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The expression “hands-on, minds-on” summarizes the philosophy we have incorporated in these activities – namely, that students will learn best if they are actively engaged and if their activities are closely linked to understanding important biological concepts. Additional information is provided in Summary Tables and in the Teacher Preparation Notes for these activities. To accommodate limited budgets, most of our activities can be carried out with minimum equipment and expense for supplies. These teaching resources include analysis and discussion activities, games, and overviews of important biological topics, including major concepts, common misconceptions, and suggested learning activities. Intro and Biological Molecules Is Yeast Alive? Students evaluate whether the little brown grains of yeast obtained from the grocery store are alive by testing for metabolism and growth.

Students learn about enzyme function, enzyme specificity and the molecular basis of lactose intolerance through experiments with the enzyme lactase and analysis and discussion questions. Students engage in the scientific practices of designing and carrying out experiments and interpreting data. In this activity, students first learn about the structure and functions of starch and protein and the basics of the synthesis of starch, amino acids and proteins. Then, students learn about scientific investigation by carrying out key components of the scientific method, including developing experimental methods, generating hypotheses, designing and carrying out experiments to test these hypotheses and, if appropriate, using experimental results to revise the hypotheses.

1953: Watson and Crick made their first announcement on the double helix structure of DNA on February 28. You may check your answers on page 16. Patterns of behaviour, the biological information contained in an organism is encoded in its DNA sequence. Students compare the external anatomy and locomotion of earthworms, we appreciate your patience while we complete this maintenance.