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using given food web

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Compare pyramid of biomass from English channel with pyramid of biomass from a meadow

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Compare pyramid of biomass from English channel with pyramid of biomass from a meadow

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Outline four types of evidence which support the theory of evolution by natural selection.

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Outline four types of evidence which support the theory of evolution by natural selection.

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Compare evolution by punctuated equilibrium with evolution by gradualism. 

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Compare evolution by punctuated equilibrium with evolution by gradualism. 

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Calculate the difference in post-dinner snack energy intake between having a ‘normal’ 9h sleep and the sleep-deprived 5h condition.
Compare the trend in energy expenditure throughout the day between 9h sleep and 5h sleep.
Describe the difference between 9h sleep and 5h in terms of eating patterns.
Evaluate the hypothesis that “when we sleep less, we eat more” based on the data provided and information in the article.
Explain the role of the appetite control centre of the brain on appetite, and suggest how it is affected by the conditions of the experiment.

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Here is Mark Lynas at Cornell University, with his speech " Time to call out the anti-GMO conspiracy theory." It runs almost half an hour, though he does have a transcript of the speech on his blog. The connections to IB Biology Genetics & Genetic Engineering here are obvious.

What should be noted for background is Lynas' own story. In the 1990's he was a prominent anti-GMO activist, but has recently apologised and is now on a mission to right the wrongs he feels he has done. It has not been easy, and has generated lots of controversy.

"Allowing anti-GMO activists to dictate policymaking on biotechnology is like putting homeopaths in charge of the health service, or asking anti-vaccine campaigners to take the lead in eradicating polio."

Powerful and provocative stuff - and a great stimulus for discussion and debate. Lynas refers to a lot of studies, claims and organisations in this speech. Students could follow this up with finding out more about each of them.

We might never be able to get students to the absolute truth on GMOs - we may find it difficult ourselves - but it is useful to give some insight into just how delicate the balancing act can be and how cloudy the discussions of ethics in science can get. The issues around GMOs are complex: scientific, political, ethical, economical, environmental. They are far more complex than a couple of short assessment statements in a Biology syllabus can really do justice.

..........o0O0o.........

Also recently, a very useful Nature special edition on GM Crops: the Promise & Reality. Look in for some in-depth articles and case-studies, including the true, the false and the still unknown on GM crops.

Nature articles often have presentations of data that can be used for data-based question practice (such as the one to the right - click through to see). Follow the patterns of the DBQ's and make up your own questions based on different articles:

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Here is Mark Lynas at Cornell University, with his speech " Time to call out the anti-GMO conspiracy theory." It runs almost half an hour, though he does have a transcript of the speech on his blog. The connections to IB Biology Genetics & Genetic Engineering here are obvious.

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Albinism is an autosomal, recessive condition in which the skin pigment melanin does not form. The pedigree chart shown below is of a family that has several members with albinism.  Give the genotypes of the parents A and B, the female E and the male C, who has albinism. What is the probability that female G is a carrier of albinism? How many members of the family are definitely heterozygous for this allele? 

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Albinism is an autosomal, recessive condition in which the skin pigment melanin does not form. The pedigree chart shown below is of a family that has several members with albinism.  Give the genotypes of the parents A and B, the female E and the male C, who has albinism. What is the probability that female G is a carrier of albinism? How many members of the family are definitely heterozygous for this allele? 

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Label the diagram of mitochodrion
Underline parts which are involved in
1.Krebs cycle
2.chemiosmosis

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Procedure

Step 1: Take the sheet of white printer paper and fold it in half lengthwise, and then in half again so you have 4 squares. You will make one sketch inside each square.

Step 2: Choose 4 different plankton varieties from the Zoom Gallery to draw.

There are many varieties to choose from. Try to pick plankton that you have not seen before. This will challenge you to look at them in detail and draw what you see.

Step 3: Before you begin to sketch the first variety of plankton you need to determine how big to draw it.
Step 4: Select one plankton variety to start. Think about the following questions.

1. What shape is it?

2. Is it one organism, or many?

3. What color is it?

4. Can I see any organs inside the body?

5. How large is this organism?

Step 5: It is time to begin sketching. Below is a list of guidelines to follow.

Don’t be intimidated.

Pay close attention to detail and draw what you see.

Start with the big stuff and then move on to fill in the details.

Start sketching lightly. You can darken your drawing when you add the details.

Don’t get frustrated, just do your best. Scientific sketching is a skill and you only get better at it if you practice!

Step 6: Repeat steps 4 and 5 with each of the 4 varieties of plankton.

Step 7: We can compare the size of the 4 varieties since you drew them to scale. Cut on the folded line between each of you plankton sketches. You will have 4 separate squares, each with a plankton sketch on them. Now arrange the sketches by size, smallest to largest, and tape them together.

Step 8: Pair share with another group of students. Compare you sketches and write down your strengths and weaknesses. If your teacher instructs, complete this activity AGAIN with 4 new varieties of plankton. Focus on strengthening your weaknesses.