This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
BIO1.LS1: : From Molecules to Organisms: Structures and Processes
BIO1.LS1.1: : Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics.
Virus Lytic Cycle
Release a lytic virus in a group of cells and observe how cells are infected over time and eventually destroyed. Data related to the number of healthy cells, infected cells, and viruses can be recorded over time to determine the time required for the virus to mature within a cell.
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BIO1.LS1.2: : Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Cell Structure
Select a sample cell from an animal, plant, or bacterium and view the cell under a microscope. Select each organelle on the image to learn more about its structure and function. Closeup views and animations of certain organelles is provided.
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Explore a wide variety of cells, from bacteria to human neurons, using a compound light microscope. Select a sample to study, then focus on the sample using the coarse and fine focus controls of the microscope. Compare the structures found in different cells, then perform tests to see if the sample is alive.
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BIO1.LS1.3: : Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information.
Building DNA
Construct a DNA molecule, examine its double-helix structure, and then go through the DNA replication process. Learn how each component fits into a DNA molecule, and see how a unique, self-replicating code can be created.
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BIO1.LS1.4: : Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes.
RNA and Protein Synthesis
Go through the process of synthesizing proteins through RNA transcription and translation. Learn about the many steps involved in protein synthesis including: unzipping of DNA, formation of mRNA, attaching of mRNA to the ribosome, and linking of amino acids to form a protein.
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As a pediatrician, students learn about genes and protein synthesis to try to help a baby girl named Lucy who has an immunodeficiency disease.
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BIO1.LS1.5: : Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.
Enzymes - High School
As a veterinary technician, students learn about enzymes to help a dog that has been eating normally but is losing a lot of weight.
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BIO1.LS1.6: : Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms.
Cell Structure
Select a sample cell from an animal, plant, or bacterium and view the cell under a microscope. Select each organelle on the image to learn more about its structure and function. Closeup views and animations of certain organelles is provided.
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BIO1.LS1.7: : Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.
Diffusion - High School
As a physician assistant, students must learn about diffusion to save the life of a person poisoned by chlorine gas that was released into a small town following a train crash.
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As a veterinarian, students help a young calf, named Clark, who is having seizures. To determine the cause, the students fly into Clark's brain to learn about osmosis and apply their learning to save Clark.
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BIO1.LS1.8: : Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.
Photosynthesis Lab
Study photosynthesis in a variety of conditions. Oxygen production is used to measure the rate of photosynthesis. Light intensity, carbon dioxide levels, temperature, and wavelength of light can all be varied. Determine which conditions are ideal for photosynthesis, and understand how limiting factors affect oxygen production.
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As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
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BIO1.LS1.9: : Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism.
Cell Energy Cycle
Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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BIO1.LS2: : Ecosystems: Interactions, Energy, and Dynamics
BIO1.LS2.1: : Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance.
Rabbit Population by Season
Observe the population of rabbits in an environment over many years. The land available to the rabbits and weather conditions can be adjusted to investigate the effects of urban sprawl and unusual weather on wildlife populations.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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BIO1.LS2.2: : Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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BIO1.LS2.3: : Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.
Plants and Snails
Study the production and use of gases by plants and animals. Measure the oxygen and carbon dioxide levels in a test tube containing snails and elodea (a type of plant) in both light and dark conditions. Learn about the interdependence of plants and animals.
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An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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Mussel farmers in the Arctic Ocean have reported problems with their mussels. They have noticed that the mussel shells have eroded and become brittle. Students take on the role of a marine chemist to analyze the changes to ocean carbon chemistry and equilibrium to determine the cause of the mussel shell erosion.
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BIO1.LS2.4: : Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels.
Food Chain
In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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BIO1.LS3: : Heredity: Inheritance and Variation of Traits
BIO1.LS3.1: : Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each.
Meiosis
Explore how sex cells are produced by the process of meiosis. Compare meiosis in male and female germ cells, and use crossovers to increase the number of possible gamete genotypes. Using meiosis and crossovers, create "designer" fruit fly offspring with desired trait combinations.
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As a geneticist in an animal hospital, students learn about genetic changes in meiosis to determine the reason why a male cat can have calico fur coloring.
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BIO1.LS3.3: : Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission.
Chicken Genetics
Breed "pure" chickens with known genotypes that exhibit specific feather colors, and learn how traits are passed on via codominant genes. Chickens can be stored in cages for future breeding, and the statistics of feather color are reported every time the chickens breed. Punnett squares can be used to predict results.
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Grow Wisconsin Fast Plants® in a simulated lab environment. Explore the life cycles of these plants and how their growth is influenced by light, water, and crowding. Practice pollinating the plants using bee sticks, then observe the traits of the offspring plants. Use Punnett squares to model the inheritance of genes for stem color and leaf color for these plants.
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In this follow-up to Fast Plants® 1 - Growth and Genetics, continue to explore inheritance of traits in Wisconsin Fast Plants. Infer the genotype of a "mystery P2 parent" of a set of Fast Plants based on the traits of the P1, F1, and F2 plants. Then create designer Fast Plants by selectively breeding plants with desired traits.
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Breed "pure" mice with known genotypes that exhibit specific fur colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
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Breed "pure" mice with known genotypes that exhibit specific fur and eye colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur and eye color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
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BIO1.LS4: : Biological Change: Unity and Diversity
BIO1.LS4.1: : Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies).
Cladograms
Based on the similarities and differences between different organisms, create branching diagrams called cladograms to show how they are related. Use both morphological data (physical traits) and molecular data to create the simplest and most likely cladograms. Five different sets of organisms are available.
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Compare the skulls of a variety of significant human ancestors, or hominids. Use available tools to measure lengths, areas, and angles of important features. Each skull can be viewed from the front, side, or from below. Additional information regarding the age, location, and discoverer of each skull can be displayed.
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BIO1.LS4.2: : Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change.
Microevolution
Observe the effect of predators on a population of parrots with three possible genotypes. The initial percentages and fitness levels of each genotype can be set. Determine how initial fitness levels affect genotype and allele frequencies through several generations. Compare scenarios in which a dominant allele is deleterious, a recessive allele is deleterious, and the heterozygous individual is fittest.
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Working as a CDC researcher, students investigate an outbreak of multi-drug resistant bacterial infections and determine how evolution was involved by tracing the source and cause of the outbreak.
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BIO1.LS4.3: : Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services.
Coral Reefs 1 - Abiotic Factors
Explore the abiotic factors that affect Caribbean coral reefs. Many factors can be manipulated in this simplified reef model, including ocean temperature and pH, storm severity, and input of excess sediments and nutrients from logging, sewage, and agriculture. Click "Advance year" to see how the reef responds to these changes.
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In this followup to the Coral Reefs 1 - Abiotic Factors activity, investigate the impacts of fishing, disease, and invasive species on a model Caribbean coral reef. Many variables can be manipulated, included intensity of fishing, presence of black band and white band disease, and the presence of actual and potential invasive species. Click "Advance year" to see the impacts of these biotic changes.
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BIO1.ETS2: : Links Among Engineering, Technology, Science, and Society
BIO1.ETS2.1: : Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields.
DNA Profiling
Learn how DNA is compared to identify individuals. Identify the sections of DNA that tend to differ and use PCR to amplify these segments. Then use gel electrophoresis to create DNA profiles. Based on what you have learned, create your own DNA profiling test and use this test to analyze crime scene evidence.
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In this follow-up to the Genetic Engineering Gizmo, explore how farmers can maximize yield while limiting ecosystem damage using genetically modified corn. Choose the corn type to plant and the amount of herbicide and insecticide to use, then measure corn yields and monitor wildlife populations and diversity. Observe the long-term effects of pollutants on a nearby stream ecosystem.
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Use genetic engineering techniques to create corn plants resistant to insect pests or tolerant of herbicides. Identify useful genes from bacteria, insert the desired gene into a corn plant, and then compare the modified plant to a control plant in a lab setting.
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BIO1.ETS2.2: : Investigate the means by which karyotypes are utilized in diagnostic medicine.
Human Karyotyping
Sort and pair the images of human chromosomes obtained in a scan. Find differences in the scans of the various patients to find out specific things that can cause disease, as well as determining the sex of the person.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
