interested students write to the American Chiropractic


CURRICULUM:

HARLANDALE AUDIO- VISUAL CENTER:

Films: 16-398 Human Body

Muscular

System

16-298 Muscles and Bones of

the Body

16-250 Spinal Column

CAREER:


Magnetic tape: MT-299 Chiropractors



Chiropractors



WRITE TO:

American Chiropractors Association

2200 Grand Avenue

P.O. Box 1535

Des Moines, Iowa 50306

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION


to:

CONCEPT:

.ANESTHESIOLOGIST

-brain

structure and

1.

Compare, by means of a

An anesthesiologist must be

1.

An anesthesiologist is a medical

doctor who is a specialist in this

functions

diagram, the frog brain

familiar with the structure

field.

In large hospitals there is

usually an anesthesiologist in charge

-cranial

nerves

-autonomic

nervous system

and the human brain.

2.

Name orally all twelve

cranial nerves, indicate

and function of the brain

anc, its cranial nerves.

of the department with a number of

nurse anesthesiologists working

under him.

He administers anesthe-

tics, examines patients to determine

the degree of risk and discusses the

findings with the doctor in each

.-sympathetic

-parasympathe-

tic

whether they are motor,

sensory or mixed nerves

and give the distribu-

tion of each nerve.

case.

The anesthesiologist must

also institute remedial measures to

counteract complications and record

the type and amount of anesthetic

administered.

Often he may instruct

medical students in the characteris-

tics and methods of administering

various types of anesthetics.

3.

Compare, in a short

OBJECTIVE:

statement, the action

sympathetic and pars-

sympathetic nerves.


to describe orally the work

of an anesthesiologist.

2.

Requirements, salary and future out-

look for this occupation are very

similar to those of other doctors

who are specialists in the medical

field.

.

.

.

.

.

55


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Using appropriate transparencies, lecture on the structure

and functions of the human brain.

Show and discuss the film entitled Hu-nan Brain available

from the Harlandale Audio-Visual Center.

3.

Using transparencies available from the Harlandale Audio-

Visual Center, lecture on the autonomic nervous system.

CA

RE

ER

:

1.

Invite an anesthetist to class to discuss his or her work.

2.

Have interested students interview an anesthetist in a

local hospital.

3.


entitled Anesthetists.

4.

Have interested students write to the American Association

of Nurse Anesthetists for further career information.

CURRICULUM:


Films: 16-53 Endocrine Glands

16-204 Human Brain

Filmstrip: K-78 How Hormones

Control the Body

Transparency: TP-13 Nervous System

(Brain)

TP-14 Nervous System,

Brain, Median

Section

TP-16 Autonomic

Nervous System

CAREER:



Anesthetists

Occunational Outlook Handbook

Dictionary, Of Occupational Titles

WRITE TO:

American Association of.NUrse

Anesthetists

130 Randolph Street

Chicago, Illinois .60601

56

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION


to:

CONCEPT:

PSYCHIATRIST

-behavior

1.

Define, briefly but

A knowledge of behavior,

1.

The psychiatrist is a medical doctor

who, as a result of additional years

-unlearned and

learned be-

havior

accurately, in a short

statement what is meant

both normal and abnormal, is

essential to the psychia-

of training and experience, has be-

come a specialist in the diagnoses,

treatment and prevention of mental

disorders.

Be examines his patients

-conditioned

reflexes

.by behavior.

2.

Differentiate orally be-

trist.

to determine their general physical

condition and performs other diag-

nostic tests in evaluating them.

-habit and

The psychiatrist determines the na-

memory

tween learned and un-

learned behavior and

ture and extent of the disorder and

formulates a program of treatment.

list an example of each.

3.

Describe, in a written

paragraph, a conditioned

reflex.

4.


2.

Psychiatrists usually attend a four

year college and then a four year

medical school after which they must

complete a one year internship..

The

psychiatrist must spend as additional

three years specializing in psy-

chiatry in an approved training pro-

gram.

After two years of practice

in a hospital or in private consul -

tation, he is allowed to take the

the following:

ic);rg

:11::::1::: !:nort=1:1:G;

a) habit

.and Neurology.

b) memory

c) facilitation

d) imprinting

OBJECTIVE:

3.

Psychiatrists In private practice

may earn from $20,000 to.$60,000 a

year.

Hospitals pay from. $12,000

to $28,000 a year.

4.

There is a very acute shortage of

psychiatrists now and there will

probably be an increasing demand

for them in the future.


to list at least two rea-

sons why he or she would or

would not like to become a

.

.

psychiatrist.

1

'57


CURRICULUM:

1.

Have the students do laboratory exercise "H" found in the


2.

Show and discuss the film entitled Me, ntal Health available

from the Harlandale Audio-Visual Center.

3.

Have interested students prepare a written research

report

dealing with unlearned and learned behavior.

CAREER:

1.

Invite a psychiatrist to class to talk about his training

and his work.

2.

Have interested students interview a psychiatrist and re-

port back to the class.

3.


entitled psychiatrists which is available from the school


4.

Halie interested students write to the American Psychiatric


IC:SOURCE MATERIALS

CURRICULUM:


Films: 16-102 Mental Health

CAREER:



Psychiatrists



WRITE TO:

American Psychiatric Association

1700 18th Street, N.W.

Washington, D.C.

20009

TEACHER'S COMMENTS

1: ';(/ 0 Tr.I.1.7 sinryn 0,-

f)

t-

t-

rz',. 7:

c agCT

'=-T

:37-7

MT

,

s4TE

.','M;vri q7r,

,rtr.7.1.!:!:"_r-- -

-

-

t4.7,111C

;Cr=

c57173:-"_

IIN310101-6.411V

0V71-''

S-TT

E:2i

58

CURRICULUM

CONCEPT

CURRICULUM. PERFORMANCE

OBJECTIVE



CAREER

INFORMATION

-sense organs

-taste, touch

and smell

-anatomy of the

eye

-physiology of

the eye

-eye defects

,


to:

1.

Discuss, briefly in a

short statement, each of

the following:

.

a) end-bulbs of Krmam

b) Ruffini's end

organs

c) Meissner's cor-

puscles

d) Pacinian corpuscle

e) chemoreceptors

f) olfactory receptors

2.

Draw a sketch of the

human eye, label all

parts and give the func-

tion of each.

3.



a) accommodation

b) rhodopsin

c) retinene

d) astigmatism

e) myopia

f) hyperopia

g) cataract

CONCEPT:

1.

2.

3.

4.

OPHTHALMOLOGIST

An ophthalmologist diagnoses and

treats diseases and injuries of the

eyes.

He examines the patient for

symptoms of ocular disorder and de-

termines the extent of abnormality

using a variety of tests to deter-

mine the amount of vision loss.

The ophthalmologist also prescribes

and administers medications as well

as performing surgery, when nec-

essary.

Four years of medical school beyond

the bachelor's degree plus two years

as an intern are required.

After

internship a three or four year

residency at an accredited hospital

is necessary.

All states require

that the future ophthalmologists

take the American Board of Ophthal-

mology examination.

Beginning ophthalmologists in priv-

ate practice may be able to earn

about $10,000 a year.

After gain-

ing some experience, he may earn

anywhere between $25,000 and $50,001

a year.

.-

There is a definite need for many

more doctors in this specialty.

An ophthalmologist must have

a thorough understanding of

the eye and vision.

OBJECTIVE:


to discuss orally the work

of an ophthalmologist.

59


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

CURRICULUM:

.

.

1.

Have the students do Laboratory Unit 16, part a, entitled

The Eye of the rz.;:ep and part b, entitled Demonstration

ESC REGION 20:

Film: #4731 Eyes and Vision

of the Blind Amt in their labpratroy manuals.


Films: 16-182 The Ears and Nearing,

2.

Show and discuss the film entitled Eves end Vision available

from ESC Region 20.

3.

Have interested students as a special project, build a model

of the eye along with a description of how it works.

CAREER:

.

16-186 Eves and Their Care

16-114 The Nose

CAREER:



Ophthalmologists


1.

Invite an ophthalmologist to

class to talk about opportuni-

ties in this field.

2.

Have interested students interview a

local ophthalmologist.

3.

Have interested studentswrite to the American Association

of Ophthalmologist for further careerinformation.

.


.

WRITE TO:

..

.

American Association of Ophthalmo-

logy

1100 Seventeenth Street N.W.

Washington, D.C.

20036

60

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

BACTERIA


to:

CONCEPT:

HOSPITAL ADMINISTRATORS

-bacteriologi

cal history

1.

Discuss, in three or

The prevention and treat-

1.

The hospital administrator coordin-

ates all of the activities of the

-Koch's post-

four paragraphs, the

ment of disease is one of

hospital.

Usually he works under

a board of trustees which may be

elates and

work of the followttg

the concerns in operations

elected or appointed.

The hospital

diseases

administrator directs and super-

-size and

scientists:

of a modern hospital.

vises the hospital staff in carrying

out the policies of the board.

He

shapes of

bacteria

a) Leeuwenhoek

has a strong voice in the determin-

ation of the hospital's policies.

b) Hooke

-bacteriologi-

2.

The accepted way of becoming a hos-

.cal tecnniques

-staining

c) Pasteur

pital administrator today is through

the completion of four years in

-culturing

d) Redi

e) Spallanzani

college and two years of graduate

training.

There are about 27 U.S.

schools in the U.S. and Canada

which offer this training.

The new

2.

State !Codes postulates

and apply them in at-

and

graduate usually begins as en assis-

tant and advances after gaining

3.

Salaries for hospital administrators

tempting to find the

depend to a large degree on the size

cause for a hypothetica

OBJECTIVE:

and location of the hospital as well

as the training and experience of

the administrator.

Full administra-


.disease suggested by the

ti:o write a short paragraph

tors may earn from $10,000.00 to

$30,000.00 a year.

teacher.

.

3.

List all of the steps

in the gram stain.

on the duties and activities

of a hospital administrator.

An increasing need for hospital ad-

ministratora is predicted for the

19701s.

.

.

.

61


RESOURCE MATERIALS

TEACHER'S COMENTS

CURRICULUM:

1.

Have the students do Laboratory Unit 19 entitled Bacteria


2.

Show and discuss the film entitled Bacterial - Lab Study

which is available from the Harlandale Audio-Visual Center.

3.

Have the students prepare ^rat reports on any of the

bacterial disease of interest to them.

4.

Have the students culture several varieties of harmless

bacteria and then make permanent stained slides of them.

CAREER:

1.

Invite a local hospital administrator to class to discuss

his or her occupation.

2.

Have interested students interview a hospital administrator

and write a report on their findings.

3.

Have interested students write to the American College of

Hospital Administrators for further career information.

CURRICULUM:

ESC REGION 20:

Films: #2014 Bacteria

#4465 Phagocytes - The

Body's Defenders

HARIANDALE AUDIO-VISUAL CENTER:

Films: 16-354 Bacteria - Lab

Study

16-551 Microbes and Their

Control

CAREER:



Hospital Administrators



WRITE TO:

American College of Hospital'

Administrator*

840 North Lake Shore Drive

Chicago, Illinois

60611

62

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION


to:

CONCEPT:

BACTERIOLOGIST

-bacterial

structure

1.

Define in a sentence or

The bacteriologist must have

1.

The bacteriologist studies the

growth, structure and development

- reproduction

two, each of the follow-

a thorough knowledge of

of bacteria and other microorgan-

isms.

He isolates and makes cultur.

in bacteria

ing terms:

microorganisms.

es of significant bacteria using

prescribed media and attempts to

-bacterial

a) autotrophic

identify them microscopically.

classification

b) hetertrophic

c) aerobic

The bacteriologist also observes the

action of microorganisms upon the

-nutrition and

d) anaerobic

living tissues of plants, on

metabolism in

bacteria

e) .capsule

i2.


higher animals, and on dead organic

matter.

-nitrogen cycle

2.

A bachelor's degree in bacteriology

and bacteria

-carbon cycle

exercise, at least two

factors which retard the

rate of growth and

multiplication of bact-

aria in a culture.

may be adequate preparation for

some beginning jobs in this field,

but advancement without graduate

graining is generally limited.

Other personal graduates include

the ability to work independently

or as part of a team, the ability

to express oneself and an inquiring

mind.

.

3.

Draw a schematic draw-

OBJECTIVE:

.3.

Starting salaries for bacteriolo-

gists depend upon the degrees

ing with an accompany-


earned.

Those with a bachelor's

degree could begin at $6,548.00 or

izs explanation of each

to describelin a paragraph,.

$8,098.00 depending on their college

record.

Those with a master's

.

of the following:

a) nitrogen cycle

b) carbon cycle

the work of a bacteriologist,

degree could begin at about $9,851.

and those posessing the Ph.D could

begin at $11,905. a year.

.

4.

Bacteriologists holding an advanced

degree should have no difficulty in

securing a position.

.

.


63

CURRICULUM:

1.

Show and discuss the filmstrip entitled Nature's voles


2.

Show and discuss the film entitled Bacteria - Friend and

l'ssL available from the Harlandale Audio-Visual Center.

3.

Have the students write to the local department of health

for information about bacterial growth in water supplies

and foods.

CAREER:

1.

Invite a bacteriologist from a local college or city water

department to class to talk about his or her work.

2.


entitled Microbiologists which is available from the school


3.

Have interested students write to the American Society for

Microbiology for further career information.

RESOURCE MATERIALS

FA

NY

NN

Ew

CURRICULUM:


Films: 16-16 Bacteria - Friend and

Foe

16-375 Microscopic Life in

the Soil

Filmstrip: K-80 Nature's .Celes.

6075iMEarbon

dioxide)

CAREER:



Microbiologists


Dictionary Of Ompational Titles

WRITE TO:

American Society for Microbiology

115 Huron View Blvd,

Ana Arbor, Michigan

TEACHER'S COMMENTS

64

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORHATIOS

VIRUSES


to:

CONCEPT:

PATHOLOGIST

- classification

of viruses

-bacteriophages

-lysogeny

-Rickettsiae

1.

Define or discuss in a

sentence or two each of

the following:

a) plague

b) virulent

c) temperate phage

d) lysogenic

e) ,Paschen bodies

Viral diseases are one type

studied extensively by the

pathologist.

1.

The pathologist is concerned with

the nature, cause and development

of diseases.

He studies the struct-

ural and functional changes caused

by diseases and diagnoses, from

body fluids and other specimens the

presence and stage of a disease.

The pathologist is a consultant to

other medical practitioners and

frequently performs autopsies for

them.

2.

Diagram and explain

the lytic cycle and

lysogeny

2.

A student wishing to become a path-

ologist must go through twelve

years of post-high school training

before being certified as a path-

ologist.

His training is as any

other medical doctor.

3.

Discuss, in two or three

paragraphs, the import-

3.

Earnings for newly certified path..

ologists vary according to location

.

.tance of the Rickett-

siae.

OBJECTIVE:

Most pathologists earn at least

$20,000. a year, and some earn as

high as $50,000.

.




of a pathologist,

.

4.

The need for qualified pathologists

is becoming more acute each year.

Some rural hospitals do.not even

have virt-time services of a path-

ologist available.

..

65


CURRICULUM:

RESOURCE MATERIALS

TEACHER'S COMMENTS

1.

Show and discuss the film entitled Viruses available from

ESC Region 20.

2.

Have interested students build models of various viruses

using suitable materials.

Have interested students do a written research paper on

any aspect of virology which is of interest to them.

CAREER:

1.

Invite a pathologist from a local hospital to class to dis-

cuss his or her training.

2.

Have interested students interview a pathologist at a local

hospital.

3.

Have interested students write to the American Society of

Clinical Pathologists for further career information.

CURRICULUM:

ESC REGION 20:

Film: #2209 Viruses

CAREER:



Pathologists



WRITE TO:

American Society of Clincial

Pathologists

2100 West Harrison'Street

Chicago, Illinois. 60612

66 CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

LOWER PLANTS


to:

CONCEPT:

BOTANIST

-algae and

fungi

1.

List the major types of

The lower plants constitute

1.

A botanist studies the development

physiology, heredity, anatomy and

-types and

classifica-

algae and describe each

a major group of plants

distribution of plants.

He investi

gates the nature and behavior of

tion

briefly in a short para-

graph.

which are of importance to

chromosomes; plant cells and tissue

using microscopes, special staining

*byrophytes

the botanist.

techniques and scientific equipment

-mosses

-liverworts

-alternation

.

of genera-

tions

2.

Outline the life cycle

of each of the following

a) wheat rust

b) common moss

c) a common liverwort

3.

Describe orally each of

the three common forms

of lichens.

4.

Explain orally the eco-

The botanist is also concerned with

the effect of rainfall, temperature,

climate and soil on the growth of

plants.

2.

Those wishing to achieve profess-

ional status in this field should

plan on obtaining at least a

master's degree.

In addition, a

botanist should have a ginuine love

of plants; imagination and curioSi

ty; the ability to conduct compli*

cated experiments; the patience to

keep detailed records; and the

ability to work well with others.

nomic value of the

OBJECTIVE:

3.

Beginning salaries for botanists

can vary anywhere from $6,000 to

bryophytes.


to describe orally the

primary concerns of the

botanist.

$9,000 a year depending on the

type of position the geographical

location and the degrees earned.

4.

Opportunities in the biological

sciences are expected to increase

substantially during the 1970's

and a greater demand for botanists

at'all levels is predicted.

.

-,SUGGESTED TEACHING METHODS

CURRICULUM:

1.

Have the students do any of the following

Laboratory Units

in their laboratory manuals:

a.)

Unit 18 - Alma

b.)

Unit 20 - Yensts and Molds

c.)

Unite 21 - Mosses and Liverworts

Have the students do laboratory exercise "I"

found in the


.Show and discuss any of the films

available from ESC Region

20 and the Hartandalt Audio-Visual

Center.

CAREER:

1.

Invite a botanist from a local college to classto discuss

opportunities in this field.


entitled Botanists which is available from the school


Have interested students write to the Botanical Society of

America for further career information.

RESOUN% MATERIALS

CURRICULUM:

67

TEACHER'S COMMENTS

ESC REGION 20:

Films: #2022 The Bryophytes

#8618 Fungi

#2071 The Higher Fungi

#8633 Origin of Land Plants-

Liverworts and Mosses

#8643 Simple Plants

- The

Algae


Films: 16-246 Carnivoricus Plants

16.218 Fungus Plants

16-95 Life of a Plant

16-543 Origin of Land Plante

Liverworts and Mosses

Transparency: TP-1 tamr 11E241

tion, Ulothrix

TP-2 Fungi - Life

Cycle of Wheat

Rust

TP-3 Moss - Musci

CAREER:



Botanists



WRITE TO:

Botanical Society of America, Inc.

c/o Department of Botany

Rut ers Universit

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

TRACHEOPUTES


to:

CONCEPT:

GROUNDSKEEPER OR GARDENERS

-ferns

-types and life

cycles

-gymnosperms

-pine life

1.

Outline schematically


life cycles:

a. Lycopodium

Masses and ferns are among

the plants sometimes used in

landscaping.

1.

Gardeners and groundskeepers are

responsible for gardens, lawne,

shrubbery and trees in such places

as private estates, cemeteries,

schools, golf courses, and other

institutions with extensive property.

They often select seeds and bulbs;

make transplants and cuttings; water

cycle

b. Selaginella

c..Polypodium

2.

Compare orally the

sprophythe of a mass

and a fern and indicate

plants and apply suitable fertilizers;

and trim and prune plants, shrubs

and trees when needed.

The gardener

uses a variety of tools and imple-

ments in this work and since his

duties change with the seasons, there

is little chance of his job becoming

monotonous.

how the fern is bore

advanced.

2.

Formal education is of little concern

to many employers who are generally

satisfied with an ability to read and

write.

Some practical gardening

experience is desirable as are garden.

3.

Define, in a written

sentence, each of the

OBJECTIVE:

ing and landscaping courses from

vocational and trade schools.


3.

Earnings in this occupation vary

following:

to list at least three duties

considerably according to the parti--

cular job and the locality.

Salaries

a, antheridia

b. archegonia

or activities of a grounds-

can ringe from under $2.00 an hour

for part-time work to as high as 780

c. protonema

d. thallus

e. frond

keeper or gardener.

a month for supervisors.

4.

Future prospects for this occupation

f. sorus

g. sporanguim

h. prothallus

I. rhizome

are not outstanding but talented

individuals should have no dificulty

in securing a position which will

provide a satisfying living.

..

69


RESOURCE MATERIALS

TEACHER'S COMENTS

CURRICULUM:

1.

Have the students do Laboratory Unit 22 entitled Ferns


2.

Show and discuss the film entitled Evolution of Vascular

Plants - Fern available from the Harlandale Audio-Vicual

Center.

3.

Have the students do laboratory Unit 23 entitled The Pine


CAREER:

1.

Invite a gardener or groundskeeper to class to talk about

his work.

2.

Have interested'students read the SRA Occupational Brief

entitled Garderners and Groundskeepers which is available

from the school library or counselor's office.

3.

Have interested students write to the National Association

of Gardeners for further career information.

CURRICULUM:

ESC REGION 20:

Film: #8623 Gymnosperms


Films: 16-546 Evolution of Vascu-

lar Plants - Fern

16-544 Gymnosperms

Transparency: TP-4 Fern -

Filicineae

TP-5 Vascular Plants

CAREER:



Gardeners and Groundskeepers



WRITE TO:

National Association of Gardeners

194 Old Country Road

Mineola, New York 11501

70

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

FLOWING PLANTS


to:

CONCEPT:

TREE EXPERT

-types of

flowers

1.

Label correctly a dia-

Relationship of flowering

1.

A tree expert or tree surgeon, as

he is sometimes called, cares for

-flower parts

gram of a longitudinal

plants and trees to the work

and maintains ornamental trees and

shrubs.

His activities include

.

-pollination

section of a complete.

of a tree expert or tree

pruning trees, correcting defects,

spraying with insecticides and

-life cycle of

flower.

surgeon.

fungicides, fertilizing, and moving

large trees from one location.to

a flowing

2.

Sketch and explain the

another.

.

plant

-seeds

.

life'cycle of a flower-

ing plant indicating

.

2.

A tree surgeon must have a special

knowledge of trees as well as the

skills required to do the work.

-germination

.

both the gametophyte

and sporophyte phases.

3.

Define or discuss in

a sentence or two each

of the following terms:

a. endosperm

OBJECTIVE:

Training can be obtained in trade

schools, schools of agriculture and

forestry or from some large tree

companies.

One way to get started

is to apply to a tree-care company

directly.

3.

Earnings for employees who completed

their apprenticeship range from $90

to $100 a week while foremen earn up

to $135 a week.

Supervisors and

district managers can earn from

110,000 to $14,000 a year.

b. cotyledons


c. hypocotyl

to list at least three duties

4.

With population increasing as it is,

there will probably be an increase

in the need for tree experts or tree

d. epicotyl

e. radicle

of a tree surgeon.

surgeons.

.

.

..

.

1=11

=W


71

RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students do Laboratory Unit 24 entitled Reproduc-

tion in the Floc:efts& Plants in their laboratory manuals.

Show and discuss any of the films available from ESC

Region 20 or the Harlandale Audio-Visual Center.

Have the students make a collcetion of leaves after re-

searching the proper method for preserving and pressing

specimens.

Have the students do any of the following Laboratory Units:

a.)

Unit 5 - Lenvqs

b.)

Unit 6 - Roots

c.)

Unit 7 - Stems

CA

RE

ER

:

1.

Invite a tree surgeon to class to discuss his work.

2.


of Nurserymen for further career:information.

CURRICULUM:

ESC REGION 20:

Films: #8589

#2336

#8613

#8622

#2150

#4470

#8640

#2175

Angiosperms - The

Flowering Plants

Colour of Life

Flowers at Work

Crmth of Plants

Plant Reproduction

Plant Tropisms .and

Other Movements

Seed Germination

Seeds and Germination


Films: 16-545 Angiosperms

16-611 Flowers: Structure

and Function

16-315 Growth of Seeds

16-94 Leaves

Transparency: TP-6 Angiosperms

(Monocat and Dicot)

TP-7 Angiosperms

(Stem Structure)

TP-8 Stem Structure

TP-10 Flower

Fertilization

CAREER:



Tree Expert


WRITE TO:

American Association of Nurserymen

72

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

--

,


to:

CONCEPT:

FRUIT GROWER

-development

of fruits

-classification

1.

Discuss, in two or three

paragraphs, the general

Relationship of the various

types of fruits to the work

1.

Fruit growing in the United States

is a $1.5 billion dollar industry

at the farm level.

Fruit is grown

in all fifty states and employment

of fruits

-dry fruits

-fleshy fruits

development of fruits

.

from fertilization to

the production of the

of a fruit grower.

in fruit farms includes about 150,000

full-time workers.

The duties of a

fruit farmer include preparing the

land, planting new fruit trees,

pruning existing plants, spraying

trees and harvesting the crop at the

-phylogenctic

relationships

in plants

seed.

2.

Contrast, in a short

written statement, a

proper time:

The final task of the

grower is the marketing of his

product by selling it outright to a

shipper or paying a skipper a fee to

handle the marketing for him.

simple fruit and an

aggregate fruit; a

dehiscent fruit and an

2.

To begin in this occupation requires

a substantically amount capital out-

lay in addition to training in horti-

culture is also very desirable.

indehiscent fruit.

.

3.

Sketch an outline of a

OBJECTIVE:

3.

Net income on a fruit farm depends

partly on whether the farmer only

grows fruit or combines fruit growing

with other operations on his farm.


phylogenetic tree of

to list at least two advar.-

Income is usually about one-third of

the total amount received from the

..

plants and explain

tages and two disadvantages

:-...arketing of the producti:-

-

orally the relationships

of being a fruit grower.

4.

There are currently fewer opportuni-,

ties for beginners than there were

between the groups of

.

plants.

25 years ago due to the decline in

the number of farms and an increase

in their size.

..

.

73


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.Have each of the students prepare a painted poster

depict-

ing the different types of fruits.

A prize can be offered

for-the best presentation.

2.

Have the students do a research report on

plant phylogeny.

CAREER:

1.

Invite a local fruit grower toclass to talk about his work

.Have interested students visit a

fruit farm and interview

the workers there.

3.

Hive interested students read

the SRA Occupational Brief

entitled Fruit Grower which is available

from the school

liorary or counselor's office.

4.

Have interested students write to

the United Fresh Fruit

and Vegetable Associationfor further career information.

CURRICULUM:

ESC REGION 20:

Film: #2042 Diversity In Forand

Size

CAREER:



Fruit Grower


Dictionary Of Occ,..inational Titles

WRITE TO:

United Fresh Fruit and Vegetable

Association

777 Fourteenth Street, N.W.

Washington, D.C.

20005

74

CURRICULUM

CONCEPT

HEREDITY

-Mendel and his

experiments

-genetic

terminology

- chromosomes

and genes

independent

assortment

- simple crosses

-test cross

-multiple

alleles


OBJECTIVE


to:

1.

State each of Mendel's

laws and explain them

in a short written

statement.

Define accurately in

a sentence or two, each

of the following:

a. homozygones

b. heterozyons

c. diploid

d. haploid

C. dominant

f. recessive

g. allele

h. genotype

i. phenotype

3.

Solve correctly, at

least ten problems

dealing with simple

genetic crosses and

multiple alleles.

4.

Explain orally how a

test cross is used to

determine the genotype



CONCEPT:

Heredity and breeding play

a significant role in the

work of a cattleman.

OBJECTIVE:




of a cattleman.

CAREER

INFORMATION

CATTLEMEN

.The cattleman's primary concern is

the breeding and raising of live-

stock.

He fences pens and pastures,

supplies his cattle with feed, main-

tains feed wsight and pedigree records

and determines the most favorable

months for.calving.

Some of his

other duties include branding,

castrating and tatooing calves to

improve or mark them according to

customs, laws and practices of the

local area.

.Those being raised on a farm or ranch

naturally have a distinct advantage

in obtaining the valuable experience

necessary for becoming a successful

cattleman.

College preparation in

range management, animal science and

business management are also very

desirable.

3.

Earnings in this occupation vary

considerably fr%m year to year de-

pending on the size of the herd, the

size and location of the herd and

the business management ability of

the cattleman.

4.

The outlook for cattlemen in the near

future appears quite favorable based

on the fact that beef consumption

will increase as the population in-

creases.

75.


RESOURCE MATERIALS

.TEACHER'S COMMENTS

CURRICULUM:

CURRICULUM:

1.

Have the student do any of the following Laboratory Units

in their laboratory manuals:

a.)

Unit 30

- Introduction to Genetic Studies

ESC REGION 20:

Films: #2061 Genes and Chromosomes

#8628 Laws of Heredity

#2173 The Science of Genep

b.)

Unit 31

- Problems in Genetics; Human

tics

Geretics; Corn Genetics

HARLANDALE AUDIO - VISUAL CENTER:

Filmstrip: K-77 Heredity

2.


ESC Region 20:

a.)

Genes and Chromosomes

b.)

Laws of Heredity

c.)

The Science of Genetics

CAREER:

3.

Have the students do laboratory exercise "J" entitled

Genetics found in the appendix of this guide.

CAREER:

ESC REGION 20:

Film: #2372 Our Changing

wsz

of

Life - Cattleman 7A

Rancher's Story



Cattlemen

1.

Invite a local cattleman to class to discuss his career.

2.

Have interested students interview a cattleman and orally

report back to the class on their findings.

3.

Have interested students write to the American Hereford


Occupational Outook Handbook


.

WRITE TO:

American Hereford Association

Hereford Drive

Kansas City, Missouri 64105

76 CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION


to:

CONCEPT:

IPOULTRYMAN

-sex chromo-

somes and

1.

Solve correctly at least

The study of genetics has led

1.

The poultryman raises chickens,

turkeys, and other poultry for sale

linkage

five genetics problems

to the improvement of many

as meat.

He selects and purchases

stock and cares for them by feeding

-crossing-over

involving sex-linked

animal species including

and housing them.

He also sprays

his poultry houses with disinfec-

- chromosome

maps

-lethal genes

-ploidy

genes.

2.

Describe, in a short

paragraph, what is

meant by crossing-over

poultry.

tants periodically and vaccinate

his stock against diseases.

The

poultryman must continually help

feed and production records, hire

and supervise workers and arrange

for the sale of his poultry.

and explain the signif-

icance of this phenom-

enon.

3.

Explain orally how

OBJECTIVE:

2.

Although there are not strict

educational requirements, a prospec-

tive poultry farmer should take all

the high school courses he can in

the sciences, math and English.

Some college would be helpful but

if it is out of the question obtain

literature on this occupation from

various sources.

Aside from the

chromosome mops are

made.


to write at least two para-

educational qualifications, a

poultry farmer should be in good

health and not afraid of hard work.:

4.

Define and illustrate

graphs describing what it

3.

Average net salaries in this occupa-

tion range froli: $6,000 to $9,000 a

.,ith a sketch, each

of the following:

would be like to be a poultry

farmer.

year.

Some experienced poultrymen

may earn as much as $20,000 annually

a. deletion

b. inversion

c. duplication

d. traaslocation

4.

A serious shortage of trained per-

.

sonnel in this field is currently

being experienced and there is a

strong demand for graduates with

backgrounds in poultry.

..

77

SUCGrSTED TEACHING METHODS

RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students do laboratory exercise

"K" entitled

Heredity and Natural Selection:

A Model Svntes found in

the appendix of this guide.

Show and discuss the film entitled Inheritance

in Man

available from ESC Region 20.

Have the students prepare pedigrees of their

families

using as many traits possible.

.Drill the students in the solving of genetics problems

by giving them sets of mimeographed problems

to solve.

CAREER:

Invite a poultryman to class to discuss opportunities in

this occupation.

Have interested students read the SRA Occupational

Brief

entitled Poultrymen which is available from the school


.Have interested students

write to the Poultry and Egg

National Board for further

information.

CURRICULUM:

ESC REGION 20:

Film: #2086 Inheritance In Man

CAREER:



Poultrymen.


Dictionary Of Ocap_zatiorml Titles

WRITE TO:

Poultry and Egg National Board

8 South Michigan Avenue

Chicago, Illinois

60603

78

CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

......


to:

CONCEPT:

GENETIC COUNSELOR

-human

inheritance

-heredity

1.

Solve correctly at least

five problems dealing

Relationship of the laws of

heredity to the work of a

1.

The genetic counselor investigates

the origin, transmission and develop

ment of hereditary abnormalities

and attempts to help prevent their

and

environment

with human inheritance.

genetic counselor

occurrence by adviaing married

couples in such matters.

2.

Define or discuss, in

-molecular

genetics

a short statement each

2.

A person contemplating genetic

counseling as a career should. take

all the math and science courses

.

-DNA and

replication

-metabolic

pathways

-protein

synthesis

of the following:

a. phanylketonuria

b. galactoscmia

c. primary blocks

d. secondary blocks

e. density gradient

centrifugation

f. transormation

available to him in high school.

Graduate *gaining in genetics and

the attainmer

of at least a mastees

degree is essential.

The Ph.D. de-

gree is preferable especially if one

enters the teaching aspect of this

occupation and expects to'achieve a

top-level position.

3. ;Explain, in a written

3.

Salaries in this field depend upon

the type of degree or degrees earned.

.

paragraph, how DNA

OBJECTIVE:

Persons with a bachelor's could be-

gin at $6,548 or $8,098; those with

a master's degree could start at

replication is accom-

$8,098 or $9,881, and those with a

plished.


to list at least two reasons

Phan. degree could begin at $11,905

or $14,192 a year.

4.

Explain orally, using

a schematic diagram,

the process of protein

synthesis.

.

why he or she would or would

not like to be a genetic

counsel:.

.

4.

Employment opportunities in this

i!ield should be favorable throughout

the next decade.

79


CURRICULUM:

1.

Show and discuss the film entitled Cracking the

Code of

Life available from ESC Region 20.

2.

Lecture on protein synthesis using the appropriate film-

strip from the Harlandale Audio-Visual

Center.

.Have interested students do a written research paper on the

effects of heredity and environment on the development of

an organism.

CAREER:

1.

Invite a genetic counselor to class tJ talk

about his work.

.Have interested students do a research paper dealingwith

genetic counseling.

RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

ESC REGION 20:

#8685 Cracking the Code of Life

#8519 Gene Action

HARLANDAIE AUDIO-VISUL CENTER:

Filmstrip: K-85 RNA and Protein

!ynthesis

CAREER:




80 CURRICULUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

EVOLUTION

-evidence from:

-comparative

anatomy

- develop-

mental

biology

-biochemistry

.

-genetics

-palenotology

-development of

man

.

..


-to:

1.

List at least one

evidence of evolution

from each of the

following areas:

a. comparative

anatomy

b., developmental

biology

c. biochemiary

d. genetics

e. palenotolgy

2.

Define or discuss, in

a sentence or two, each

of the following:

a. divergent evolution

b. convergent evolu-

tion

c. analogous struc-

tures

d. recapitulation

3.


paper, the evolution

of primates naming and

characterizing all of

the important human and

subhuman fossils.

CONCEPT:

MUSEUM TECHNICIAN

.

1.

A museum technician prepares speci-

mens for collections and exhibits.

He cleans fossil specimens, brushes

preservatives on them and frequently

molds and restores skeletal parts.

Often he reconstructs fragmented

artifacts and makes substitute

pieces.

The museum technician also

maintains the museum files as well

AS installs, arranges, and exhibits

materials.

2.

No standardized training course is

available but some universities

offer courses in certain aspects of

museum work, combined with practical

experience.

Technicians oh the

curatorial staff must be craftsmen

in various mediums and be interested

in art, history, science and educe-

tion.

This should also be capable

of working on their own without

supervision.

3.

Salaries for museum technicians range

from $4,900 to $7,100 a year depend-

ing on the size and location of the

institution.

Assistanteurators may

earn from $4,200 to $8,000.

4.

Due to an increasing population and

more leisure time, there has been

substantial growth in the number of

museums being built.

Opportunities

should be favorsVe in the near

future.

A basic knowledge of evolu-

tion is essential for those

wishing to become museum

workers.

.

OBJECTIVE:

.


to describe, in two or

.

three paragraphs, the work

of a museum technician.


RESOURCE MATERIALS

CURRICULUM:

1.

Have the students do Laboratory Unit 35 entitled Some

Aspects of Evolution in their laboratory manuals.

Have the students view the film entitled Nature of Diversi-

Sy; and write a brief synopsis of it.

CAREER:

1.

Invite a museum worker to class to talk about his occupa-

tion.

2.

Have interested students visit a local museum to interview

workers there.

3.


entitled Museum Workers which is available from the school


4.


of Museums for further career information.

CURRICULUM:

ESC REGION 20:

Films: #8794 Cave Dwellers of the

Old St_ one Au

#2367 Dr. Leakey and the

Dawn of Man

#2125 Nature of Diversity

CAREER:



Museum Workers



WRITE TO:

American Association of Museums

2306 Massachusetts Ave a NW

Washington, D.C.

20008

81

TEACHER'S COMMENTS

AIM

MIN

IMM

I

82

CURRIMUM

CONCEPT


OBJECTIVE



CAREER

INFORMATION

--mechanism of

evolution

-Lamarck and

Darwin

-natural

selection

-populations

and the Hardy-

Weisberg law

-mutations

-genetic drift

and migration

.

..


to:

1.

Describe at least two

explanations which have

been proposed for the

origin of the different

species of organisms

2.

Explain orally the

Hardy-Weinberg law.

3.

Define, in a short


following:

a. genetic drift

b. speciation

c. isolation

d. polyploidy

CONCEPT:

PHYSICAL ANTHROPOLOGIST

1.

The physical anthropologist studies

the causes of human differences and

their effects on the culture, tiered!i

ty and environment of the human race4

He is interested in human fossils

and their meaning in terms of human

evolution.

The physical anthropol-

ogist studies variations and physi-

cal attributes of exisiting human

types and investigates growth

patterns, sexual differences and

aging phenomona of present and past

human groups.

2.

Entrance into this profession usual-

ly requires a graduate degree, pre-

ferably the Ph.D. degree.

Languages

are very important and a major in

modern language while in college

should be considered.

A belief in

cultural relativism - the idea that

there can be value in other cultures

besides one's own - is essential to

an anthropologist.

An aptitude for

getting along under just about any

circumstances is also essential.

.

3.

Beginning salaries for the anthropot

ogist range from $8;600 to $10,000

provided he has his doctorate.

One

with experience and some years in

the field may earn about $30,000.

4.

Opportunities for the prospective

anthropologist are favorable due to

the small number who enter the

field.

A physical anthropologist

must have a sound knowledge

of evolution, population

dynamics and genetic drift.

OBJECTIVE:


to list at least two duties

or activities of a physical

anthropologist.

.


CURRICULUM:

1.

Have the students do Laboratory Unit 36 (part I) entitled

Ecological Factors and Animal Distribution found in their

laboratory manuals.

.Show and discuss any of the films on this topic available

from ESC Region 20.

,Have interested students do a research paper on genetic

drift and mutations using such sources as Scientific

America.

CAREER:

1.

Invite al anthropologist from a local university to class

to discuss his career.


entitled Antairooloats which is available from the school


Have interested students write to the AmericanAnthropologi-

cal Association for further career information.

RESOURCE MATERIALS

CURRICULUM:

ESC REGION 20:

Films: #8598

#2115

#8632

#2341

#8637

#2151

#2186

#2188

CAREER:

Distribution of Plants

and Animals

The flyittra of Life

Natural Selection

Natural Selection and

Adaptation

Population Ecology

Population Ecology

Species - Stability

and Change

Standing Room Only


Magnetic tape: MT-310

Anthropologists


SRA Occupational Brief.#197

Anthropologists

Occupational Outlook Hanes dbook

WRITE TO:

American Anthropological Associa-

tion

3700 Massachusetts Manua NW

Washington, D.C.

20016

83

TEACHER'S COMMENTS

84

CURRICULUM

CONCEPT


OBJECTIVE

CAREER CONCEPT AND CARE&


CAREER

INFORMATION

TE

E E

NV

IRO

NM

EN

T

- physical

aspects

- water, light,

temperature,

etc.

biotic factors

-cycles of

elements

- food chains

- types of

communities

- succession

-balance of

nature and

conservation


to:

1.



a. hydrophytes

b. mesophytes

c. xerophytes

d. photoperiodism

e. hibernation

f. estimation

Explain briefly by means

of a flow chart at least

two of the following:

a. CO2 cycle

b. 02 cycle

c. N2 cycle

d. water cycle

Describe, in writing,

at least one food chain.

.State orally how the

balance of nature is

related to conservation.

CONCEPT:

The environment is one of

the primary concerns of a

wildlife manager.

OBJECTIVE.

- The student should be able

to list at least three acti-

vities of a wildlife manager

as well as at least two rea-

sons why he or she would or

would not consider this

occupation as a life's

4WILDLIFE MANAGER

1.

The wildlife manager is concerned

with providing wildlife resources

for public enjoyment while making

certain that miservation practices

are in force.

Some of his duties

include the prevention of trespass-

ing especially daring hunting and

nesting seasons; the restocking of

lakes and streams; and the preven-

tion of diseases and forest fires

in his area.

Part of his day in-

cludes office work including the

preparation of regular reports on

the conditions in the area.

2. A bachelor's degree with a major

in biology, zoology or wildlife

management is required for federal

employment.

Most state agencies

require a degree as well.

Govern-

ment employment in this field re-

quires a minimum age of 18, citizen-

ship and the successful completion

of a physical and written examina-

tion.

Good health and physical

stamina are also essential require-

ments.

3.

Salarizs for beginners in this field

are about $500 a month.

Those with

some experience earn from $10,000 to

$15,000 a year in addition to paid

vacations, sick leave, group life

and health insurance and other

fringe benefits.

4.

The demand for trained personnel

in wildlife management is expected

to grow in the 19701s.

85f'


RESOURCE MATERIALS

TEACHER'S COMMENTS

CURRICULUM:

1.

Have the students prepare a bulletin board of newspaper

and magazine pictures and articles dealing with ecology.

2,

Show and discuss any of the following filmstrips available

from the Harlandale Audio-Visual Center:

a.)

Biological Communities

b.)

Giving Our Wildlife a Chance

3.

Have the students write to the Texas Wildlife Commission

for pamphlets and brochures on conservation.

CAREER:

1. Invite a wildlife manager to class to talk about his

training and his work.

2. Have interested students read SRA Occupational Brief #149

entitled Wildlife Managers, and write a brief report on it.

3. Have interested students write to the Bureau of Sport

Fisheries and Wildlife for further career information.

CURRICULM:

ESC REGION 20:

Films: #4931 Animal Predators and

the Balance of Nature

#4725 The Community

#4125 Conserving Our Forest

Today

#4130 Conserving Our Water

Resources

#8624 High, Arctic Brome

#8702 Hot Ea Desert

#4763 The Ehnial33nviron-

ment.

#4471 Plant - Animal

Communities - Physics

Environment

#8647 Succession - From

Sand Dune to Forest

mom

m m

axm

wom

17,

HARLANDALE AUDIO- VISUAL CENTER:

Film: 16-291 What Is Ecology?

Filmstrips: K-84 Biological

Communities

B-76 Giving Our Wild-

life a Chance

CAREER:



Wildlife Managers

WRITE TO:

Bureau of Sport Fisheries and

.Wildlife

Fish and Wildlife Service

U. S. Department of the Interior

Washington, D.C.

20240

The following laboratory exercises were drawn from

a publication of the Texas Education Agency en-

titled Life Science-An Activity Guide (Bulletin #723-

1972).

Since publications of the Agency are not

copyrighted, any of the exercises may be duplicated

for classroom use.

91

RE

SPIR

AT

ION

Exercise "A"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

t sho

uld

be a

ble

to

.D

escr

ibe

the

need

for

oxyg

en b

y an

imal

s

.M

easu

re *

.he

rate

of

oxyg

en c

onsu

mpt

ion

by a

n an

imal

.In

terp

ret t

hese

dat

a to

sup

port

hyp

othe

ses

Mat

eria

ls01

......

1A

sm

all a

nim

al, s

uch

as a

mou

se, f

rog,

or

gras

shop

per

Gla

ss c

onta

iner

with

a w

ide

mou

th f

or a

one

-hol

est

oppe

r(T

he c

onta

iner

sho

uld

be la

rge

enou

gh f

or th

e an

imal

. )T

ubin

g (g

lass

or

plas

tic)

to c

onne

ct th

e on

e-ho

lest

oppe

rto

the

man

omet

erM

anom

eter

(or

U tu

be o

f gl

ass

cont

aini

ng w

ater

with

foo

dco

lori

ng)

Smal

l cup

or

vial

Sodi

um h

ydro

xide

(N

aOH

) pe

llets

(or

fre

shdr

y ly

e) to

fill

the

vial

Thr

ead

or s

trin

g to

hol

d sm

all v

ial i

nsid

e th

e co

ntai

ner

near

the

mou

thR

uler

Clo

ck o

r w

atch

How

to G

et S

tart

ed

. Why

do

we

need

air

to b

reat

he?

.W

hat h

appe

ns if

we

cann

otge

t air

to b

reat

he?

92W

hat t

o D

o in

the

Lab

Plac

e a

smal

l ani

mal

in a

gla

ss c

onta

iner

with

aw

ide

mou

th. H

ang

bya

stri

ng a

via

l of

sodi

um h

ydro

xide

pelle

ts n

ear

the

mou

th o

f th

e co

ntai

ner.

(CA

UT

ION

: Do

not l

et th

e da

nger

ous

sodi

umhy

drox

ide

pelle

ts to

uch

your

skin

.) H

old

the

stri

ng f

rom

the

vial

in p

lace

by

inse

rtin

g th

e st

oppe

r.

Con

nect

the

stop

per

to th

e tu

bing

of

the

man

omet

er(U

-sha

ped

glas

s tu

bew

hich

con

tain

s w

ater

and

foo

d co

lori

ng).

Set u

p th

e se

cond

man

omet

eras

a c

ontr

ol w

ithou

t the

ani

mal

.(S

ee il

lust

ratio

n be

low

.) T

he v

olum

eter

is a

noth

er m

etho

d us

ed to

mea

sure

res

pira

tion.

Set u

p tw

o vo

lum

eter

s as

illus

trat

ed b

elow

, usi

ng o

ne o

f th

e vo

lum

eter

s as

a c

ontr

ol.

As

soon

as

you

mak

e th

is c

onne

ctio

n, u

se a

cloc

k or

wat

ch to

tim

e ev

ery

thre

e m

inut

esth

e ch

ange

s in

the

liqui

d co

lum

n of

the

man

omet

er o

r th

ew

ater

dro

p in

the

volu

met

er. U

se a

rul

er to

mea

sure

the

chan

ge o

f th

e liq

uid

colu

mn

of th

em

anom

eter

or

the

wat

er d

rop

of th

e vo

lum

eter

.

Clu

mp

Cle

ar T

ape

Pla

stic

or

cR

ubbe

r T

ubin

g

2 H

ole

Sto

pper

Sm

all J

aror

Tes

t Tub

e

VO

IUM

ET

IR

Rul

er

topt

o44-

1Yat

erB

ubbl

e

Gla

ss T

ubin

g

-,s

Exp

erim

ntal

Pla

stic

Tub

ing

Rub

ber

liaO

H

or K

OH

Gra

ssho

pper

or

Oth

er In

vert

ebra

te

tAA

NO

ME

TE

R

mm

Rul

er

Exp

erim

enta

l

Con

trol

Con

trol

Aft

er 1

2 m

inut

es o

pen

the

stop

per

to le

t in

fres

h ai

r.If

the

anim

al c

olla

pses

at a

ny ti

me

duri

ng th

e ex

peri

men

t, op

enth

e st

oppe

r im

med

iate

ly.

If y

ou

fail

to o

pen

the

stop

per,

the

anim

alw

ill d

ie f

rom

lack

of

fres

h ai

r.

Whe

re to

Go

From

Her

e

Did

the

rate

at w

hich

the

colu

mn

of c

olor

ed w

ater

mov

ed r

emai

nth

e sa

me

thro

ugho

ut th

e ex

peri

men

t?

.If

it c

hang

ed, w

hy d

id it

?

.W

hat w

ould

hap

pen

if th

e an

imal

wer

e he

ated

?

Wha

t wou

ld h

appe

n if

the

anim

al w

ere

cool

ed?

.W

ould

ther

e be

a d

iffe

renc

e be

twee

n w

arm

-blo

oded

ani

mal

s an

dco

ld-b

lood

ed a

nim

als?

If n

o so

dium

hyd

roxi

de p

elle

ts w

ere

used

, the

vol

ume

of th

e ga

ses

wou

ldre

mai

n th

e sa

me.

Wou

ld th

e ki

nds

of g

ases

cha

nge?

.H

ow c

an y

ou m

easu

re th

e pe

rcen

tage

of

oxyg

en in

air

?

Oth

er T

hing

s to

Do

Sodi

um h

ydro

xide

or

lye

quic

kly

conv

erts

fat

s an

d oi

lsin

to s

oap.

A s

mal

lde

ad a

nim

al s

uch

as a

fro

g m

ay b

e re

duce

d to

a s

kele

ton

byle

avin

g th

ebo

dy in

war

m ly

e so

lutio

n.

A b

urni

nAan

dle

will

soo

n be

ext

ingu

ishe

d in

side

a g

lass

cont

aine

r as

soo

nas

mos

t of

the

oxyg

en is

con

sum

ed.

If a

larg

e gl

ass

jar

is p

lace

d ov

er a

burn

ing

cand

le f

loat

ing

on a

woo

den

base

in a

pan

of

wat

er (

or s

impl

y a

tall

cand

le f

ixed

to th

e ba

se o

f a

pan

of w

ater

), th

e qu

antit

yof

oxy

gen

in a

ir c

anbe

app

roxi

mat

ed b

y no

ting

the

rise

of

the

wat

er le

vel i

n th

egl

ass

jar.

re s

me

or a

nism

s th

at d

o no

t re

uire

ox

ref e

n

93

94PH

OT

O3Y

N,T

HE

SIS

IE

xerc

ise

"B"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

est

uden

t sho

uld

be a

ble

to

.D

eter

min

e th

e ne

cess

ary

raw

mat

eria

ls a

nd e

nerg

y re

quir

ed f

orth

e m

anuf

actu

re o

f su

gar

and

star

ch in

pla

nts.

.D

eter

min

e th

at li

ght e

nerg

y is

nec

essa

ryfo

r th

e m

anuf

actu

re o

f

suga

rin

pla

nts

Mat

eria

ls

2 E

lode

a pl

ants

or

spri

gsD

ropp

er b

ottle

of b

rom

thym

ol b

lue

Soda

str

aw4

test

tube

sSo

lid r

ubbe

r st

oppe

r or

cor

k st

oppe

rfo

r ea

ch tu

be10

cm

x 2

0 cm

pie

ce o

fal

umin

um f

oil

Seve

ral 7

5- to

100

-wat

t lig

ht s

ourc

esR

oll o

f na

rrow

fre

ezer

tape

Tes

t tub

e ra

ck o

r w

ide

mou

th ja

r to

kee

pte

st tu

bes

upri

ght

How

to G

et S

tart

ed

Bef

ore

you

begi

n an

y la

b w

ork,

try

to ta

ckle

thes

e pr

oble

ms.

.H

ow d

oes

a pl

ant d

iffe

r fr

om a

nan

imal

?

. Why

is a

pla

nt g

reen

?

.W

hat m

ust a

pla

nt d

o to

gro

w?

.H

ow w

ould

you

des

crib

e th

een

viro

nmen

t of

a pl

ant?

-

.L

ist s

ome

way

s th

at p

lant

s ar

eal

ike

and

an e

qual

num

ber

of w

ays

Wha

t to

Do

in th

e L

ab95

Secu

re f

our

test

tube

s an

dfo

ur m

atch

ing

stop

pers

, one

to f

it ea

ch te

sttu

be.

Als

o se

cure

a te

st tu

be r

ack

or s

uppo

rtto

kee

p te

st tu

bes

upri

ght.

Exa

min

e ea

ch te

st tu

be c

aref

ully

tobe

sur

e it

is p

erfe

ctly

cle

an.

If

ther

e is

evi

denc

e of

any

for

eign

mat

ter

pres

ent,

was

h th

em w

ith a

test

tube

bru

sh, a

cle

aner

, and

then

rin

se a

tle

ast t

hree

tim

es.

Lab

el th

e ou

tsid

e of

the

tube

s by

tapi

ng a

smal

l squ

are

port

ion

of m

ask-

ing

tape

on

aclean

dry

side

of

each

test

tube

.W

rite

suf

fici

ent i

nfor

ma-

tion

to id

entif

y ea

ch tu

be.

Prep

are

brom

thym

ol b

lue

indi

cato

r fo

llow

ing

thes

e st

eps:

Prepare a

1.0

M s

olut

ion

of s

odiu

m h

ydro

xide

:T

o 20

g o

f N

aOH

pelle

ts, a

dd e

noug

h di

still

ed w

ater

tom

ake

500

ml o

f so

lutio

n.

.Pr

epar

e a

.01

M s

olut

ion

of s

odiu

m h

ydro

xide

:D

illut

e 5.

0 m

lof

the

1. 0

M s

olut

ion

of N

aOH

with

eno

ugh

dist

illed

wat

er to

mak

e 50

0 m

l of

solu

tion.

.G

rind

0.1

g o

f br

omth

ymol

blu

epowder

with

16.

0 m

l of

the

. 01

Mso

dium

hyd

roxi

de s

olut

ion.

Add

234

. 0 m

l of

dist

illed

wat

er.

Eir

omth

ymol

blu

e in

dica

tor

chan

ges

from

yello

w to

blu

e in

a p

H r

ange

of 6

. 0 to

7. 6

.

Blu

e W

ater

2 Sp

rig

3 Sp

rig

4 A

lum

inum

/Z

34-

96

Plac

e in

a b

eake

r to

o m

l of

tap

wat

er th

at h

as b

een

stor

ed o

vern

ight

.A

dd to

the

wat

er e

noug

h br

omth

ymol

blu

ein

dica

tor

to c

hang

e th

e co

lor

of th

e w

ater

to a

ver

y lig

ht b

lue.

Fill

the

firs

t tes

t tub

e w

ith b

lue

wat

er to

with

in 2

. 5 c

m o

f th

e to

p ri

m.

Car

eful

ly b

low

thro

ugh

a so

da.

stra

w th

at h

as b

een

plac

ed h

alfw

ay d

own

into

the

beak

er o

f w

ater

mak

-. t

ing

it bu

bble

unt

il th

ere

isa

colo

r ch

ange

.A

ppro

xim

atel

y on

e to

two

min

utes

of

blow

ing

shou

ld b

e su

ffic

ient

.Po

ur th

e re

mai

ning

wat

erfr

om th

e be

aker

into

the

othe

r th

ree

test

tube

s fi

lling

eac

h w

ithin

2.5

em o

f th

e ri

m. N

ow p

lace

a s

prig

of

elod

ea 6

cm lo

ng in

test

tube

s3

and

4 on

ly.

Fina

lly, c

lose

the

top

of a

ll te

st tu

bes

with

a st

oppe

r.

Wra

p te

st tu

be n

umbe

r 4

with

a pi

ece

of a

lum

inum

foi

l and

pla

ce a

llth

e te

st tu

bes

in a

rac

kor

sup

port

and

allo

w th

em to

sta

ndne

ar a

brig

ht li

ght f

or 2

4 ho

urs.

Aft

er y

ou h

ave

com

plet

ed th

epr

epar

atio

ns, f

ill in

the

data

tabl

e be

low

,sh

owin

g th

e ba

sic

info

rmat

ion

for

each

test

tube

you

pre

pare

d.N

o.C

onte

ntS

of T

ube

24-h

r. O

bser

vatio

ns

1 2 3 4

..

97

Whe

re to

Go

from

Her

e

.W

hat p

lant

pro

cess

es a

rc c

ausi

ngth

e co

lor

or p

H c

hang

es?

.*:

=Il

ly d

id b

reat

hing

in th

e co

lore

d va

ter

solu

tion

chan

ge th

e co

lor?

.W

hat d

oes

the

colo

r ch

ange

mea

n?

.W

hat i

s th

e re

latio

nshi

p of

the

Elo

dea

inth

E..

test

tube

wra

pped

info

il to

pla

nts

grow

ing

in th

e da

rk?

.W

hat i

nfer

ence

cou

ld b

e m

ade

abou

t wha

tea

ch p

lant

is d

oing

toch

ange

the

colo

r of

liqu

id?

Oth

er T

hing

s to

Do

Find

out

if a

gre

en p

lant

is o

nly

gree

n'.

Secu

re a

cou

ple

of f

resh

leav

esfr

om a

ny d

ecid

uous

tree

, suc

h as

a p

ecan

,m

aple

, sw

eet g

um, s

ycam

ore.

Bri

ng th

em to

lab,

tear

them

into

sm

all p

iece

s, a

ndfi

t the

m in

to a

cle

an,

fire

proo

f te

st tu

be o

r sm

all b

eake

rs.

Fill

an e

mpt

y tin

can

with

hot w

ater

and

car

eful

ly b

ring

it to

you

r w

ork

area

.(C

AU

TIO

N: B

e su

re th

ere

is n

o op

enfl

ame

in y

our

area

, as

you

will

nex

t be

wor

king

with

ace

tone

, ave

ry v

olat

ilech

emic

al th

at ig

nite

sea

sily

. )

Fill

the

test

tube

, con

tain

ing

the

leav

es,

with

in 4

cm

of

the

top

with

acet

one,

a c

olor

less

che

mic

also

lven

t.Se

t the

test

tube

con

tain

ing

the

leav

es a

nd a

ceto

ne in

the

cont

aine

r of

hot w

ater

long

eno

ugh

for

the

leav

es to

lose

thei

r gr

een

colo

ran

d be

com

e ve

ry p

ale.

98

Mea

nwhi

le, s

ecur

e a

clea

n, e

mpt

y 25

0 m

l bea

ker

and

2 pi

eces

of

roun

dfi

lter

pape

r. M

ake

a na

rrow

slit

in th

e ce

nter

of

one

filte

r.Fo

ld th

ese

cond

pie

ce s

o th

at it

can

be

inse

rted

thro

ugh

the

slit

you

have

pre

-pa

red

and

hang

it d

ownw

ard.

Pour

the

gree

n co

lore

d liq

uid

from

the

test

tube

into

the

clea

n be

aker

.A

llow

the

piec

es o

f th

e le

aves

to r

emai

n be

hind

in th

e tu

be.

Plac

e th

ero

und

filte

r pa

per

with

the

cent

er s

ill o

ver

the

beak

er m

outh

, with

the

fold

ed p

aper

han

ging

dow

n lik

e a

wic

k to

abs

orb

the

gree

n liq

uid.

As

the

liqui

d sp

read

s up

war

d to

the

top

filte

r pa

per,

it w

ill f

orm

a c

ircu

lar

patte

rn o

n th

e up

per

piec

e of

filt

er p

aper

that

ser

ves

as a

cov

er o

ver

the

beak

er.

.W

hat c

olor

was

eac

h pi

gmen

t tha

t was

ext

ract

ed?

How

man

y di

ffer

ent p

igm

ents

can

you

dis

tingu

ish

that

wer

e ex

trac

ted

from

the

leaf

?

.W

hat i

s th

e ro

le o

f pi

gmen

ts in

a le

af?

.W

hy d

o di

ffer

ent p

igm

ents

mov

e at

dif

fere

nt r

ates

up

the

filte

r pa

per?

PHO

TO

S-1.

7NT

HE

SIS

IiE

xerc

ise

"B"

Obj

ectiv

e

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

t sho

uld

be a

ble

to d

eter

min

e th

atlig

ht e

nerg

y is

use

d by

gre

en p

lant

s.

Mat

eria

ls

Elo

dea

s pr

ig1

beak

erL

arge

test

tube

or

grad

uate

d cy

linde

rla

mp

Sodi

um b

icar

bona

teR

uler

Wat

ch w

ith s

econ

d ha

ndT

herm

omet

erpH

pap

er (

pH r

ange

6-8

)R

ed, b

lue,

and

gre

en c

ello

phan

e pa

per

How

to G

et S

tart

ed

Fill

beak

er n

earl

y fu

ll of

wat

er, a

nd p

lace

lam

p ab

out 1

5 cm

aw

ay f

rom

the

beak

er.

Fill

test

tube

or

grad

uate

d cy

linde

r ne

arly

ful

l of

0.05

%so

dium

bic

arbo

nate

sol

utio

n. A

0. 0

5% s

olut

ion

of s

odiu

m b

icar

bona

tew

ould

incl

ude

.5 g

of

sodi

um b

icar

bona

te in

one

lite

r of

dis

tille

d w

ater

or ta

p w

ater

that

has

sto

od o

ver

nigh

t.Pl

ace

spri

g of

Elo

dea

in th

e te

sttu

be w

ith th

e cu

t end

upp

erm

ost.

Wha

t to

Do

in th

e L

ab

Plac

e th

e te

st tu

be in

the

beak

er o

f w

ater

and

turn

on

the

light

.M

easu

reth

e pH

of

the

bica

rbon

ate

solu

tion.

Aft

era

few

min

utes

the

elod

ea s

prig

shou

ld b

egin

to p

hoto

synt

hesi

ze.

Thi

s ca

n be

det

ecte

d by

the

bubb

les

ofox

ygen

that

em

erge

fro

m th

e cu

t.ste

m o

f th

e E

lode

aIf

bub

bles

do

not

Soon

alu

sar,

cut

off

a b

it of

the

stem

so

that

a f

resh

ly c

ut e

nd is

exp

osed

.

99

100

Whe

n bu

bble

s ar

e pr

oduc

ed w

ith r

egul

arity

, cou

ntho

w m

any

appe

arin

a 6

0-se

cond

inte

rval

.

The

pro

cess

of

phot

osyn

thes

is is

the

use

of li

ght e

nerg

y to

con

vert

carb

on d

ioxi

de a

nd w

ater

into

sug

ar a

nd o

xyge

n.T

he g

ener

al c

hem

ical

equa

tion

is:

light

+ C

O2

4- 2

H20

chl

orop

hyll

+ 0

2+

H2O

In o

rder

to b

e us

ed, t

he li

ght e

nerg

y m

ust f

irst

be

abso

rbed

by th

ech

loro

phyl

l in

the

leaf

of

the

plan

t.

Mov

e th

e la

mp

7. 5

cm

aw

ay f

rom

the

beak

er a

nd o

nce

agai

n re

cord

the

pH o

f th

e sb

lutio

n an

d th

e nu

mbe

r of

bub

bles

per

min

ute.

Tak

ese

vera

l rea

ding

s to

be

sure

a c

onst

ant r

ate

is a

chie

ved.

Iv lo

ve th

e la

mp

agai

n to

a d

ista

nce

of 3

0 cm

fro

m th

ebe

aker

and

then

take

ano

ther

set

of

read

ings

.C

ontin

ue to

mov

e th

e la

mp

until

fur

ther

dist

ance

s pr

oduc

e no

red

uctio

n in

rat

e.Pl

ot n

umbe

r of

bub

bles

per

min

ute

agai

nst d

ista

nce

from

ligh

t to

beak

er u

sing

the

grap

h on

the

next

pag

e.

Rep

eat t

he e

xper

imen

t with

the

lam

p ne

ar th

ebe

aker

but

cov

er th

e la

mp

or th

e be

aker

with

blu

e ce

lloph

ane.

Rec

ord

the

one-

min

ute

bubb

le c

ount

s.R

epea

t usi

ng r

ed c

ello

phan

e an

d gr

een

cello

phan

e.

Whe

re to

Go

from

Her

e10

1

.H

ow m

uch

fast

er o

r sl

ower

wer

e th

e bu

bble

s pr

oduc

ed w

hen

the

lam

p w

as a

t 7. 5

cm

than

at 1

5 cm

?

.W

hat i

nfer

ence

s ca

n yo

u dr

aw a

bout

the

amou

nt o

f en

ergy

ava

il-ab

le to

the

plan

t whe

n th

e la

mp

is p

lace

d at

a d

ista

nce

of, s

ay,

15 c

m, c

ompa

red

to 3

0 cm

?

.D

id th

e pH

cha

nge

as p

hoto

synt

hesi

s pr

ocee

ded?

Wha

t cou

ld c

ause

the

pH o

f th

e so

lutio

n to

cha

nge?

(Hin

t: M

easu

reth

e pH

of

dist

illed

wat

er a

nd c

ompa

re it

to th

e 0.

05%

sod

ium

bi-

carb

onat

e so

lutio

n.

.W

hy w

as th

e pl

ant p

lace

d in

the

bica

rbon

ate

solu

tion?

Whi

ch w

ave

leng

ths

of li

ght a

re th

e m

ost e

ffec

tive

for

phot

osyn

thes

is?

.D

oes

this

giv

e yo

u a

clue

abo

ut w

hy th

e ch

loro

phyl

l in

leav

es is

gree

n?

Oth

er T

hing

s to

Do

Atta

cha

man

omet

er to

;..h

e to

p of

the

test

tube

con

tain

ing

the

phot

osyn

-th

esiz

ing

spri

g of

Elo

dea

and

mea

sure

the

volu

me

of 0

2 ev

olve

d.

Try

var

ying

the

amou

nt o

f bi

carb

onat

e in

the

solu

tion.

Beg

in w

ith d

is-

tille

d w

ater

whi

ch h

as b

een

boile

d to

dri

ve o

ut th

e di

ssol

ved

CO

2.T

his

shou

ld, o

f co

urse

, be

allo

wed

to c

ool t

o ro

om te

mpe

ratu

re b

efor

epu

t-tin

g in

the

Elo

dea.

102

FOO

D P

YR

AM

ID I

N A

HA

Y I

NFU

SIO

N J

AR

Exercise "C"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

ts s

houl

d be

abl

e to

.D

emon

stra

te h

ow li

ving

org

anis

ms

are

depe

nden

t on

each

oth

erby

a f

ood

pyra

mid

in a

hay

infu

sion

jar

.R

ecog

nize

alg

ae a

nd f

ungi

, sm

all c

iliat

es, p

aram

eciu

m, a

nd r

otif

ers

Mat

eria

ls

Mic

rosc

ope

Eye

drop

per

Gal

lon

jar

with

wid

e m

outh

Pot

Bab

y fo

od ja

r'

Gla

ss p

iece

for

cov

erin

g ga

llon

jar

Smal

l pap

er s

ack

1 lig

ht b

ulb,

100

wat

ts1

hot p

late

or

Bun

sen

burn

er w

ith r

ing

stan

d1/

2 pa

ckag

e of

bea

n se

eds

Tap

wat

er

Wha

t to

Do

in th

e L

ab

Obt

ain

som

e dr

y gr

ass,

and

cut

it in

to s

mal

l pie

ces.

Plac

e dr

ied

gras

sin

toa

pot o

f ta

p w

ater

.B

ring

the

cont

ents

of

the

pot t

o a

boil

over

a h

otpl

ate.

Pour

the

boile

d w

ater

and

the

gras

s in

to a

gal

lon

jar.

Let

the

wat

er c

ool t

o ro

om te

mpe

ratu

re th

en p

our

som

e po

nd o

r di

tch

wat

er in

toth

e in

fusi

on.

Thi

s w

ater

mus

t com

e fr

om a

"he

alth

y".p

onci

.Pl

a.ce

'a p

iece

of g

lass

ove

r th

e m

outh

of

the

jar

and

set i

t und

er th

e lig

ht.

You

can

fix

e. 1

00-w

att l

amp

from

a s

truc

ture

two

feet

abo

ve th

e ga

llon

jar

hay

infu

sion

.

103

Thi

s in

fusi

on w

ill la

st f

or s

ix m

onth

s if

see

ded

from

tim

e to

tim

e w

ith r

ot-

ten

bean

juic

e.T

o se

ed th

e in

fusi

on, p

our

a sm

all a

mou

nt o

f be

an ju

ice

into

it.

Prep

are

the

bean

juic

e by

pla

cing

hal

f th

e pa

ckag

e of

bea

n se

eds

in a

bab

y fo

od ja

r fi

lled

with

wat

er a

nd th

en p

lace

the

lid o

ntig

htly

and

soak

for

sev

eral

day

s.

Eac

h la

bora

tory

per

iod

take

a s

ampl

e of

wat

er f

rom

the

top

of th

e ha

y in

-fu

sion

with

an

eye

drop

per.

, pla

ce it

on

a sl

ide,

and

cov

er th

e sl

ide

with

a co

ver

stri

p.Pu

t the

slid

e on

the

mic

rosc

ope

stag

e an

d lo

ok th

roug

h th

eoc

ular

. Mak

e dr

awin

gs o

f w

hat

you

see

and

estim

ate

the

num

bers

eve

ry-

day

for

two

wee

ks.

Perh

aps

the

teac

her

will

sho

w a

film

or

film

stri

p on

mic

rosc

opic

life

ac

you

do y

our

wor

k w

ith th

e m

icro

scop

e. A

t the

end

of

each

wee

k w

rite

a s

umm

ary

of w

hat y

ou s

aw.

Whe

re to

Go

from

Her

e

Set u

p yo

ur o

wn

syst

em o

f cl

assi

fica

tion

to d

eter

min

e w

hat p

lant

s an

dan

imal

s ap

pear

and

whe

n.

.H

ow d

id th

e or

gani

sms

get i

nto

the

jar

in th

e fi

rst

plac

e?

. Nam

e th

e an

imal

s th

at y

ou o

bser

ved.

.W

hat h

appe

ned

to th

e la

rge

orga

nism

?

.W

hich

gro

ups

are

larg

er in

num

bers

, pla

nts

or a

nim

als?

.W

hat i

s th

e pu

rpos

e of

hay

in th

e ha

y in

fusi

on?

104

. Why

is th

e ha

y bo

iled?

. Why

is it

nec

essa

ry to

pla

ce th

e ha

yin

fusi

on u

nder

a li

ght?

.W

hat t

ype

of o

rgan

ism

s w

ill a

ppea

rin

the

jar

firs

t?

.W

hich

will

app

ear

firs

t, pl

ant o

ran

imal

life

?

. Why

are

rotte

n be

ans

used

to s

eed

the

hay

infu

sion

jar

peri

odic

ally

?

.W

hat k

inds

of

plan

ts a

nd a

nim

als

are

foun

d in

pon

ds?

Wha

t do

they

eat

?

Oth

er T

hing

s to

Do

Plac

e al

l six

gal

lon

jars

und

er o

ne li

ght s

ourc

e.Pl

ace

four

of

the

jars

in d

iffe

rent

are

as in

the

room

; the

two

rem

aini

ng ja

rs w

ill s

erve

as

aco

ntro

l.E

very

day

ove

r a

two-

wee

k pe

riod

rec

ord

the

hay

infu

sion

tem

pera

ture

. Tak

e sa

mpl

es f

rom

the

surf

ace

of th

e cu

lture

and

est

imat

eth

e po

pula

tion.

Det

erm

ine

the

amou

nt o

f he

at e

nerg

y ne

cess

ary

for

ago

od h

ay in

fusi

on.

105

DIG

EST

ION

AN

D E

N2Y

ME

AC

TIO

NE

xerc

ise

"D"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

t sho

uld

be a

ble

to

Rec

ogni

ze th

e ef

fect

of

an e

nzym

e in

sal

iva

or s

tarc

h

.U

se in

dica

tors

to s

how

cha

nges

cau

sed

by e

nzym

es

Tes

t for

sta

rch

and

suga

r

Mat

eria

ls..6

Bot

tle o

f co

rn s

yrup

(su

lfur

fre

e)T

hree

sal

t-fr

ee c

rack

ers

Seve

n he

at -

resi

stan

t tes

t tub

esD

ropp

er b

ottle

of

iodi

ne s

olut

ion

Dro

pper

bot

tle o

f B

ened

ict's

sol

utio

nC

hina

, mar

king

pen

cil

Hea

t sou

rce

(bur

ner,

can

ned

heat

, or

cand

le)

Tes

t tub

e ra

ck o

r lo

w w

ide-

mou

th ja

r fo

r su

ppor

tT

est t

ube

hold

erB

ox o

f cl

ean

rubb

er b

ands

How

to G

et S

tart

ed

Whe

n yo

u ea

t a m

eal,

one

of th

e fi

rst t

hing

s yo

u do

is c

hew

and

moi

sten

your

foo

d.T

ackl

e th

e fo

llow

ing

prob

lem

s to

see

how

you

will

rea

ct:

.W

hy m

ust w

e ch

ew o

ur f

ood?

.W

hat m

ust h

appe

n to

the

food

bef

ore

your

bod

y ca

n re

ceiv

e an

ybe

nefi

t?

.H

ow c

an y

ou te

ll if

a f

ood

has

suga

r in

it?

106

.W

hat i

s st

arch

?

.H

ow c

an o

ne te

ll if

sta

rche

s ar

epr

esen

t in

food

s?

Cau

tions

.A

ll st

uden

ts m

ust b

e aw

are

of h

ow to

hand

le h

ot te

st tu

bes

to p

re-

vent

mis

haps

.

.B

e su

re a

ll te

st tu

bes

are

thor

ough

ly w

ashe

d be

fore

they

are

use

d.

Prep

.ara

tion.

In a

dvan

ce o

f th

is a

ctiv

ity y

ou w

ill n

eed

to p

repa

reor

pur

chas

e fr

om a

drug

sto

re tw

o so

lutio

ns f

or u

se in

lab.

Tin

ctur

e of

iodi

ne m

ay b

e us

edin

sta

rch

test

s.

Prep

arat

ion

of B

ened

ict's

sol

utio

n (T

his

reci

pe N

.vilt

mak

e 1

liter

of

solu

tion)

:

.Po

ur 7

00 m

l of

dist

illed

wat

er in

to a

clea

n ha

lf-g

allo

n co

ntai

ner.

Dis

solv

e in

it 1

73 g

of

pota

ssiu

m o

rso

dium

citr

ate

and

ZO

O g

of

sodi

um c

arbo

nate

or

100

g of

anh

ydro

usso

dium

car

bona

te.

To

aid

in d

isso

lvin

g th

e so

lids,

war

m th

e w

ater

befo

re d

isso

lvin

g.Fi

lter

the

solu

tion

afte

r di

ssol

ving

.

.In

a c

lean

bea

ker

or ja

r, p

our

100

ml o

f di

still

ed w

ater

and

to it

add

17. 5

g o

f co

pper

sul

fate

.St

ir to

dis

solv

e th

e so

lids.

.Po

ur th

e tw

o so

lutio

ns to

geth

er a

ndst

ir.

The

n ad

d en

ough

dis

-til

led

wat

er to

mak

e 1

liter

of

solu

tion.

.Fi

ll dr

oppe

r bo

ttles

for

team

s.Pr

epar

e an

othe

r dr

oppe

r bo

ttle

with

iodi

ne s

olut

ion

for

each

indi

vidu

al o

r te

am.

(Not

e: 'I

f yo

udo

not

hav

e a

gene

rous

sup

ply

of d

ropp

erbo

ttles

, hav

e te

ams

shar

e.)

107

Wha

t to

Do

in th

eL

ab

%V

iten

the

lab

sess

ion

begi

ns,

s,-(

.)a

will

wan

t to

wor

k w

ith a

par

tner

.Y

our

teac

her

will

pro

vide

you

with

thq.

item

s yo

uw

ill n

eed

in th

isac

tivity

.A

fter

you

have

gath

ered

wha

t you

will

need

, cru

sh a

cra

cker

into

a f

ine

pow

der

insi

de a

fol

ded

shee

tof

not

eboo

k pa

per.

Plac

e th

e po

wde

rin

a te

st tu

be

and

labe

l the

tube

No.

1 w

ith a

mar

king

penc

il.

To

test

tube

No.

1 a

dd 5

ml o

;.' w

ater

and

5 d

rops

of io

dine

sol

utio

n.Sh

ake

the

test

tube

gen

tly.

Rec

ord

your

fiii

dirc

s on

you

r da

ta s

heet

.

To

the

next

test

tube

, No.

2, a

dd 5

ml o

f co

rn s

yrup

and

10 m

l of

Ben

edic

t's s

olut

ion.

The

n he

at th

e co

nten

ts f

or s

ever

al m

inut

es in

a w

ater

bat

h.R

ecor

d w

hat y

ou s

ee.

Nex

t, pl

ace

1/ 2

of

a cr

ushe

d, d

ry c

rack

er in

to a

thir

d te

st tu

be a

nd la

-bl

e it

No.

3.

Add

10

ml o

f B

ened

ict's

sol

utio

n an

d he

at f

or a

few

min

utes

.R

ecor

d yo

ur o

bser

vatio

ns a

nd c

oncl

usio

ns o

n yo

ur d

ata

shee

t.

1.-A

bel t

he n

ext t

ube

No.

4.

One

of

the

lab

part

ners

sho

uld

chew

on

aru

bber

han

d to

stim

ulat

e th

e fl

ow o

f sa

liva

in h

is m

outh

. Whe

n en

ough

saliv

a is

pre

sent

, use

a c

lean

str

aw to

tran

sfer

the

s al

iva

from

the

mou

thto

test

tube

No.

4.

Plac

e 10

ml o

f B

ened

ict's

in N

o. 4

and

wat

ch f

or a

chan

ge. R

ecor

d w

hat y

ou s

ee.

Nex

t ano

ther

team

mem

ber

shou

ld c

hew

a p

iece

of

a cr

acke

r th

orou

ghly

with

out s

wal

low

ing

until

it is

a li

quid

in th

e m

outh

.D

epos

it ha

lf th

e ch

ewed

mat

eria

l, by

the

use

of a

str

aw, i

n a

test

tube

labe

led

No.

5, a

nd th

e ot

her

half

in a

test

tube

mar

ked

No.

6.

Add

10

ml o

f B

ened

ict's

sol

utio

n to

No.

5an

d sh

ake

gent

ly.

The

n he

at f

or s

ever

al m

inut

es in

a w

ater

bat

h. T

o N

o. 6

add

iodi

ne a

nd o

bser

ve. R

ecor

d w

hat y

ou s

ee h

appe

n to

No.

5 a

nd N

o. 6

.

108

5m$

Wat

erC

rush

edC

rack

er

5 D

rops

Iodi

ne

Dat

a Sh

eet

5m1

Cor

nS

yrup

1/2

Cru

shed

Y, F

ull

Cra

cker

Sal

iva

"-7 4

10m

1B

ened

ict's

Sol

utio

ni

Che

wed

Cra

cker

'Hea

t'H

eat

'Hea

t In

Wat

er B

ath

Prep

are

a da

ta ta

ble

sim

ilar

to th

e on

e be

low

:

AH

eat

Che

wed

Cra

cker

5 D

rops

Iodi

ne

Ig

Tes

t Tub

eN

umbe

rC

onte

nts

Obs

erva

tions

Con

clus

ion

1 2 .3 4

109

Whe

re to

Go

from

Her

e

.W

hat i

s th

epu

rpos

e of

add

ing

Ben

edic

t'sso

lutio

n or

iodi

neso

lutio

n?

. Why

did

you

hea

t tes

t tub

e N

o. 2

?

.W

hat i

s th

e di

ffer

ence

betw

een

test

tube

s N

o.2

and

No.

5?

.Is

sal

iva

impo

rtan

t?If

so,

how

?

.W

hat w

as th

epu

rpos

e of

the

test

on

No.

land

No.

2?

Oth

er T

hing

s to

Do

Prep

are

two

othe

r te

st tu

bes,

eac

h w

ithsa

liva

and

crus

hed

crac

ker.

Hea

t one

test

tube

and

leav

e th

eot

her

at r

oom

tem

pera

ture

.T

hen

add

a co

uple

of

drop

s of

vin

egar

to e

ach

tube

.R

ecor

d th

e re

sults

you

ob-

serv

e on

the

reve

rse

side

, of

this

inst

ruct

ion

shee

t.T

ry to

acc

ount

for

wha

t you

see

.

110

AC

TIO

N O

FE

NZ

*ME

ON

MIL

KE

xerc

ise

"E"

Obj

ectiv

es

At t

he e

nd o

f th

isac

tivity

, the

stud

ent s

houl

dbe

abl

e to

.D

escr

ibe

the

enzy

me

actio

n in

the

coag

ulat

ion

of m

ilk p

rote

in

.D

escr

ibe

the

effe

ctof

pH

and

hea

t on

activ

ity o

f en

zym

es

Rel

ate

the

enzy

me

activ

ity to

the

brea

kdow

n of

foo

d du

ring

the

proc

ess

of d

iges

tion

Mat

eria

ls

1cu

pm

ilk11

/ 2 ta

bles

poon

s su

gar

1/ 2

teas

poon

vani

lla1/

2 r

enni

n ta

blet

1/2

tabl

espo

onco

ld w

ater

2sm

all p

aper

cup

sO

ther

fla

vori

ng a

s:d

esir

ed

How

to G

et S

tart

ed

Mam

mal

s, p

artic

ular

lyyo

ung

ones

who

fee

d on

larg

equ

antit

ies

of m

ilk,

have

an

enzy

me

in th

eir

gast

ric

juic

ew

hich

pro

mot

esth

e co

agul

atio

n of

milk

pro

tein

.T

his

enzy

me,

renn

in, a

ids

indi

gest

ion

by m

akin

gth

e pr

o.

tein

mor

e su

scep

tible

to th

ebr

eakd

own

by o

ther

enz

ymes

.It

is a

vail-

able

com

mer

cial

lyfo

r us

e in

mak

ing

chee

se a

nd p

uddi

ngs.

Tab

lets

can

befo

und

in m

ost g

roce

ryst

ores

.Ju

nket

Ren

nin

tabl

ets

wor

k w

ell.

111

Wha

t to

Do

in th

e L

ab

Com

bine

milk

with

sug

ar a

nd f

lavo

ring

and

heat

to lu

kew

arm

(43

0 C

).C

rush

1/2

tabl

et o

f re

nnin

and

dis

pers

ein

wat

er.

1.A

c ld

ren

nin

solu

tion

to w

arm

milk

and

stir

for

a f

ew m

inut

es o

nly.

Pour

at o

nce

into

pap

er

cups

.L

et s

tand

und

istu

rbed

for

10 m

inut

es.

Chi

ll.

Con

trol

s fo

r th

is e

xerc

ise

are

asfo

llow

s:

1.O

mit

the

renn

in f

rom

the

mix

ture

.

2.B

oil t

he r

enni

n so

lutio

nbe

fore

you

add

it to

the

war

mm

ilk.

Whe

re to

Go

from

Her

e

.D

id th

e bo

iled

renn

in r

eact

the

sam

e as

the

unbo

iled

renn

in s

olut

ion?

Wha

t hap

pene

d w

hen

the

renn

in w

asom

itted

fro

m th

e m

ixtu

re?

The

pH

of

the

stom

ach

is v

ery

low

.en

zym

e be

in a

nal

kalin

e so

lutio

n?W

hat w

ould

the

actio

n of

this

Ren

nin

is o

ne o

f se

vera

ldi

gest

ive

enzy

mes

in y

our

stom

ach.

any

of th

e ot

hers

act

on

prot

eins

?

Oth

er T

hing

s to

Do

Do

Sepa

rate

the

egg

whi

te a

ndad

d an

equ

al a

mou

nt o

f w

ater

.H

eat g

ently

to lu

kew

arm

(43°

C).

Do

not o

verh

eat.

Cru

sh1/

2 ta

blet

of

renn

in a

nddi

sper

se in

wat

er. A

dd th

ere

nnin

sol

utio

n to

the

egg

whi

te a

nd s

tir f

orse

vera

l sec

onds

. Coo

l and

let s

tand

for

10

min

utes

. Com

pare

the

ac-

tivity

of

milk

pro

tein

to th

atof

the

egg

prot

ein.

112

NU

TR

ITIO

NE

xerc

ise

"F"

Obj

ectiv

es

At t

he e

nd o

f th

isac

tivity

the

stud

ent s

houl

dbe

abl

e to

.R

ecog

nize

the

impo

rtan

ceof

a p

rope

r di

et

.D

eter

min

e m

ass

in g

ram

s

.O

bser

ve d

iffe

renc

esin

ani

mal

s' a

ppea

ranc

e

Mat

eria

ls

2 la

bora

tory

-bre

dra

ts o

r ha

mps

ters

of s

ame

age,

litte

r,an

d se

x.

(Rat

s 23

to 2

8 da

ysol

d re

spon

d be

st.

The

y sh

ould

be

ascl

ose

to

the

sam

e w

eigh

t as

poss

ible

.)2

cage

s1

scal

eSo

ap a

nd s

mal

lbr

ush

to c

lean

cag

esC

onta

iner

to m

ixan

d st

ore

food

A c

offe

e ca

n w

ithho

les

punc

hed

in li

dfo

r w

eigh

ing

(Oat

mea

lca

rton

s

also

are

sui

tabl

e.)

Tag

s fo

r ea

ch c

age

Food

for

dem

onst

ratio

n4

cont

aine

rs f

orfo

od a

nd w

ater

How

to G

et S

tart

ed

Tw

o ra

ts a

re a

min

imum

for

the

activ

ity.

Four

wou

ld e

nsur

eag

ains

t

failu

re if

som

ethi

ngha

ppen

ed to

one

rat

.R

ats

mus

t be

mar

ked

if y

ou

keep

mor

e th

an o

nein

a c

age.

The

y ca

nbe

mar

ked

by u

sing

ady

e or

perm

anen

tink.

Mak

e su

reth

e dy

e is

not

toxi

c as

the

rat w

ill tr

y to

was

h it

off.

The

mar

k m

ust b

ere

new

ed a

s it

begi

ns to

fade

.

Citr

us f

ruit,

tom

ato,

or

cabb

age

need

not

be

supp

lied

for

the

rats

' die

tbe

caus

e th

e do

not

have

the

sam

e vi

tam

inC

req

uire

men

ts a

shu

man

s.

113

The

y m

ight

be

incl

uded

in a

wel

l-ba

lanc

ed d

iet t

o re

min

d st

uden

tsof

thei

r ow

n ne

ed f

or th

em.

Rat

-fee

ding

dem

onst

ratio

ns u

sual

lyta

ke f

rom

7 to

S w

eeks

to s

how

res

ults

.T

his

amou

nt o

f tim

e m

ay v

ary,

depe

ndin

g on

the

diet

s of

the

rats

.

Res

pons

ibili

ties

in m

aint

aini

ng a

nim

als

incl

ude

.C

lean

ing

cage

s

.C

hang

ing

pape

r on

bot

tom

of

cage

s da

ily

.W

ashi

ng f

ood.

con

tain

ers

each

day

.W

ashi

ng c

ages

with

soa

p an

d w

ater

eac

h w

eek

Feed

ing

anim

als

on a

reg

ular

sch

edul

e--t

wic

e a

day

(Giv

e gr

eate

rva

riet

y in

the

afte

rnoo

n fe

edin

g be

caus

e ra

ts p

refe

r to

eat a

t nig

ht.

Dou

ble

the

quan

titie

s fe

d ov

er a

wee

kend

.)

.R

ecor

ding

dat

a (S

ome

stud

ents

will

hav

e th

ere

spon

sibi

lity

for

plot

-tin

g th

e ra

ts'

grow

th--

the

wee

ks a

gain

st m

ass

in g

ram

s.)

.K

eepi

ng a

rec

ord

of f

ood

cons

umed

for

two

full

days

bef

ore

the

expe

rim

ent b

egin

s

Wha

t dif

fere

nce

will

foo

d m

ake

in th

e gr

owth

and

appe

aran

ce o

f th

ese

rats

?L

ist s

ome

chan

ges

you

mig

ht e

xpec

t to

see

if o

ne w

ere

on a

poo

r di

et?

How

are

rat

s si

mila

r to

hum

an b

eing

s?

114

Wha

t to

Do

in th

e L

ab

Plac

e on

e ra

t in

each

cag

e. M

ake

sure

the

food

and

wat

er c

onta

iner

s ar

ecl

ean.

One

, for

inst

ance

, cou

ld b

e fe

d th

e fo

od o

ffer

ed in

sch

ool c

afe-

teri

as, i

nclu

ding

a g

rain

foo

d, f

ruits

and

veg

etab

les,

a d

airy

foo

d, a

nda

prot

ein

food

. The

oth

er r

at c

ould

be

fed

a ha

mbu

rger

, pot

ato

chip

s,an

d so

ft d

rink

.G

ive

each

rat

fre

sh f

ood

and

wat

er e

very

day

.T

hete

ache

r m

ay p

rovi

de c

ontr

astin

g di

ets

to b

e us

ed o

r m

ay a

sk y

ou to

dec

ide

on d

iets

for

two

rats

.

Eac

h ra

t sho

uld

be f

ed tw

o ou

nces

or

60 g

ram

s da

ily.

Feed

the

rats

two

times

dai

ly.

Dec

ide

upon

the

mos

t con

veni

ent t

imes

for

fee

ding

s.

The

pap

ers

in th

e ca

ges

mus

t be

repl

aced

dai

ly, a

nd th

e ca

ges

mus

t be

scru

bbed

with

soa

p an

d w

ater

eac

h w

eek.

Wei

gh th

e ra

ts e

ach

day.

The

gre

ates

t con

tras

t bet

wee

n th

e tw

o ra

tsw

ill b

e in

wei

ght.

Oth

er d

iffe

renc

es y

ou m

ight

look

for

fol

low

:

Wel

l-no

uris

hed

Rat

*

Cle

an, s

moo

th, g

loss

y fu

rSm

ooth

tail,

fre

e fr

om r

ough

ness

Bri

g,pi

nk e

yes;

pin

kish

nos

e,ea

rs, f

eet,

tail

Cle

an a

nd ti

dy h

abits

Qui

ck, a

lert

mov

emen

ts; g

ood

mus

cle

cont

rol

Eas

ily h

andl

ed, g

ood

natu

red

Firm

nai

ls

Poor

ly n

ouri

shed

Rat

Shag

gy, d

ull,

and

poss

ibly

thin

fur

Rou

gh, d

ry, s

caly

ear

s, f

eet,

tail

Eye

s no

t cle

ar; p

inch

ed lo

ok in

fac

eW

hisk

ers

not l

ong

and

shar

p an

dpo

ssib

ly d

irty

Res

tless

, irr

itabl

e, a

nd c

ross

Bre

athi

ng d

iffi

culty

, sus

cept

ible

to "

snif

fles

"Po

ssib

ly s

oft n

ails

On

each

cag

e re

cord

the

nam

e of

the

rat,

star

ting.

wei

ght,

and

dit.

Kee

p a

reco

rd e

very

day

of

wei

ght,

appe

aran

ce o

f fu

r, ta

il, e

yes,

and

nails

for

eac

h ra

t.

Mak

e ag

raph

as

follo

ws:

115

250 2001

-

100 50

0D

ays

Whe

n yo

u no

tice

that

one

rat

sho

ws

man

y sy

mpt

oms

of m

alnu

triti

on, s

tart

feed

ing

it a

regu

lar

diet

.

*Nat

iona

l Dai

ry C

ounc

il, "

Ani

mal

Fee

ding

Dem

onst

ratio

ns"

(Chi

cago

:T

he C

ounc

il), 1

958,

p. 1

3.

Whe

re to

Go

from

Her

e

Whi

ch r

at s

eem

ed h

ealth

ier?

In w

hat w

ays?

Wha

t are

som

e ot

her

fact

ors

that

mig

ht h

ave

caus

ed a

dif

fere

nce

inth

e ra

ts' a

ppea

ranc

e? D

id y

ou n

otic

ean

y di

ffer

ence

betw

een

the

two

rats

bes

ides

thos

e m

entio

ned?

116

EX

AM

PLE

OF

A R

AT

FE

ED

ING

DE

MO

NST

RA

TIO

NU

SIN

G D

RY

FO

OD

S

Die

t 1

One

or

two

rats

are

fed

a d

iet w

hich

incl

udes

milk

, mea

t, an

d ce

real

inth

e fo

rm o

f fl

our,

but

ter,

veg

etab

les,

sug

ar, s

alt a

nd c

od li

ver

oil a

sfo

llow

s:

Food

sW

eigh

t in

gram

s

Dri

c.1

milk

*Dri

ed m

eat

Who

le w

heat

flo

urW

hite

flo

ur**

Dri

ed s

pina

ch o

ral

falf

a le

af

Raw

car

rot

Suga

rSa

ltB

utte

rC

od li

ver

oil

App

roxi

mat

es a

hum

an d

aily

die

t of:

400

4 cu

ps o

f m

ilk80

1 se

rvin

g of

mea

t20

0ce

real

200

4 sl

ices

of

brea

d

152

serv

ings

of

vege

tabl

es, p

otat

oes,

one

serv

ing

of f

ruit

any

amou

nt40

'Sm

all a

mou

nt o

f ja

m, .

or s

ugar

in d

esse

rt15

Smal

l am

ount

use

d fo

r se

ason

ing

502

tabl

espo

ons

butte

r40

.3 te

aspo

ons

codl

iver

oil

Ava

ilabl

e at

a lo

cal f

eed

stor

e.

Die

t 2

The

sec

ond

rat o

r pa

ir o

f ra

ts is

fed

sim

ilarl

y bu

t has

onl

y a

little

milk

,sl

ight

ly le

ss m

eat,

a la

rge

amou

nt o

f ve

geta

ble

fat i

nste

ad o

f a

mod

est

amou

nt o

f bu

tter,

a la

rge

amou

nt o

f su

gar,

no

codl

iver

oil.

'

117

Food

sW

eigh

t in

gram

s

Dri

ed m

ilkD

ried

mea

tW

hole

whe

at f

lour

Whi

te f

lour

**D

ried

spi

nach

or

alfa

lfa

leaf

App

roxi

mat

es a

hum

an d

aily

die

tof

:

501/

2cu

p m

ilk in

coo

king

561

smal

l ser

ving

mea

t20

0ce

real

200

4 sl

ices

of

brea

d

152

serv

ings

of

vege

tabl

es,

pota

toes

one

serv

ing

of f

ruit

Raw

car

rot

any

amou

ntSu

gar

264

Salt

Veg

etab

le f

at

Lar

ge a

mou

nt o

f su

gar

in ja

m,

cand

y,de

sser

t15

Smal

l am

ount

use

d as

sea

soni

ng20

0Fa

t in

cook

ing

and

rich

dess

erts

4:4:

Ava

ilabl

e at

a lo

cal f

eed

stor

e.

Mix

ing

of D

iets

and

Fee

ding

Wei

gh a

nd th

orou

ghly

mix

the

food

slis

ted.

Com

bine

the

dry

food

s;ad

dth

e m

elte

d bu

tter

or a

liqu

idve

geta

ble

oil,

acco

rdin

gto

the

diet

.T

hese

quan

titie

s sh

ould

last

abo

ut f

our

wee

ks o

r ha

lf o

fa

reco

mm

ende

d 8-

wee

kde

mon

stra

tion.

Stor

e in

at c

over

edca

n, in

a c

ool,

dark

pla

ce. G

ive

the

rats

fre

sh f

ood

and

wat

er e

ach

day.

Put t

he f

ood

in c

lean

jars

with

that

left

ove

r fr

om p

revi

ous

feed

ing

on to

p (m

akin

g su

re th

at it

is n

otsp

oile

d).

Kee

p a

clea

n, r

aw c

arro

t in

the

cage

.

118

Dis

cuss

ion

Of

the

two

diet

s, o

neill

ustr

ates

a d

iet r

ecom

men

ded

for

good

nut

ritio

nan

d th

e ot

her

is q

uite

inad

equa

te.

It is

like

that

of

ach

ild w

ho r

efus

esor

is n

ot g

iven

mi;.

k an

d co

dliv

er o

il or

vita

min

D m

ilk, e

xcep

t for

alit

tle m

ilk in

coo

ked

food

s,an

d w

ho e

ats

larg

e am

ount

sof

hig

hly

swee

tene

dan

d ri

ch f

oods

.

A s

tudy

of

Die

t 1 s

how

s it

toco

ntai

n ge

nero

us a

mou

nts

of p

rote

in, c

al-

cium

, iro

n, a

nd v

itam

ins.

Stud

ents

sho

uld

note

the

omis

sion

of

citr

usfr

uits

, and

it s

houl

d be

exp

lain

edth

at th

e ra

t dif

fers

from

hum

ans

inth

at h

e do

es n

ut n

eed

vita

min

C.

Die

t 2, h

owev

er, i

sou

tsta

ndin

gly

low

in c

alci

um a

ndco

ntai

ns m

uch

less

prot

ein

chie

fly

beca

use

of th

ede

crea

se in

milk

.D

iet 2

is m

uch

low

er

also

in v

itam

in A

sin

ce th

ere

is n

o bu

tter,

no

codl

iver

oil,

and

only

alit

tle m

ilk.

The

rat

s fe

d on

thes

e co

ntra

stin

g di

ets

will

res

pond

nut

ritio

nally

muc

has

wou

ld c

hild

ren.

Wat

chin

g th

e ra

ts g

row

and

dev

elop

, pup

ils w

ill o

b-se

rve

diff

eren

ces

in w

eigh

t, ap

pear

ance

,an

d be

havi

or.

It is

sug

gest

edth

at th

e st

udy

be c

ontin

ued

for

8 w

eeks

, rev

ersi

ng th

e di

ets

afte

r 4

wee

ks.

119

App

licat

ions

to S

tude

nts'

Eat

ing

Hab

its

A display of food models showing sample

men

us f

or D

iet 1

as

com

pare

dw

ith D

iet 2

in te

rms

of c

hild

ren'

s ea

ting

patte

rns

will

be

help

ful.

For

exam

ple:

DIE

T 1

DIE

T 2

Bre

akfa

stB

reak

fast

Ora

nge

juic

eO

rang

e ju

ice

Oat

mea

l with

milk

Swee

t rol

ls, 2

But

tere

d to

ast a

nd c

ocoa

(m

ilk)

Lun

chL

unch

Mac

aron

i and

che

ese

Bre

ad a

nd je

llyT

osse

d ve

geta

ble

sala

dSa

lad

Muf

fin

and

butte

rC

arro

t stic

ksMilk

Frosted

cupc

akes

Frui

tgelatin

Snac

kSn

ack

Milk

, rai

sin

cook

iePo

pcor

n, s

oft d

rin:

Din

ner

Din

ner

Mea

t pat

tyM

eat p

atty

Gre

en b

eans

Mas

hed

pota

toM

ilk a

nd ic

e cr

eam

Gre

en b

eans

Bre

ad a

nd ja

mA

pple

pie

(tw

o pi

eces

)

Stud

ents

may record

thei

r da

ily m

eals

for

a s

hort

per

iod

befo

re th

edemon-

stra

tion

as a

mea

ns o

f fi

ndin

g th

e ne

eds

for

stre

ss.

Rep

eatin

g th

is a

fter

the

dem

onst

ratio

n he

lps

to s

how

the

effe

cthe

ness

of

the

stud

y.

120

RE

PRO

DU

CT

ION

AN

DG

RO

WT

HE

xerc

ise

"G"

Obj

ectiv

es

At t

he e

nd o

f th

isac

tivity

the

stud

ent s

houl

d be

abl

e to

.D

escr

ibe

how

ani

mal

sre

prod

uce

and

grow

.D

eter

min

e va

riou

s le

vels

of

cellu

lar

orga

niza

tion

.M

easu

re s

ize

chan

ges

with

a ru

ler,

and

gra

ph th

e ch

ange

s ob

serv

ed

Mat

eria

ls

Fert

ilize

deg

gs f

rom

hat

cher

yB

aby

food

jars

with

tops

(on

epe

r te

am)

Wea

k al

coho

l or

form

alde

hyde

sol

utio

nfo

r ea

ch ja

rE

lect

ric

incu

bato

r

If n

o in

cuba

tor

is a

vaila

ble,

then

you

will

nee

d th

e fo

llow

ing

item

s:

Smal

l alu

min

umpa

n fo

r w

ater

Cen

tigra

de th

erm

omet

erL

ight

cor

dL

ight

bul

bs (

40, 6

0, 7

5 w

att)

free

zer

tape

6 cm

x 8

cm

glas

s or

pla

stic

plas

tic w

rap

coul

d be

sub

-st

itute

d. )

Tw

o ca

rdbo

ard

boxe

s w

ithto

ps (

one

20 c

m x

12

cm x

12

cm a

ndon

e la

rge

enou

gh to

hol

d th

at o

ne)

New

spap

er f

or in

sula

tion

121

Cautions

.Be sure

that

the

light cord you use has safe wiringand doesn't

appear

to b

e fr

ayed

.

.T

he e

ggs

you

purc

hase

mus

t be

fert

ile.

Ord

inar

y su

perm

arke

teg

gs w

ill n

ot d

o.

How

to G

et S

tart

ed

In th

is la

bora

tory

act

ivity

you

will

wan

t to

wat

ch a

ndmeasure

the

grow

than

d de

velo

pmen

t tha

tta

kes

plac

e in

side

a fe

rtili

zed

egg.

Dis

cuss

the

follo

win

g qu

estio

ns w

ithyo

ur c

lass

mat

es a

nd te

ache

r:

. How

do

you

know

whe

n a

thin

g is

aliv

e?

. Why

mus

t eve

ry li

ving

thin

g ha

vea

met

hod

of -

,..ep

rodu

cing

itsel

f?. H

ow c

an o

ne f

ind

out a

bout

the

deve

lopm

ent o

f or

gani

sms?

.W

hat i

s th

epu

rpos

e of

usi

ng a

n in

cuba

tor?

Wha

t to

Do

in th

e L

ab

Vie

w p

ictu

res

of th

eva

riou

s st

ages

of

the

deve

lopm

ent o

f a

chic

k.St

u-de

nts

may

con

sult

thei

row

n te

xts

or a

q en

cycl

oped

ia.

If it isnecessary to

cons

truc

t a s

impl

ein

cuba

tor,

see

the

follo

win

gill

ustr

atio

n.O

btai

n tw

o ca

rdbo

ard

boxe

s, o

ne a

bout

20

cm x

12

cm x

1Z

cm

122

INC

UB

AT

OR

CO

NS

TR

UC

TIO

N D

IAG

RA

M

The

rmom

eter Inne

r B

ox

Stu

ff In

side

Mar

gin

With

Cru

shed

New

spap

er

Sto

pper

Gla

ss o

r P

last

ic P

late

Out

er B

ox

Fre

ezer

Tap

e.

and

anot

her

larg

e en

ough

to a

llow

the

firs

t box

to f

itin

side

with

am

ple

room

to s

pare

on

all s

ides

.St

uff

crus

hed

new

spap

er in

the

ampl

e ou

ter

mar

gin

to c

ompl

etel

y in

sula

te th

e in

ner

box.

Inse

rt a

ligh

t int

o th

e to

p of

the

smal

l bor

t so

that

it d

angl

es d

ownw

ard

insi

de.

Cut

a s

mal

l squ

are

hole

thro

ugh

both

box

laye

rs f

or v

iew

ing

purp

oses

. The

bul

bof

a th

er-

mom

eter

sho

uld

be a

t the

sam

e le

vel a

s th

e eg

gs w

hen

they

are

inth

ein

cuba

tor.

Use

an

alum

inum

pan

with

wat

er to

pre

vent

the

eggs

fro

mdr

ying

out

.

Tur

n on

the

light

.A

fter

one

hou

r, n

ote

the

tem

pera

ture

in th

e in

cuba

tor.

Try

bul

bs o

f di

ffer

ent s

izes

unt

il th

e te

mpe

ratu

re in

the

incu

bato

r re

mai

nsco

nsta

nt a

t 39°

C. M

ake

hole

s th

roug

h th

e to

ps o

f bo

th b

oxes

and

eith

erpl

ug o

r un

plug

them

unt

il th

e te

mpe

ratu

re c

omes

to r

est a

t 39°

C. D

o no

tpu

t egg

s in

the

incu

bato

r un

til th

e te

mpe

ratu

re r

emai

ns c

onst

ant a

t39

°Cfo

r a

coup

le o

f da

ys.

Obt

ain

som

e fe

rtili

zed

eggs

fro

m a

far

mer

or

hatc

hery

.(D

o no

t use

egg

sfr

om a

loca

l gro

cery

, as

they

are

usu

ally

not

fer

tile.

) T

he c

lass

may

be

divi

ded

into

team

s of

two.

Eac

h te

am is

to h

ave

two

eggs

.C

andl

e ea

cheg

g to

det

erm

ine

if it

is r

eally

fer

tile.

Thi

s m

ay b

e do

ne b

y pl

acin

g ea

cheg

gove

r a

hole

cut

into

the

botto

m o

f an

inve

rted

em

pty

juic

e ca

n th

at h

asbe

en p

lace

d ov

er a

ligh

t bul

b.Fe

rtile

egg

s w

ill s

how

a d

ark

spot

nea

rth

e yo

lk.

Aft

er c

andl

ing,

pla

ce a

ll eg

gs in

car

tons

and

clo

se.

The

teac

her

will

desi

gnat

e ce

rtai

n ca

rton

s fo

r sp

ecif

ic c

lass

es, a

nd tw

o eg

gs in

one

of

thos

e ca

rton

s fo

r ea

ch te

am.

Plac

e al

l car

tons

in a

pre

heat

ed a

djus

ted

incu

bato

r.Su

ppor

t car

tons

on

edge

so

that

the

long

axi

s of

the

eggs

will

lie in

a h

oriz

onta

l pos

ition

.Fl

ip th

e eg

g po

sitio

ns d

aily

.It

is w

ise

tobe

gin

incu

batin

g on

a M

onda

y m

orni

ng a

s th

is w

ill a

llow

the

obse

rvat

ions

on T

uesd

ay th

roug

h Fr

iday

.

The

egg

s sh

ould

then

be

labe

led

with

tim

e an

d da

te.

Eac

h gr

oup

shou

ldca

ndle

its

incu

batin

g eg

gs e

very

sec

ond

day

to o

bser

ve a

nd m

easu

reth

e gr

owth

. Whe

n eg

gs a

re b

eing

can

dled

, you

can

mea

sure

the

appr

oxi-

mat

e si

ze o

f th

e em

bryo

with

a r

uler

and

rec

ord

on a

cha

rt.

The

n pl

otth

e si

ze a

gain

st in

cuba

ting

time.

Be

sure

that

egg

s ar

e ha

ndle

d w

ithcl

ean

hand

s an

d re

plac

ed im

med

iate

ly s

o as

not

to in

terr

upt t

he in

cuba

ting

proc

ess.

See

the

follo

win

g ch

art.

124

0 O

GR

AP

H O

F IN

CU

BA

TIN

G T

IME

VE

RS

US

CH

ICK

SIZ

E

III

1I

RI"

il 1

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Incu

batin

g T

ime

in D

ays

Aft

er th

e ob

serv

atio

n, o

ne g

roup

sho

uld

dete

rmin

e th

e m

ass

of th

e en

tire

egg

befo

re it

is o

pene

d.A

fter

wei

ghin

g th

e eg

g, b

reak

ope

n on

e eg

g by

care

fully

ope

ning

the

part

of

the

shel

l tha

t was

fac

ing

upw

ard.

(Y

our

teac

her

will

des

igna

te w

hen

your

gro

up w

ill o

pen

an e

gg.)

Thi

s ca

n be

done

with

a p

air

of s

ciss

ors

by p

unch

ing

a lit

tle h

ole

in th

e sh

ell,

and

then

cut

ting

arou

nd th

e to

p, c

reat

ing

a w

indo

w o

f ab

out 2

.5 c

m in

dia

met

erfo

r ob

serv

atio

ns.

Ref

er to

illu

stra

tion.

As

each

egg

is o

pene

d, lo

ok o

nyo

ur d

ata

shee

t and

rec

ord

whi

ch it

em y

ou s

aw a

ppea

r, a

nd w

hen

it ap

pear

ed.

Als

o re

fer

to p

ictu

res

or f

ilms.

Dl;

GR

Ahl

FO

R O

PEN

ING

INC

UB

AT

ED

EG

G

A. P

unch

Sm

all

B. C

ut A

roun

dC

. Em

bryo

And

Hol

e H

ere

In A

Cir

cle

Yol

k

126

GR

OW

TH

AN

D D

EV

ELO

PM

EN

T D

AT

A S

HE

ET

ITE

M

Blo

od V

esse

ls

DA

TE

FIR

ST

OB

SE

RV

ED

OT

HE

R O

BS

ER

VA

TIO

NS

Hea

rt

Hea

d

Fea

ther

s

Mus

cles

Fee

t

Win

gs

Legs

Spi

nal C

ord

Yol

k S

ac B

lood

Hea

rt B

eatin

g

Bea

k

Eye

Aft

er th

e cl

ass

has

seen

the

chic

k em

bryo

, the

em

bryo

sho

uld

be li

fted

from

the

yolk

with

for

ceps

and

sni

pped

fre

e w

ith s

ciss

ors.

Tra

nsfe

rth

e em

bryo

to a

jar

cont

aini

ng r

ubbi

ng a

lcoh

ol th

at h

as b

een

dilu

ted

half

with

wat

er.

(If

form

alde

hyde

is a

vaila

ble,

use

a d

ilute

sol

utio

n.)

The

em

bryo

sho

uld

then

be

wei

ghed

by

the

team

mem

bers

and

the

follo

win

gm

easu

red:

1. M

ass

of e

ntir

e eg

g

2. M

ass

of ja

r an

d al

coho

l

3. M

ass

of ja

r, a

lcoh

ol, a

nd e

mbr

yo

Ann

ounc

e th

e re

sults

of

Step

3 to

the

othe

r m

embe

rs o

fyo

ur c

lass

so

they

may

plo

t the

incu

batin

g tim

e an

d m

ass

on a

gra

ph.

The

mas

s sh

ould

be m

arke

d al

ong

the

left

edg

e of

the

grap

h an

d th

e tim

e al

ong

the

botto

mof

the

grap

h.

Incu

batio

n T

ime

in D

ays

NO

TE

: To

dete

rmin

e pe

rcen

tage

, div

ide

the

mas

s of

the

embr

yo b

y th

em

ass

of th

e en

tire

egg.

Mul

tiply

the

answ

er b

y 10

0 fo

r th

epe

rcen

t.K

eep

the

jar

lid ti

ghtly

sca

led

so th

atno

ne o

f th

e liq

uid

evap

orat

es.

You

sho

uld

mon

itor

two

eggs

and

the

grow

th in

side

them

for

21

days

,un

til n

orm

al c

hick

en e

ggs

hatc

h.

If c

ondi

tions

are

idea

l, eg

gs w

ill h

atch

on th

e tw

enty

-fir

st d

ay. M

ove

chic

ks to

a 2

7° C

are

a af

ter

hatc

hing

.

Whe

re to

Go

from

Her

e

,H

ow d

oes

the

grow

ing

embr

yo g

et r

id o

f its

was

te p

rodu

cts

?

.W

hen

is a

n or

gani

sm d

ead?

.W

hat i

s an

org

anis

m in

rel

atio

n to

tiss

ue?

.O

bser

ve th

e yo

lk a

s it

disa

ppea

rs. D

eter

min

e w

hat p

erce

ntag

e of

the

entir

e eg

g th

e em

bryo

is a

s it

grow

s. K

eep

a re

cord

of

the

incr

easi

ng e

mbr

yo p

erce

ntag

e an

d th

e de

crea

sing

yol

k pe

rcen

tage

.

127

,

A

128

Oth

er T

hing

s to

Do

Col

lect

clu

mps

of

frog

or

snai

l egg

s.(F

rog

eggs

may

be

colle

cted

inth

a sp

ring

fro

m p

onds

or

stre

ams.

) Pu

t abo

ut 2

0 eg

gs in

eac

h di

shw

ith p

ond

wat

er.

Obs

erve

and

kee

p a

data

log

on f

rog

or s

nail

deve

lop-

men

t on

Mon

days

, Wed

nesd

ays,

and

Fri

days

. Put

them

in f

resh

pon

dw

ater

on

Mon

days

and

Fri

days

.

Rem

ove

any

eggs

that

hav

e th

e w

hite

sid

e up

and

see

m to

be

dead

.O

b-se

rve

and

reco

rd th

e de

velo

pmen

tal g

row

th o

f th

e an

imal

s.C

ompi

le a

list o

f dr

awin

gs o

f th

e de

irel

opm

enta

l sta

ges

of th

e fr

ogor

sna

il th

atw

as o

bser

ved

by th

e cl

ass.

BE

HA

VIO

R A

ND

EN

VIR

ON

ME

NT

Exercise "11"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

tsh

ould

be

able

to

.id

entif

y st

imul

i and

mea

sure

the

reac

tions

to th

e va

riou

sst

imul

i

.O

bser

ve a

nd d

raw

on

grap

hpa

per

the

path

s m

ade

by is

opod

sor

pill

bug

s in

a h

umid

ity g

radi

ent c

ham

ber

Mat

eria

ls

Pill

bug

race

trac

ksPi

eces

of

card

boar

dcm

x 7

6 cm

long

2 ba

by f

ood

jars

with

perf

orat

ed li

dsG

raph

pap

er c

ut to

siz

eof

rac

etra

ckC

obal

t tes

t pap

er s

trip

san

d 1

box

of c

otto

nba

lls16

oz. desiccant (calcium carbonate

or calcium sulphate)

Calcium chloride

Smal

l bot

tle o

f na

ilpo

lish,

col

ored

lacq

uer,

or li

quid

era

ser,

som

e di

ffer

ent c

olor

sW

atch

es o

r st

opw

atch

es,

or 1

wal

l clo

ck w

ith s

econ

d ha

ndR

oll o

f m

aski

ng ta

peor

pla

stic

tape

2 ba

by f

ood

jars

with

airt

ight

lids

Des

k la

mps

1 ro

ll of

cle

ar p

last

icw

rap

2 sh

eets

of

grap

hpa

per

How

to G

et S

tart

ed

.W

ill th

e is

opod

spe

ndm

ore

time

in th

e hu

mid

than

the

dry

half

of th

e ch

ambe

r?

.W

ill th

e is

opod

be

mor

e ac

tive

in th

e hu

mid

or

dry

half

of

the

129

130

.W

here

in th

is c

ham

ber

will

this

ani

mal

rest

mor

e?

.W

ill th

e is

opod

mak

e m

ore

turn

s in

the

dry

half

than

the

wet

half

?

The

isop

od w

alks

fas

ter

in th

e dr

yha

lf th

an th

e w

et h

alf.

Exp

lain

.

Wha

t to

Do

in th

e L

ab

Eac

h gr

oup

of tw

o st

uden

ts s

houl

das

sem

ble

a gr

adie

nt c

ham

ber

as in

the

diag

ram

on

page

48.

The

hum

idity

gra

dien

t cha

mbe

r of

the

"pill

bug

race

trac

k" s

houl

d be

tigh

tly s

eale

d in

ord

erto

mai

ntai

n th

e hu

mid

itygr

adie

nt. T

o es

tabl

ish

a gr

adie

nt o

f hu

mid

ityth

e ch

ambe

r sh

ould

be

left

alo

ne f

or 2

4 ho

urs

with

the

desi

ccan

t at o

ne e

nd a

nd th

e m

oist

cot

ton

balls

at t

he o

ppos

ite e

nd in

the

race

trac

k.

The

des

icca

nt m

ust b

eov

en d

ried

bef

ore

use.

Cob

alt c

hlor

ide

test

stri

ps c

ould

be

plac

ed in

side

the

race

trac

kch

ambe

r ne

ar th

e en

ds to

ose

rve

as in

dica

tors

of

moi

stur

e. T

he c

obal

t chl

orid

ete

st s

trip

s w

illbe

blu

e w

hen

dry

and

pink

whe

nw

et o

r m

oist

.Pl

ace

the

test

str

ips

in th

e m

iddl

e an

d at

bot

h en

ds o

f th

ech

ambe

r.

The

pill

bug

rac

etra

ck c

ould

be

asse

mbl

ed d

urin

g se

vera

l cla

ss p

erio

ds,

then

clo

sed

and

used

the

follo

win

gda

y.U

se d

iffe

rent

col

or la

cque

rsto

mar

k th

e pi

ll bu

gs.

The

ani

mal

s sh

ould

be

plac

ed th

roug

hth

e op

en-

ing

in th

e to

p of

the

box.

A 6

0-w

att

desk

lam

p sh

ould

be

plac

edov

er th

eto

p of

the

cham

ber

to m

ake

sure

the

cham

ber

is u

nifo

rmly

ligh

ted.

Use

a co

ntro

l by

allo

win

g so

me

stud

ents

to p

lace

wat

er-s

oake

dco

tton

inbo

th e

nds

of th

e ch

ambe

r. A

llow

othe

rs to

pla

ce a

des

icca

nt in

bot

hen

ds o

f th

e ch

ambe

r. I

sopo

dsm

ay b

e fo

und

in m

oist

pla

ces

unde

r le

aves

or r

ocks

.T

o ke

ep th

ese

aliv

e, p

lace

them

alo

ngw

ith th

e le

aves

and

'soi

l int

o a

coff

eeca

n.Pu

t a s

mal

l pie

ce o

f un

cook

ed p

otat

oon

top

of th

e m

ater

ial a

ndco

ver

the

top

with

a p

last

ic li

d.

Kee

ping

the

hum

idity

grad

ient

con

stan

t,de

term

ine

the

anim

als'

res

pons

e

over

a p

eied

of ti

me

to th

isen

viro

nmen

t. A

noth

erid

ea w

ould

be

to

rem

ove

the

desi

ccan

t fro

m o

ne e

ndof

the

cham

ber

and

repl

ace

it w

ith

seve

ral c

otto

n ba

llsso

aked

in v

ineg

aran

d at

the

oppo

site

end

have

cot

ton

soak

ed in

wat

er.

Lea

ve th

e ch

ambe

ral

one

for

24 h

ours

befo

re th

e ex

-

peri

men

t. D

raw

the

mov

emen

ts o

n a

piec

e of

gra

ph p

aper

.O

ther

ani

mal

s

such

as

snai

ls, e

arth

wor

ms,

and

mea

lwoy

ms

coul

d be

use

d in

this

rac

e-

trac

k w

ith s

imila

rac

tiviti

es.

Pal.

BU

G R

AC

ET

RA

CK

Mas

king

Tap

efo

r 5

cm c

ello

phan

e

flap

doo

r

Stre

tch

cello

phan

e

over

top

and

dow

n si

des

Tap

e

Punc

h ho

les

into

jar

lids

Tap

e si

de

Glu

e lid

insi

deca

rdbo

ard

Scre

w ja

rsin

to li

ds

131

132

Dip

a p

enci

l int

o a

jar

of n

ail p

olis

h an

d ca

refu

lly p

lace

a m

ark

on o

neis

opod

's b

ack.

Mar

k an

othe

r is

opod

with

ano

ther

col

or.

Pick

up

the

isop

ods

care

fully

and

pla

ce th

em th

roug

h th

e op

enin

g at

the

top

of th

era

cetr

ack.

Allo

w th

em th

ree

min

utes

to b

ecom

e us

ed to

the

box.

Dur

-in

g th

is ti

me

cut o

ut g

raph

pap

er to

the

size

of

the

base

of

the

race

trac

k.U

se a

sto

pwat

ch o

r w

rist

wat

ch a

nd f

or 3

0 m

inut

es d

raw

the

mov

emen

tsof

you

r is

opod

in th

e ch

ambe

r on

you

r gr

aph

pape

r. T

ake

care

to d

raw

the

path

s as

acc

urat

ely

as p

ossi

ble.

Mar

k on

e en

d of

the

grap

h pa

per

moi

st a

nd th

e ot

her

end

dry.

Bot

h st

uden

ts s

houl

d do

this

.M

easu

reth

e tim

e th

e an

imal

s st

ay in

one

-hal

f of

the

cham

ber.

Mak

e a

reco

rdof

this

tim

e on

the

back

of

the

grap

h pa

per.

Whe

re to

Go

from

Her

e

.A

re is

opod

s m

ore

pron

e to

sta

y in

the

hum

id o

rdr

y en

d?

Wer

e th

ere

som

e th

at d

id n

ot r

espo

nd b

y m

ovin

g to

eith

er e

nd?

Wha

t dif

fere

nces

in th

e sp

eed

of w

alki

ng in

eith

er e

nd d

id y

ouob

serv

e? F

rom

this

act

ivity

, wri

te a

sta

tem

ent s

tatin

gth

e ty

peof

hab

itat t

his

anim

al p

refe

rs.

Oth

er T

hing

s to

Do

To

cont

inue

this

exp

erim

ent,

dete

rmin

ew

heth

er th

e pi

ll bu

g re

spon

dsm

ore

favo

rabl

y w

ith li

ght o

rse

mid

arkn

ess

if th

e hu

mid

ity g

radi

ent i

ske

pt a

t a c

onst

ant.

Cov

er h

alf

of th

e ra

cetr

ack

with

foi

l and

leav

e th

eot

her

half

exp

osed

to th

e lig

ht.

Tim

e ho

w lo

ng th

e pi

ll bu

gs s

tay

aton

e en

d. M

ove

the

foil

toth

e op

posi

te e

nd; m

easu

re h

ow lo

ng th

ean

imal

s re

mai

n at

one

end

of

the

cham

ber.

Perh

aps

a pi

ece

of p

otat

oco

uld

be p

lace

d at

one

end

of

the

cham

ber

and

no f

ood

at th

e op

posi

teen

d.

PIL

L B

UG

RA

CE

TR

AC

K

Cor

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ted

Car

dboa

rd B

ox

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133

URRRUURUUUMUU

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URURURUUUNRUNUUUURUs'.".'U..""RU

'U'U

UU

TH

E E

FFE

CT

OF

DE

TE

RG

EN

TS

ON

TH

E G

RO

WT

HO

F A

LG

AE

IN

PON

DS

AN

DST

RE

AM

SE

xerc

ise

"1"

Obj

ectiv

es

At t

he e

nd o

f th

isac

tivity

the

stud

ent s

houl

d be

able

to

.D

emon

stra

te th

e ef

fect

of

com

mon

ly u

sed

was

hing

dete

rgen

ton

the

grow

thof

alg

ae (

alga

e bl

oom

) in

fres

h w

ater

pon

dsan

d st

ream

s

.C

ontr

ast t

he g

row

th o

fal

gae

in tw

o sa

mpl

es o

ffr

esh

wat

er--

one

with

det

erge

nt a

nd o

new

ithou

t det

erge

nt

.In

fer

the

cond

ition

of

alga

egr

owth

in p

onds

and

str

eam

sth

at a

repo

llute

d w

ith d

eter

gent

and

in th

ose

that

are

not

pollu

ted

Mat

eria

ls

2 gm

of

dete

rgen

t com

mon

ly u

sed

for

was

hing

clo

thes

or

dish

esin

the

hom

ew

ide-

mou

th g

lass

jars

suc

h as

pick

le o

r m

ayon

nais

e co

ntai

ners

Cul

ture

of

fres

h w

ater

alg

aesu

ch a

s th

at g

row

ing

inst

ock

pond

s,

open

ditc

hes,

bayo

us, f

ish

aqua

ria

2 lit

ers

of d

istil

led

wat

er1

light

sou

rce

such

as

a ta

ble

lam

p or

pro

ject

or

1-lo

w to

Get

Sta

rted

.W

hat e

ffec

t doe

s th

eho

me

dish

was

hing

and

aut

omat

icw

ashe

r de

-te

rgen

t hav

e on

the

grow

th o

f al

gae

in o

ur f

resh

wat

erpo

nds,

lake

s,an

d st

ream

s?

.W

hy is

the

amou

nt o

f al

gae

grow

th in

pon

ds a

nd s

trea

ms

impo

rtan

tto

us?

.H

ow c

an d

umpi

ng w

ashe

rsu

ds in

to o

ur s

ewer

s af

fect

fish

ing

at a

135

136

favo

rite

lake

or

rive

r?If

this

is a

pro

blem

wha

t can

we

do a

bout

it?

Wha

t to

Do

in th

e L

ab

Prep

are

a . 1

% s

olut

ion

of a

ny c

omm

on d

ishw

ashi

ng d

eter

gent

by

diss

olv-

ing

2 gr

ams

of th

e de

terg

ent i

n ap

prox

imat

ely

2 lit

ers

of w

ater

.

Fill

one

or s

ever

al o

ne-g

allo

n ja

rs w

ith th

e de

terg

ent m

ixtu

re a

nd a

ddon

e ta

bles

poon

ful o

f gr

een

alga

e cu

lture

per

bot

tle.

Fill

seve

ral o

ther

one

-gal

lon

jars

with

dis

tille

d w

ater

and

add

exa

ctly

one

tabl

espo

on o

f al

gae

to e

ach

bottl

e.

Cov

er th

e ja

rs w

ith a

pie

ce o

f ca

rdbo

ard

or a

lum

iniu

m f

oil a

nd a

llow

them

to s

tand

, sid

e by

sid

e, a

bout

1/2

met

er a

way

fro

m a

100

-wat

t lam

pin

con

tinuo

us o

pera

tion.

Obs

erve

the

jars

eve

ry w

eek

for

a pe

riod

of

seve

ral w

eeks

and

des

crib

eth

e co

lor,

den

sity

, and

gen

eral

app

eara

nce

of th

e co

nten

ts o

f ea

chja

r.

Whe

re to

Go

from

Her

e

. How

does

the

colo

r of

the

alga

e gr

owin

g in

the

dete

rgen

t sol

utio

nco

mpa

re w

ith th

e co

lor

of th

e al

gae

grow

ing

in th

e di

still

ed w

ater

and

why

?

Whi

ch s

olut

ion

wou

ld b

e be

st to

gro

w f

ish

in?

.W

hat w

as th

e pu

rpos

e of

the

100-

wat

t lam

p in

this

exp

erim

ent?

.W

hich

sol

utio

n w

ould

mos

t clo

sely

com

pare

to a

pol

lute

d st

ream

or p

ond?

.If

this

alg

ae g

row

th is

bad

for

fis

h an

d ot

her

smal

l pon

d lif

e, h

owca

n w

e st

op p

ollu

ting

pond

s an

d st

ream

s w

ith p

hosp

hate

s fr

omw

ashi

ng d

eter

gent

s?

137

Oth

er T

hing

s to

Do

Tes

t sev

eral

dif

fere

nt b

rand

s of

det

erge

nt to

dete

rmin

e if

ther

e is

any

diff

eren

ce in

the

effe

ct w

hich

they

hav

e up

on th

e gr

owth

of

alga

e.

Plac

e se

vera

l min

now

s or

gol

dfis

h in

a s

mal

l con

tain

er w

hich

has

a"t

hick

" gr

owth

of

gree

n al

gae

and

cont

rast

this

with

a s

imila

r gr

oup

offi

sh in

a c

onta

iner

with

a m

oder

ate

grow

th o

f al

gae

or a

con

tain

er w

ithno

vis

ible

alg

ae g

row

th.

Oth

er T

hing

s to

Thi

nk A

bout

Man

y of

the

com

mer

cial

dis

hwas

hing

and

aut

omat

ic w

ashe

r de

terg

ents

used

in h

omes

con

tain

sol

uble

pho

spha

tes,

whi

ch h

ave

a st

imul

atin

gef

fect

upo

n th

e gr

owth

of

alga

e.Si

nce

the

sew

age

from

our

citi

es, c

on-

tain

ing

such

pho

spha

tes,

is e

vent

ually

rel

ease

d in

to s

trea

ms,

lake

s,an

d ri

vers

, it h

as c

ause

d an

incr

ease

d gr

owth

of

alga

e.T

his

alga

e"b

loom

" as

it is

cal

led,

has

a n

umbe

r of

unf

avor

able

eff

ects

upo

n th

eba

lanc

e of

pla

nt a

nd a

nim

al o

rgan

ism

s in

bod

ies

of f

resh

wat

er. T

heal

gae

can

use

up th

e ox

ygen

sup

ply

need

ed b

y fi

sh a

nd s

mal

ler

aqua

ticor

gani

sms.

Sunl

ight

can

not p

enet

rate

the

alga

e.O

ften

the

alga

e bl

ocks

prop

er d

rain

age.

Food

and

wat

er s

uppl

ies

arc

thus

adv

erse

ly a

ffec

ted

by th

is a

lgae

blo

om, w

hich

is s

timul

ated

by

the

incr

ease

d ph

osph

ate

leve

lin

the

fres

h w

ater

pon

ds, s

trea

ms,

lake

s, a

nd r

iver

s.

The

alg

ae g

row

s by

pho

tosy

nthe

sis,

whi

ch p

rodu

ces

02 a

s a

by-p

rodu

ct.

Bot

h al

gae

and

fish

nee

d 02

to s

urvi

ve. W

hat h

appe

ns in

a p

ond

or s

trea

mat

nig

ht w

hen

the

alga

e is

not

pro

duci

ng o

xyge

n? R

efer

to th

e ac

tivity

inph

otos

ynth

esis

to c

ompa

re th

e ef

fect

s of

ligh

t.

13)

GE

NE

TIC

SExercise "J"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

t sho

uld

be a

ble

to

.D

emon

stra

te th

e pa

ttern

of

tran

smis

sion

of

gene

s

.C

lass

ify

Dro

soph

ila b

y ph

enot

ype

.D

iagr

am th

e lif

e cy

cle

of a

n in

sect

Mat

eria

ls

Bab

y fo

od ja

rsT

wo

stra

ins

of D

roso

phila

(w

ild ty

pe a

nd v

estig

ial b

row

n ey

e or

blac

k bo

dy )

Dro

soph

ila c

ultu

re m

ediu

mC

otto

n w

ool

tther

rans

pare

nt ta

peT

ooth

pick

sG

umm

ed la

bels

How

to G

et S

tart

ed

Prep

are

a su

ffic

ient

am

ount

of D

roso

phila

med

ium

by

mix

ing

inst

ant

pow

der

with

wat

er o

r by

pre

pari

ng y

our

own

follo

win

gth

e di

rect

ions

give

n be

low

.

30 g

m p

owde

red

dry

yeas

t12

0 gm

cor

n m

eal

24 g

m a

gar

270

ml m

olas

ses

(non

sulf

ur)

or c

orn

syru

p10

0 m

l H2O

139

Soak

the

yeas

t in

wat

er u

ntil

com

plet

ely

wet

ted

and

smoo

th in

text

ure.

Mix

with

all

ingr

edie

nts

abov

e e-

4cep

t pro

pion

ic a

cid

and

add

1.6

liter

sof

boi

ling

wat

er.

Boi

l gen

tly f

or 1

0 m

inut

es a

nd s

tir in

the

prop

ioni

cac

id o

r ot

her

mol

d in

hibi

tor.

* Fo

ur in

to c

onta

iner

s w

hile

stil

l hot

.Sm

all b

aby

food

jars

sho

uld

be f

illed

less

than

1/4

ful

l.T

his

amou

ntsh

ould

mak

e ab

out 3

0-40

bot

tles.

Plug

the

cont

aine

rs w

ith c

otto

n an

dst

ore

in a

coo

l pla

ce.

The

se c

ultu

re ja

rs m

ay b

e pr

epar

ed a

head

of

time

and

stor

ed tw

o or

thre

e w

eeks

in a

ref

rige

rato

r.E

ach

team

will

requ

ire

at le

ast f

our

cultu

re ja

rs.

Mak

e an

eth

eriz

er b

y m

oist

enin

g a

smal

l wad

of

abso

rben

t cot

ton

woo

lw

ith a

few

dro

ps o

f et

her

and

fast

enin

g it

to th

e in

side

of

a lid

to a

bab

yfo

od ja

r.Sh

ake

flie

s in

to th

e em

pty

jar

and

plac

e th

e lid

with

the

ethe

r-so

aked

cot

ton

quic

kly

upon

it.

Flie

s w

ill s

top

mov

ing

in a

few

sec

onds

;th

ey s

houl

d th

en b

e re

mov

ed im

med

iate

ly b

ecau

se o

vere

xpos

ure

to e

ther

will

kill

them

.

Obt

ain

at le

ast t

wo

stra

ins

of D

roso

phila

fro

m o

ne o

f th

e su

pply

cen

ters

.

Wha

t to

Do

in th

e L

ab

Fly

cultu

res

shou

ld b

e ke

pt a

t 23°

C to

25°

C.

Plac

e tw

o or

thre

e pa

irs

of f

lies

in e

ach

of s

ever

al c

ultu

re ja

rs.

Be

sure

to k

eep

the

stra

ins

sepa

rate

and

cle

arly

labe

led.

Eac

h te

am s

houl

d ha

ve a

cul

ture

of

both

stra

ins

of f

lies.

Aft

er th

ree

or f

our

days

, the

se p

aren

ts m

ay b

e re

mov

edan

d ex

amin

ed c

lose

ly w

ith a

mic

rosc

ope

or h

and

lens

.

Part

icul

ar a

ttent

ion

shou

ld b

e gi

ven

to r

ecog

nitio

n of

mal

es a

nd f

emal

es.

'M

ales

hav

e da

rkly

pig

men

ted

abdo

men

s an

d fe

mal

es h

ave

stri

ped

abdo

men

s.M

ales

hav

e se

x c

ombs

- -

dark

, hea

vy b

rist

les-

-on

the

seco

nd jo

int o

f th

efr

ont l

egs.

Prob

ably

the

mos

t rel

iabl

e w

ay to

det

erm

ine

the

sex

of th

efl

y is

to e

xam

ine

the

geni

talia

loca

ted

at th

e tip

of

the

abdo

men

. Exa

min

ebo

th s

exes

in d

etai

l unt

il yo

u be

com

e ve

ry f

amili

ar w

ith th

e di

ffer

ence

sbe

twee

n m

ale

and

fem

ale

anat

omy.

Als

o ex

amin

e th

e di

ffer

ence

s be

twee

nst

rain

s.B

e su

re th

at y

ou c

an e

asily

dis

tingu

ish

the

mut

ant c

hara

cter

sfr

om th

e st

anda

rd o

r w

ild s

trai

n.

140

-..

*lf

prop

ioni

c ac

idis

not

ava

ilabl

e,so

dium

ben

zoat

e m

aybe

sub

stitu

ted.

Sodi

um b

enzo

ate

may

be p

urch

ased

from

a b

aker

y or

phar

mac

y. T

he

amou

nt o

f so

dium

benz

oate

to b

eus

ed w

ould

be

0.1%

oi:

the

tota

lam

ount

.

Exa

min

e th

e cu

lture

s ev

ery

day.

Not

e th

e la

rvae

that

are

cra

wlin

g on

the

cultu

re m

ediu

m a

ndbu

rrow

ing

thro

ugh

it.O

n ab

out t

he s

even

th

or e

ight

h da

yth

e la

rvae

will

cra

wl o

utof

the

food

up

the

side

of th

e ja

r

and

secr

ete

a co

veri

ngar

ound

itse

lf.

Thi

s is

the

pupa

l sta

ge.

Com

-

plet

e m

etam

orph

osis

occ

urs

duri

ng th

e ne

xt th

ree

orfo

ur d

ays,

aft

erw

hich

tim

e th

e ad

ult

flie

s w

ill e

mer

ge f

rom

the

pupa

case

s.

Dro

soph

ila f

emal

es m

ate

soon

afte

r em

ergi

ng a

nd th

ey s

tore

sper

m f

rom

the

mal

e on

spe

cial

sack

s.E

ach

egg

is f

ertil

ized

as

it is

laid

.B

ecau

se

of th

is s

perm

sto

rage

, it

is n

eces

sary

to o

btai

nfe

mal

es b

efor

e th

ey m

ate.

Fem

ales

whi

ch a

re le

ssth

an 1

2 ho

urs

old

will

mos

tlik

ely

still

be

virg

in.

Rem

ove

all a

dults

fro

mcu

lture

bot

tles

in th

em

orni

ng, t

hen

colle

ctfe

mal

es

in th

e af

tern

oon.

Plac

e th

ree

or f

our

virg

in f

emal

es o

f ei

ther

the

wild

type

or

mut

ant

stra

ins

in a

fre

shcu

lture

jar.

Plac

e th

ree

or f

our

mal

esof

the

othe

r

stra

in w

ith th

em.

The

se f

lies

are

the

pare

ntal

gen

erat

ion

ofth

e cr

osse

s

you

will

mak

e. A

fter

abo

utth

ree

or f

our

days

thes

epa

rent

s ca

n be

shak

en in

to a

noth

erfr

esh

cultu

re ja

r or

they

can

be d

isca

rded

. On

abou

tth

e el

even

th o

r tw

elft

hda

y th

e of

fspr

ing,

or

firs

t - g

ener

atio

n lie

s,be

-

gin

to e

mer

ge. E

xam

ine

them

car

eful

ly a

ndde

term

ine

whi

ch o

f th

e

pare

nts

they

are

like.

Plac

e ab

out f

our

pair

sof

the

Fift

ies

in a

fres

hcu

lture

jar.

The

re is

no

need

to c

olle

ct v

irgi

nfe

mal

es th

is ti

me

beca

use

you

wan

t to

cros

s tw

o

firs

t-ge

nera

tion

flie

s.T

rans

fer

or d

isca

rdth

ese

pare

nts

afte

r ab

out

four

day

s. W

hen

the

next

gene

ratio

n (F

2) b

egin

s to

em

erge

,co

unt t

hem

and

clas

sify

them

as

tow

heth

er th

ey r

esem

ble

the

wild

type

or

the

mut

ant (

P1)

flie

s.A

lso

clas

sify

them

as

to s

ex.

Whe

re to

Go

from

Her

e

.W

hat r

atio

of

wild

type

to m

utan

t typ

edi

d yo

u ge

t?

.W

hat r

atio

did

you

expe

ct?

.Is

the

mut

ant t

rait

ado

min

ant o

r a

rece

ssiv

e?

Wha

t sex

-rat

io d

id y

ouge

t?

.D

iagr

am th

e cr

osse

s yo

uha

ve d

one

usin

gle

tters

to d

esig

nate

the

gene

s (g

enot

ype)

of th

e P1

, F1,

and

F2 in

divi

dual

s.

.W

hat c

oncl

usio

ns c

an y

oudr

aw a

bout

the

way

trai

ts a

re in

heri

ted?

Oth

er T

hing

s to

Do

Try

mak

ing

a cr

oss

betw

een

two

mut

ant

stra

ins.

Exa

min

eth

e F1

and

F2 g

ener

atio

ns.

Dia

gram

the

cros

ses

soth

at y

ou k

now

wha

tto

exp

ect

each

gen

erat

ion

tobe

like

.

.H

ow is

sex

inhe

rite

din

thes

e fl

ies?

.W

hat w

ould

be

the

patte

rn o

fin

heri

tanc

e if

the

gene

for

one

of

the

mut

ant

char

acte

rs w

asca

rrie

d on

the

pair

of c

hrom

osom

esth

at

dete

rmin

ed s

ex?

141

142

HE

RE

DIT

Y A

ND

NA

TU

RA

L S

EL

EC

TIO

NS:

A M

OD

EL

SY

STE

MExercise "J"

Obj

ectiv

es

At t

he e

nd o

f th

is a

ctiv

ity th

e st

uden

t sho

uld

be a

ble

to

.Pr

edic

t the

gen

etic

mak

eup

of a

mod

el p

opul

atio

n

.E

xpla

in h

ered

ity a

nd n

atur

al s

elec

tion

Mat

eria

ls

Mar

bles

of

two

diff

eren

t col

ors,

at l

east

100

of

each

col

or, o

r re

dan

d w

hite

bea

ns o

f th

e sa

me

size

, or

toot

hpic

ks o

f 2

diff

eren

tco

lors

Box

es o

r pa

per

bags

How

to G

et S

tart

ed

Let

mar

bles

rep

rese

nt a

ltern

ativ

e fo

rms

ofa

gene

. For

exa

mpl

e, o

nere

d co

uld

be f

or a

tast

er g

ene

(T)

and

blue

cou

ldst

and

for

nont

aste

r al

lele

(t).

Eac

h pe

rson

in a

pop

ulat

ion

has

two

copi

es o

fea

ch g

ene,

one

con

-tr

ibut

ed b

y th

e m

othe

r an

d th

e ot

her

cont

ribu

ted

byth

e fa

ther

.Po

ssib

lety

pes

(gen

otyp

es)

are

TT

, rep

rese

nted

by

2 re

d m

arbl

es,

and

Tt,

repr

e-se

nted

by

1 re

d an

d 1

blue

mar

ble,

and

tt r

epre

sent

edby

2 b

lue

mar

bles

.T

he p

ropo

rLon

of

each

type

will

dep

end

on th

e nu

mbe

r of

T c

ompa

red

tot i

n a

popu

latio

n.

Wha

t to

Do

in th

e L

ab

Mix

equ

al n

umbe

rs o

f tw

o co

lors

ina

box

and

then

pic

k a

mar

ble

with

out

look

ing.

Rec

ord

its c

olor

and

rep

lace

it.

Mix

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in a

cha

rt,

143

Rec

ord:

the

popu

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the

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to tw

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ns in

nat

ure?

144

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Ears and Hearing, The

Echinoderms - Sea Stars and Their Relatives

Elements,. Compounds and Mixtures

Embryonic Development of Fish

Embryonic Development - The Chick

Endocrine Glands

Enzymes - The Spark Plugs of Life

Evolution of Vascular Plants - Fern

Exploring the Human Nervous System

Eyes and Their Care

Eyes and Vision

Fern - Filicineae

First Many - Celled Animals - The Sponges

Fish Embryo - From Fertilization to Hatching

Fishes, Amphibians and Reptiles

Flatworms - Platyhelminthes

Flies and Mosquitoes:

Their Life Cycle and

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Flight of Birds

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...,,

Frog, The

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11 min.

C

Fundamentals of the Nervous System

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Fungi

16mm


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Fungi - Life Cycle of Wheat Rust

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C

Fungus Plantu

16mm


9 min.

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Gene Action

16mm


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Genes and Chromosomes

16mm


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C

Giving Our Wildlife a Chance

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Great Names in Biology Series

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C

Growth of Plants

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C

Growt of Seeds

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TITLE

Heredity

High Arctic Broome

Higher Fungi, The

Mot Dry Desert

Housefly, The

Housefly and Its Control, The

How Hormones Control The Body

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Human Body, The - Nutrition and Metabolism

Human Brain

In a Medical-Laboratory

Ingestion and Digestion

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Insects

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Bugs)

Invertebrates, The

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FS

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149

150 .1

11w

ww

.10.

0.11

ftw

ir


TITLE

Jointed-Legged Animals, The Arthropods

Language of the Bees

Laws of Heredity

Leaf Photosynthesis

Leaves

Life of a Plant

Life Story of the Hummingbird

Life Story of the Paramecium

Magic of the Atom, The - Riddle of Photsynthesis

Man Maks a Desert

Mechanisms of Breathing

Meiosis - Sex Cell Formation

Mental Health

Microbes and Their Control

Microscopic Life in the Soil

Mitois

Mitois and Meiosis

Monarch Butterfly Story

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TY

I E

16mm

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Nature of Diversity

Nature's Cycles

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Paramecuim, Euglena and Amoeba

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Parasitism - Parasitic Flatworms

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Phagocytes - The Body's Defenders

Photosynthesis

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ment

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RNA and Protein Synthesis

Roots of Plants

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- The Algae

Single - Celled Animals - Protozoa

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Story of Bees

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Story of the Bloodstream Reel II

Succession - From Sand Dune to Forest

Systematic Scientist, The

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SELECTED REF3RENCES

Accredited Colleges of Emma. Chicago:

American Collncil on Pharmacenutical Education 1964.

American Society of Zoologists.

Careers in Animal Biol. Chicago:

Samuel Puriel and Associates, 1963.

Arborist.

Moravia, New York.

Chronicle, 1963.

Backus, 011ie, and Beasly, J. E.

Speech Therapys with Children.

Boston:

Houghton Mifflin.

Baker. Francis J.

Progress in Medical Library Technique.

New York:

Appleton Century - Crofts 1967.

Baron, M.

Poultry Keeping in School.

New York:

Pergz.mon Press, 1966.

Belinkoff, Stanton.

Introduction to Inhalation Therapy,

(Paperback.)

Iloston:

Little, Brown, 1969.

R2ali as a Profession.

(Booklet; free.)

New Brunswick, New Jersey:

Botanical Society of American.

Brissey, George E.

Your Future in Food Technology.

New York:

Richard Rosen, 1964.

Burns, William.

Your Future in Museums.

New York:

Richards Rosen, 1967.

Career Opportunities as a Licensed Practical Nurse.

Naw York:

National Association for Practical

Nurse Education and Service, 1969.

Careers for Women in Conservation.

(Pamplet.)

Washington:

Government Printing Office, 1969.

Careers in Biochemistry.

Washington:

American Society of Biological Chemists, 1967.

Careers in Biology,

Washington:

American Institute of Biological Sciences, 1967.

Careers in Conservation.

New York:

Ronald Press Company, 1963.

Careers in Food Science and Technology.

(Filmstrip.)

Chicago:

Institute of Food Technologists, 1967.

Careers in Hospitals.

Chicago:

American Hospitals.

Chicago:

American Hospital Association, 1963.

Careers in Insurance.

New York:

Insurance Information Institute.

Careers in the Medical Laboratory..

A Fact Sheet.

Chicago:

Registry of Medical Technologists, 1971.

Careers in Wildlife Conservation and Management.

(Pamphlet.)

Washington:

Wildlife Management Institute.

Carson, Rachel L.

The Sea Around Us.

Rev. ed.

New 'fork:

Oxford University Press, 1961.

155

156

SELECTED REFERENCES

Challenge of Crime In a Free Society, The.

Report by the President;s Commission on Law Enforcement

and Administration of Justice.

Washington:

dovernment Printing Office, 1969.

Chase, Mary Ellen.

Fishing Fleets of New England.

New York:

Houghton'Mifflin, 1961.

College and University Programs in Speech Pathology and Audiology.

Washington:

American Speech and

Hearing Association, 1968.

Conover, H. S.

Grounds Maintenance Handbook.

Few York:

McGraw-Hill, 1958.

"Conservationists:

Who Conserves What."

Changim Times, August 1969.

Directory of Bioscience Departments in the United States and Canada.

Washington:

American Institute

of Biological Sciences, 1967.

Egan, Donald F.

Fundamentals of Inhalation 1.1212.m.

St. Louis:

Mosby, 1969.

Engleman, Jack.

Doctor:

His Education and IIAAnim.

New York:

Lothrop, 1964.

Errington, Paul L.

Muskrats and Marsh ManagemeAt.

Harrisburg, Ps.:

Stackpole Brooks, 1961.

Establish Justice

to Insure Domestic Isamillu, To.

Final Report of the National Commission

on the causes and Prevention of Violence.

Washington:

Government Printing Office, 1969.

Esterer, Arnulf K.

Your Career in Chemistry.

New York:

Messner, 1964.

Facts ... About Occupational Therapy.

New York:

American Occupational Therapy Association, 1967.

Fay, John T., Jr.

Pharmacy:

A Synthesis of Science.

Boston:

D. C. Heath.

Fisher, Leonard E.

Doctors.

New York:

Watts, 1968.

Fox, William W.

Careers in the Biological Sciences.

New York:

Welch, 1963.

Fuch, Victor A.

The Economics of the Fur Industry.

New York:

ANS Press, 1957.

Gay, Kathlyn.

Beth Dennis:

Speech Therapist.

New York:

Messner, 1968.

Goodman, John, and Tudor, David C.

Your Future in Poultry, Farmp.

Englewood Cliffs, New Jersey:

Prentice-Hall, 1960.

Guberlet, Muriel L.

Explorers of the Sea..

New York:

Ronald Press, 1964.

SELECTED REFERENCES

Harrison, M.

Changing Museums.

New York:

Humanities Press, 1967.

Health Careers Guidebook.

(U. S. Department of Labor.)

Washington:

Government Printing Office, 196f.

Hodgson, Robert G.

ABC of Fur Farming.

New Hartford, New Jersey:

Fur Forms Publishing.

Horizons Unlimited.

Chicago:

American Medical Association, revised annually.

Hospital Administration as a Career.

Chicago:

American College of Hospital Administrators.

Hospital People, The.

Chicago:

Blue Cross Association, 1967.

Hull, Seabrook.

Bountiful Sea.

Englewood Cliffs; New Jersey:

Prentice-Hall, 1964.

Hyde, Margaret O. 'Plants Today and Tomorrow.

New York:

McGraw-Hill, 1960.

Jobs in Outdoor Work.

Chicago:

Science Research Associates, 1964.

Johnson, Norman; Sarutz, Leonard, and Wolfgang, Marvin E.

The Sociology of Punishment and Correction.

New York:

Wiley, 1970.

Kedzie, Daniel. Your Future in Insurance. New York:

Richards Rosen, 1964-

Kirk, W. R.

Your Future in Hospital Administration.

New York:

Richards Rosen, 1963.

Kovalik, Vladimir and Nada.

Ocean World.

New World.

New York:

Holiday, 1966.

Krasmer, J. E.

Your Future in Pharmacy.

New York:

Richard Rosen, 1964.

Larrabee, Eric.

Museums and Education.

New York:

Random House, 1968.

Lerman, Sidney.

Basic OphIalmoloAv.

New York::

McGraw-Hill, 1966.

"Licensed Pratical Nurses," Occupational Outlook Handbook.

(Latest edition)

Washington:

Government

Printing Office.

Life.

Chicago:

Health Careers Council of Illinois.

Logsdon, Irene K. and Richard H.

Library Careers.

New York:

Walck, 1963.

Long, E. John.

Opportunities in pneansjinsmilx.

Washington:

Smithsonian Institution, 1965.

Medical Library Careers.

Chicago:

Midicat Library.Association, 1967.

157

'158

SELECTED REFERENCES

Medical School Admission

Requirements:

U.S.A. and Canada, 1968-69.

Erianston Illinois:

Association of

American Medical Colleges, 1968.

Miller, Robert.

The Sea.

New York:

Random House, 1966.

Morris, Norval, and Hawkins, Gordon.

The Honest Politician's Guide to Crime Control.

Chicago:

University

of Chicago Press, 1970.

Museum Training Courses.

Washington.

American Association of Museums, 1965.

New Careers in the Health Services.

New York:

National Health Council, 1961.

Nourse, Alan E., end Webbert, James C.

So You Want to Be a Chemist.

New York:

Harper and Row, 1964.

"Occupational Therapist."

Occupational Outlook Handbook.

(Latest edition.)

Washington:

Government

Printing Office.

Occupational Therapy Handbook.

Rev. ed.

New York:

American Occupational Therapy Association.

Page, Russell.

Education of a Gardner.

New York:

Atheneum, 1962.

"Pharmacists " Occu ational Outlook Handbook.

(Latest edition)

Washington:

Government Printing Office.

Botany, and You.

Iowa City:

State University of IOWA.

Poultry Science Association.

Find Your Career in the

Poultry Industry.

Danville, Illinois:

Interstate.

Publishers.

Programs Preparing for Pratical Nursing.

New York:

American Nurses' Association, 1967.

Roth, C. J. and Weiner, L.

Hospital Health Services.

New York:

Walck, 1964.

See Your Future in Pharmacy.

(Booklet; single copy free.)

Washington:

American Pharmaceutical Association.

Should You Be a Hospital Administrator?

New York:

New York Life Insurance Company, 1960.

Smith, Bruce W.

Blue Book of Fur Farming.

Milwaukee, Wisconsin:

Editorial Service Compaty, 1968.

Snyder, Charles.

Our Ophthalmic Heritage.

Boston:

Little, Brown 1967.

Speech Pathologz and Audiology - Career Information.

Washington:

American Speech and Reirning Association.

Splaver, Sarah.

Some a I'll Be a Doctor.

New York:

Hawthorne, 1967.

159

SELECTED REFERENCES

Stein, Harold A., and Slatt, Bernard.

Understanding Ophthalmology - A Guide for the Ophthalmic

Assistant.

St. Louise:

Mosby, 1968.

Stephens, William M.

Science Beneath the Sea:

The Story of Oceanography.

New York:

Putnam, 1966.

Sutherland, Edwin H., and Cressey, Donald R.

Principles of Criminology.

New York:

Lippincott 1970.

"To Catch A Fish."

Occupational Outlook Quartely, September 1968.

Training Program for Fishery Occupations.

Washington:

Government Printing Office.

Tree Surgeon.

Largo, Florida:

Careers, 1965.

Wallace, Sarah L.

So You Want to Be a Librarian.

New York:

Harper and Raw, 1963.

What Kind of Career Could I Have in a Medical Laboratory?

Chicago:

Rtgistry of Medical Technologists, 1971.

Wildlife Conservation Career for You, A.

(Pamphlet.)

Washington Wildlife Society, 1968.

Wildlife Training and Employment.

Washington:

Fish and Wildlife Service.

Department of the Interior.

Your Ca_ rear Opportunities inPharmacy.

New York:

Charles Pfizer, 1964.

160

ADDITIONAL SOURCES OF CAREER INFORMATION

1.

Alexander Graham Bell Association

for the Deaf, Inc.

1537 Thirty-fifth Street NW

Washington, D.C.

20007

2.

American Academy of Ophthalmology

and Otolaryngology

15 Second Street S.W.

Rochester Minnesota

55901

3.

American Association for Inhalation

Therapy

3554 Ninth Street

Riverside, California

92501

4.

American Association of Museums

2306 Massachusetts Avenue NW

Washington, D.C. 20008

5.

American Association of Nurserymen

825 Southern Building

Washington, D.C.

20005

6.

American Association of Ophthalmology

1100 Seventeeth Street NW

Washington, D.C.

20036

7.

American Chemical Society

1155 Sixteenth Street, N.W.

'Washington, D.C.

20006

8.

American College of Hospital

Administrators


Chicago, Illinois

60611

9.


Sciences

3900 Wisconsin Avenue, N.W.

Washington, D.C.

20016

10. American Library Association

30 East Huron Street

Chicago, Illinois

60611

11. American Medical Association


Chicago, Illinois

60610

12. American Medical Women's Association

1740 Broadway

New York, New York

10019

13. ANA-NLN Nursing Career Program

American Nurses' Association

10 Columbus Circle

New York, New York

10019

14. American Occupational Therapy Association

251 Park Avenue South

New York, New York

10010

15. American Pharmaceutical Association

2215 Constitution Avenue, N.W.

Washington, D.C.

20037

16. American Registry of Inhalation Therapists .

Executive Director

Strong Memorial Hospital

260 Crittenden Boulevard

Rochester, New York

14642

17. American Society. of Biological Chemists

9650 Rockville Pike

Bethesda, Maryland

18. American Society of Limnology and

Oceanography

W. K. Kellogg Biological Station

Hickory Corners, Michigan 49060


19. American Society of Medical Technologists

Hermann Professional Buildin

Houston, Texas

77025

20. American Society of Zoologists

Dr. John Shaver, Secretary

Department of Zoology

Michigan State University

East Lansing, Michigan 48823

21. American Sociological Association

101 Connecticut Avenue NW

Washington, D.C.

20036

22. American Speech and Hearing Association

9030 Old Georgetown Road

Washington, D.C.

20007

23. American Turnabout Association

1 Tuna Pane

San Diego. California

92101

24. Association of American Medical Colleges

2530 Ridge Avenue

Evanston, Illinois

62001

25. Association for Research in Ophthalmology

University of Florida College e Medicine

Cainville, Florida 32603

26. Association of University Programs in

Hospital Administration

1642 East 56th Street

Chicago, Illinois

60637

27. Botanical Society of America, Inc.

c/o Department of Botany

Rutgers University

New Brunswick, New Jersey 08903

28. Bureau of Sport Fisheries and Wildlife

Fish and Wildlife Service

U.S. Department of the Interior

Washington, D.C.

20240

29. EMBA Mink Breeders Association

3103 Lathrop

Racine, Wisconsin

53405

30. Empress Chinchilla Breeders Cooperative, Inc.

145 West 30th Street

New York, New York

10001

31. General Adjustment Bureau

123 William Street

New York, New York

10038

32. Glouster Master Mariners Associations

23 Duncan Street

Glouster, Hassachusettes

01930

33. Golf Course Superintendents Association

of America

Des Plaines, Illinois

60018

34. Health Careers Council of Illinois

.


Chicago, Illinois

60611

35. Institute of Food Technologists

221 North La Salle Street

Chicago,. Illinois

60601

36. International Brotherhood of Teamsters,

Chauffers, Warehousemen and Helpers of

America

25 Louisiana Avenue, N.W.

Washington, D.C.

20001

161,

162


37. International Shade Tree Conference

1827 Neil Avenue

Columbus, Ohio 43210

38. Medical Library Association

919 Michigan Avenue

Chicago, Illinois

60611

39. National Arborist Association


Washington, D.C.

20005

40. National Association of Gardeners


Mineola, New York

11501

41. National Association of Rearing and

Speech Agencies

919 Eighteenth Street N.W.

Washington, D.C.

50006

42. National Association of Independent

Insurance Adjusters

175 W. Jackson Boulevard

Chicago, Illinois

60604

43. National Association for Pratical

Nurse Education and Service

1465 Broadway

New York, New York

10036

44. National Association of Public

Insurance Adjusters

1613 Munsey Building

Baltimore, Maryland

21202

45. National Board of Fur Farm

Organization, Inc.

152 West Wisconsin Avenue

Milwaukee, Wisconsin

53203

46.

National Council on Crime and Delinquency

44 East 23rd Street

New York, New York 10010

47. National Fisheries Institute

125 Connecticut Avenue, N.V.

Washington, D.C.

20036

48. National Health Council

Health Careers Program

1740 Broadway

New York, New York

10019

49. National Landscape Nurserymen's Association


Washington, D.C.

20005

50. Poultry and Egg National Board

8 South Michigan Avenue

Chicago, Illinois

60603

51. Registry of Medical Technologists of the

American Society of Clinical Patholists

Box 4872

Chicago, Illinois

60680

52. Southeastern Fisheries Association

330 South Adams Street

Tallahassee, Florida 32301

53. Special Libraries Association

31 East 10th Street


54. Wildlife Society

729 Fifteenth Street N.W.

Washington, D.C.

20005

PERIODICALS FOR CAREER INFORMATION

1.

American Association for Inhalation

Therapy Bulletin

4075 Main Street

Riverside, California

92501

2.

AmericIr Druggist

1790 Broadway

New York, New York

10019

3.

American Fur Breeder

Ojileway Building

Duluth, Minnesota

55802

4.

American Insurance Digest


Chicago, Illinois

60604

5. -American Journal of Botany

c/o Department of Plant Sciences

University of Oklahoma

Norman, Oklahoma

73069.

6.

American Journal of Medical Technology

Hermann Professional Building

Houston, Texas

77025

7.

American Journal of Occupational Therapy, The

251 Park Avenue South

New York, New York

10010

8.

American pharmaceutical Association Newsletter

2115 Constitution Avenue, N.T'.

Washington, D.C.

20037

9.

American Socological Review

1001 Connecticut Avenue

N.V.

Washington, D.C.

20036

10. ASHA (A Journal of the American Speech and

Hearing Association

Journal of Speech and Hearing Disorders

Journal of Speech and Hearing Research

11.

Bedside Nurse

250 West 57th Street


12.

Best's Fire and Casuality Insurance News

75 Fultan Street

New York, New York

10038

13.

Biochemistry

1155 Sixteenth Street, N.W.

Washington, D.C.

20006

14.

Bulletin of the Medical Library Association


Chicago, Illinois

60611

15.

Empress Chinchilla

Post Office Box 145

Middletown, New York

16.

Fish Boat

624 Gravier Street

New Orleans, Louisan 70130

17.

Fisherman's News

Fisherman's Terminal

Seattle, Washington

98199

18.

Fishing Gazette

461 Eighth Avenue

New York, New York

10001

19.

Food Technology


Chicago, Illinois

60601

20.

Golf Superintendent, The

3158 Des Plaines Avenue

Des Plaines, Illinois

60018

163

164


21,

Grounds Maintenance

1i,14 Wyandotte Street

Kansas City, Missouri

64105

22.

Hospital Administration


Chicago, Illinois

60603

23.

Hospital Management

105 West Adams Street

Chicago, Illinois

60611

24.

Independent Adjuster, The


Chicago, Illinois

60604

25.

Investigative Ophthalmology

University of Florida College of Medicine

Gainsville, Florida

32603

26.

Journal of the American Medical Association


Chicago, Illinois

60610

27.

Journal of the American Women's Medical

Association

1740 Broadway

New York, New York

10019

28.

Journal of Biological Chemistry

428 East Preston Street

Blatimore, Maryland

21200

29.

Journal of Food Science


Chicago, Illinois

60601

30.

Journal of Forestry

1010 Sixteenth Street NW

Washington, D.C.

20036

31.

Journal of Pratical Nursing, The

1465 Broadway

New York, New York

10036

32.

Journal of Wildlife Management

3900 Wisconsin Avenue N.V.

Washington, D.C.

20016

33.

Laboratory Medicine

2100 West Harrison Street

Chicago, Illinois

60612

34.

Journal of Medical Education

2530 Ridge Avenue

Ereanston, Illinois

60201

35.

Modern Hospital, The

1050 Merchandise Marts

Chicago, Illinois

60654

36.

Museum News

2306 Massachusetts Avenue N.W.

Washington, D.C. 20008

37.

National Fisherman

Camden, Maine

04843

38.

National Underwriter

175 West Jackson Boulevard

Chicago, Illinois

60604

39.

Oceanus

Woods Hole Oceanographic Institute

Woods Hole, MAssachutts

02543

40.

Poultry Tribune

Watt Publishing Company

Mount Morris, Illinois

61054

41.

Professional Gardner, The


Mineola, New York 11501

42.

Respiratory Therapy

825 South Barrington Avenue

Los Angeles, California

90040


165

43.

Sea Frontiers

International Oceanographic Foundation

1 Rickenbacker Causeway

Virginia Key, Miami, Florida 33149

44.

Specail Libraries

31 East 10th Street

New York, New York

10003

45.

Transactions

15 Second Street SW

Rochester, Minnesota

55901

46.

Trees Magazine

7621 Lewis Road

Olmstead Falls, Ohio 44138

47.

U.S. Fur Rancher

152 West Wisconsin Avenue

Milwaukee, Wisconsin

53203

48.

Weeds, Trees and Turf

1900 Euclid Avenue

Clevland, Ohio 44115

DOCUMENT RESUME ED 089 041 Biology II: Curriculum Guide ... · DOCUMENT RESUME ED 089 041 CE 001...

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