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"Online biology games for school aged kids. Play FREE, fun and interactive online biology games to help you study for biology exams, tests, quizzes. There are over 10 types of play offered as classroom biology games. Use these as fun review games for tests or to just to increase your general biology / living environment knowledge. These science games make learning fun! These also make great living environment games as the curriculum is very similar to biology."

All introductory biology textbooks, and many sophomore-level genetics textbooks as well, describe several classic experiments in molecular biology. This interrupted case study takes students through two of these classic experiments, namely, those by Griffith and Avery, McCarty and MacLeod that showed DNA to be the genetic material in Streptococcus pneumoniae, and the experiment by Meselson and Stahl that demonstrated DNA replication to be semiconservative. Engaging students with the experiments in a more exploratory manner can reinforce the nature of scientific discovery and the logic behind these findings. The case, which has been formatted as two separate exercises that can be used independently, was developed for use in introductory biology classes for biology majors. The material is accessible enough to also be useful for non-majors college biology or high school AP biology students.

This case study explores the recent (2010 - 2016) outbreak of neural tube defects, specifically anencephaly, in a rural three-county region of Washington state, particularly Yakima, WA. The case study focuses on the biological aspects of teratogens that may cause birth defects as well as epidemiological investigations of disease outbreaks. By the end of the case, students will have explored how our environment may have severe biological consequences on the human body during pregnancy and will have evaluated governmental and scientific investigations of a rare outbreak of birth defects. This clicker case study was developed for a non-majors biology course entitled "Human Development: Conception to Birth," although it could be taught in any introductory biology course for majors or non-majors during a unit on human reproductive biology or developmental biology. The case assumes that students have no prior knowledge of developmental biology or birth defects. The case study could also be adapted for upper-division courses by getting more in-depth on the specifics of teratogen mechanisms, the developmental biology and physiology of neural tube defects, or more complex epidemiological analyses.

The SAT Biology E/M Subject Test is a multiple-choice test with 80 questions. You'll answer 60 multiple-choice questions on core principles in biology; then, depending on the additional subject matter you selected, you'll answer an additional 20 multiple-choice questions on Biology-E or Biology-M subject matter. You'll have one hour to answer all 80 questions.

This case study is centered on a real scenario from 2013 in which the Kickstarter fundraising platform included a fundraising proposal from a group wanting to use synthetic biology to make glowing plants. The proposal raised controversy because the Glowing Plant group offered to give away their genetically-modified glowing plant product to investors.  Kickstarter subsequently changed its policy to prevent use of genetically modified organisms as rewards or incentives to investors. This case study was developed for a college first-year seminar focused on the ethics of synthetic biology, and was introduced during the first week of the semester. The case uses the jigsaw teaching method to introduce students both to the mechanics of synthetic biology and to questions about how we should distribute the benefits and burdens associated with new or emerging technologies. It could be adapted for courses in introductory college biology, genetics or bioethics.

This dilemma/decision case study is intended to demonstrate how knowledge of signal transduction pathways can be applied to the pharmaceutical industry and within a medical setting. The case scenario revolves around a physician scientist's analysis of a chronic myelogenous leukemia (CML) patient's resistance to the cancer drug Gleevec® (imatinib). Students explore the molecular targets of drugs that inhibit cell signaling, while considering the best course of treatment for the medical patient. Written for an undergraduate sophomore level cell biology course, the case is also suitable for general biology, genetics, molecular biology, pharmacology, and cancer biology.

This directed case study examines differences between the exponential and logistic growth models in biology and how they are applied to solve real life problems. The narrative follows a student returning to the United States as he tries to assess his possible exposure to Middle East Respiratory Syndrome (MERS). To better understand his risk, James needs to get up to speed on a variety of topics including the difference between infection, transmission, virulence, etc., and how these topics can be mathematically modeled not only in relation to MERS, but also with respect to Ebola and influenza. This case was designed for use in the second semester of a biocalculus course or a course involving ordinary differential equations, which are appropriate for second year undergraduate students majoring in biology, pre-med, and bio-mathematics. These students typically have completed a semester of calculus and one year of general biology. The case provides an opportunity for students to develop their understanding of differential equations and increase their appreciation of mathematics as it applies to solving a problem of biology.

Problem-based learning (PBL) is an exciting way to learn biology and is readily incorporated into large classes in a lecture hall environment. PBL engages students in solving authentic biological case problems, stimulating discussion among students and reinforcing learning. A problem-based learning environment emulates the workplace and develops self-directed learners. This is preferable to a mimetic learning environment in which students only watch, memorize, and repeat what they have been told. The examples given here are suitable for use in a first year college biology lecture theater, but the method is applicable to any class size and educational level. [A more detailed explanation of PBL in Biology may be found in Chapter Four of INSPIRING STUDENTS, published in 1999 by Kogan Page.]

This case study presents the story of Phil, an undergraduate majoring in biology, whose Russian cousin Dimitri has contracted tuberculosis (TB) from inmates at the prison where he works.  Phil learns that his cousin's failure to complete his antibiotic regimen likely contributed to the evolution of antibiotic-resistant TB in his body.  Phil consults with his friend Stacy, and together they try to understand Dimitri's condition by applying what they are learning in their genetics lab experiment about the role of random mutation in bacterial evolution (including the development of antibiotic resistance) through Luria- Delbrück fluctuation analysis. The same analysis includes calculation of the mutation rate, which Phil realizes is sufficient to cause MRSA and other antibiotic-resistant infections. This case study was originally developed for concurrent use in freshman/sophomore-level genetics, elementary statistics, and precalculus. However, it is also very appropriate for courses in introductory biology, evolutionary biology, and biostatistics. The teaching notes discuss various ways to run the case depending on the mathematics and biology background of students.

"This case study introduces students to Duchenne muscular dystrophy (DMD) and its underlying genetics, cell biology, and some of the associated biochemical pathways.  DMD is an X-linked disorder characterized by progressive muscle weakness and wasting due to the absence of a protein called dystrophin, which in turn causes degeneration of skeletal and cardiac muscle. There is currently no established cure for this disease.  The case follows the progress of "Casey," an undergraduate student who has just declared her biology major and is interested in expanding her scientific understanding of the different fields of biology. The case is organized in three parts: genetics, cell biology, and biochemistry, each exploring DMD through its unique lens. Throughout the case, Casey is presented with multiple outlets of information, including class lectures, direct e-mail interaction with a professor, scientific journals and websites, from which she (and any student engaged with the case) gathers knowledge about DMD."

The protagonist of this two-day flipped case study, "Maria," has two problems. She doesn't like it when the apple slices in her lunch turn brown, and she needs to find a project for her biology class that includes molecular biology, preferably one that incorporates plants. Students are enlisted to help Maria understand Arctic Apples™, which don't turn brown because they have been genetically modified to suppress the expression of polyphenol oxidase via RNAi. The case also explores the health, environmental, and safety aspects of growing and eating plants that have been genetically modified to use RNAi. The case applies the central dogma of biology to the creation of genetically modified foods and RNAi and includes a discussion of whether genetically modified foods should be labeled. Several videos are included with the case, including one created by the author specifically for the case. The case is appropriate for use in an introductory level biology or survey level biochemistry course.

Paul Andersen explains the two major portions of the molecular biology lab in AP Biology. He starts by discussing the process of transformation. He explains how you can use the pGLO plasmid to produce glowing E. coli bacteria. He then describes how you can use restriction enzymes and the process of gel electrophoresis to cut and separate DNA.

Well organized teacher site- AP Biology Web site for Ms. Foglia's Regents Biology (10th grade Living Environment) course at Division Avenue High School, Levittown. It will be a busy year and I will use this Web site to help you to do the best you can. All paperwork, labs, and resources used or mentioned in class will be posted here.

Resource rich site for Regent's Biology and AP Biology

Ready to go lesson plans >3600 in Biology Annual subscription; 10 day free trial

The life science/biology course is divided into 12 instructional segments grouped into four sections. In the first section, From Molecules to Organisms: Structures and Processes, students develop models of how molecules combine to build cells and organisms (IS1 [Structure and Function]; IS2 [Growth and Development of Organisms]; IS3 [Organization for Matter and Energy Flow in Organisms]). In the second section, Ecosystems: Interactions, Energy, and Dynamics, students zoom out to the macroscopic scale to show how organisms interact (IS4 [Interdependent Relationships in Ecosystems]; IS5 [Cycles of Matter and Energy Transfer in Ecosystems]; IS6 [Ecosystem Dynamics, Functioning, and Resilience]; IS7 [Social Interactions and Group Behavior]). Students return to the role that DNA plays in inheritance during the third section, Heredity: Inheritance and Variation of Traits (IS8 [Inheritance of Traits]; IS9 [Variation of Traits]). The class ends tying together interactions at all these scales by explaining evolution and natural selection in Biological Evolution: Unity and Diversity (IS10 [Evidence of Common Ancestry and Diversity]; IS11 [Natural Selection]; IS12 [Adaptation and Biodiversity]). A vignette in IS12 illustrates the level of three-dimensional understanding students are expected to exhibit as a capstone of the course.

Students begin by watching the online video clip and completing a worksheet. After that assignment, instructors can decide which of the two activities (or both!) to use in class. In Activity 1, students identify the locations on chromosomes of genes involved in cancer, using a set of 139 "Cancer Gene Cards" and associated posters. In Activity 2, students explore the genetic basis of cancer by examining cards that list genetic mutations found in the DNA of actual cancer patients. Small-group work spurs discussion about the genes that are mutated in different types of cancers and the cellular processes that the affected genes control. The Activity 1 and 2 Overview document provides short summaries of the two activities along with key concepts and learning objectives, background information, references and rubrics, and answers to students' questions. Both cancer discovery activities are appropriate for first-year high school biology (honors or regular), AP and IB Biology. Activity 2 is also appropriate for an undergraduate freshman biology class.

Alternative labs list- AP biology teachers submit a curriculum for review and approval and must include laboratory exercises that align with their core ideas. Some of the recommended labs may be too expensive or too time consuming for your class. Listed below are some alternatives that may be acceptable as part of your overall biology curriculum.

Although Hardy-Weinberg equilibrium is a fundamental part of introductory biology classes, students often have difficulty understanding its implications. This interrupted case study places students in the role of small teams who are conducting preliminary research into the impact of roads on the population structure of timber rattlesnakes in order to apply for a grant for further research. Research groups consisting of 3-4 students work through a series of questions allowing them to use HWE principles to discover for themselves how deviations from HWE can have implications for conservation biology. Periodic interruptions with help sheets (see Supplemental Materials) allow teachers to maintain an active role in the students' progress, while also demonstrating the collaborative nature of scientific research. Ultimately students formulate formal emails summarizing and interpreting their findings in order to "apply" for the grant. The case is designed for undergraduate students in introductory biology or in lower-level population genetics/conservation courses where connecting basic genetic principles to ecology and sustainability is key.

This case study takes place at a fictional biotechnology company developing herbicides against invasive plant species. The case study focuses on five herbicides with different effects on photosynthesis. Students play the role of lab interns and explore photosynthesis and the herbicide effects by engaging in concept mapping, experimental design, data manipulation, and data analysis. The goal is to use the experimental data to predict the steps in photosynthesis that are inhibited by each herbicide. Students should come away from the case study with a process-based understanding of photosynthesis. This case study is designed for the "flipped" classroom with suggested preparatory videos and associated assessment questions included. Videos can be supplemented with textbook readings or mini-lectures. This activity was developed for a non-majors introductory biology course but it could also be used in any general biology course, including majors' courses. It might also be used to establish foundational knowledge for more advanced discussions of photosynthesis in plant biology (botany) courses.