Apologia Biology: Carbohydrates, Lipids, and Proteins Lab

BTW, this exercise coincides with the Organic Chemistry section in Module 5 of the Apologia textbook.). The class is focusing on the biomolecules.  I plan to teach Chemistry next year to most of the class.  I’ll teach them about the Periodic table, Iona, molecules, and balancing equations then.  So, the kids are learning a bit of biochemistry.


Once the kids finish the Biomolecules exercise, they'll work on the lab, the detection of carbohydrates, proteins, and lipids.  The Bio class will use these tests. (Here are photos.)  Next week, we have two classes, both of which will be this lab.  The goal is to understand what carbohydrates, lipids, and proteins are.  Here's hoping for good results.

Apologia Biology: Designer Baby Project Links

Here are the links:

Chinese Scientists are Creating CRISPR Babies

How CRISPR works

What the Church Teaches about IVF

Begotten Not Made

In Vitro Fertilization Side Effects and Risks

Embryo Adoption

Embryo Adoption Moral Option. (Frankly, I’m still uncertain about the morality of Snowflake adoption.  I believe the issue is ‘morally unresolved’ according to Church teachings.)

Genetic Details of Three Parent Baby

UK Three Parent Baby

Switched Embryos

Embryos Destroyed

Savior Siblings

More on Savior Siblings

Article about Charlie, a ‘savior sibling’

Designer Babies

Ethics of Designer Babies

Apologia Biology: Designer Baby Project

My class is working through biochemistry right now.  I’m prepping a project, Designer Babies.  So far, I started a scoring rubric and have amassed a number of links which are germane.  This article, “Ethics of Designer Babies” is a good place to begin.  Below is the announcement on my Google Classroom page.  As a devote Catholic, I follow Church teachings.  But, I believe the children should struggle through these thorny issues.  As a mother, my heart grieves for infertile couples and families with a sick child.  I firmly believe these are moral issues, not merely controversial ideas that make interesting ethical debates.  One apect is the fear of creating a class of ‘genetically elite’ children rather than the millions of embryos destroyed during IVF.   It appears creating  a ‘genetic elite’  supersedes all of the moral issues. So, my class is going to prepare blogs.  Below is the overview.  I’ll post links in the next post.  Once, we begin, I’ll post screen shots of class submissions.

Update: The project will also include a concept map created with software.

The next big project is to create a blog describing the Roman Catholic perspective on Assisted Reproductive Techniques,  Recently, China published information about babies who have undergone gene-editing, Designer babies.  This project examines invitro fertilization and why the Roman Catholic Church forbids these measures.  (Snowflake or embryo adoption is considered ‘morally unresolved’.)  My goal is for the class to gain a better understanding of Church teachings in light of these controversial methods.

Designer Baby
1.  What are common sources for infertility?
2. Define all terms.
3. What are the inherent issues associated with a designer baby?  Think broadly.  Consider gender, IQ, racial, health selection, Downs Syndrome, etc.
4. In vitro fertilization opens the door to gene editing, selective fetal reduction,  preimplantation embryonic testing, and ‘savior siblings’.  Explain.
5. Why is embryonic donation or Snowflake adoptions ‘morally unresolved’?
6. The goal is to understand a host of controversial issues in light of the Catholic Church.  (This is also an exercise as part of your formation.)
7. Students will create a series of blog posts: a minimum of ten posts, three videos, ten links, and ten photos.  Each blog post must contain an least one paragraph of explanation and opinion.

Apologia Biology: Biomolecules (Module 5–Organic Chemistry)

Yet another update...We have snow.  The kids may never finish working on their molecules.


Quick update: This is going to take awhile to finish.  But it’s so important!  I want them to understand complete carbohydrates are formed from glucose and sucrose is the product of glucose and fructose.  I believe this foundation is key to understand before tackling complete structures such as DNA.  We’ll be working through these structures at least one more class and likely two.

Update: Here is another molecular worksheet if your kit doen’t provide one.  The website allows parents to request a key.). Frankly, I prefer the Labaids materials in their kit.


We need to do a little chemistry, beginning with biomolecules.  Our class is using this kit with the handout in the kit.  This exercise takes forever.  Any molecule set works!  Since there are 19 kids in the class, I ordered the Molecules of Life kit.  If you are working alone, this inexpensive kit works perfectly.  Goodwill (shopgoodwill.com) frequently has nicer molecule kits like this one.

So, what is the class doing?  The kids are working through six pages of lab instructions.  The process is to build the molecules (carbohydrates, lipids, and proteins) and then answer questions about the molecules.  Instead of a lecture on biomolecules, the kids learn on the job.  My role is to help them see how molecules, such as glucose, fructose, and galactose have the same type and number of atoms in different structures.  The kids combine monosaccharides or single sugars into dissaccarides, such as sugar or sucrose--slowly!  Once we build and analyze, we'll do a a lab which tests carbohydrates, lipids, and proteins.

Apologia Biology: DNA Extraction Lab

Update: The last photo has a decent shot of the DNA.  It is white threads which float into the alcohol.

Update:  This week (after Thanksgiving) we're doing the DNA lab.  Yesterday's class went as expected.  The girls extracted mounds of DNA; the boys all need to try again.  See pix below.
Tomorrow, we're doing the DNA extraction lab with split peas--the instructions are in the Apologia textbooks.  (The first edition uses onions instead of split peas.  The link has directions for extracting DNA from just about anything.)  The key is to use fresh meat tenderizer.  My class is doing the lab as an inquiry project.  I bought three types of alcohol: denatured ethanol, and two different percentages of isopropyl or rubbing alcohol.  I also bought salt with and without iodine.  My materials include two brands of dish detergent, shampoo, and hand soap (clear).  The students will hypothesize which factor produces the most DNA.  (Remember, it's fresh meat tenderizer.)  The kids are going to test the different types of alcohol, salt, and detergent.  So, they'll do a number of trials.  I expect to take two class periods to do the lab; the kids will write another formal written lab report.  Here is my plan.

1.  Explain how to extract DNA and distribute lab instructions.  Our class will use 50 grams of split peas, 100 mL of cold water, two grams of salt, 15 mL of soap or detergent, and one gram of meat tenderizer.  The kids may need to adjust these measures.  I want the kids to weigh with a digital scale and measure volume with graduated cylinders instead of using cups and teaspoons, which are cooking measures.

2.  The next step is for each lab group to form a two-part hypothesis.  Here is an example.
    Null Hypothesis:  The type of detergent will have no effect on the amount of DNA produced.
    Alternative Hypothesis: Dawn dish soap will produce more DNA than Gain dish soap.

3.  Each group must identify controls and take note of the materials the group uses.

4.  Each group will perform at least three trials with different independent variables.  The groups chose which variable to test: alcohol, soap, or salt.


When I first did DNA extraction labs, I used expensive kits, chilled the alcohols,  used only ethanol, and timed each step precisely.  The kids may compare chilled alcohols to room-temperature alcohol.  This lab is usually a favorite.  I'll post pix this week.

Apologia Biology: Mitosis and Meiosis

Yesterday, we had an organelle quiz and resumed work on the mitosis and meiosis yarn models.  The kids are using the diagrams from the text book to create and label.  I know that this activity may seem pointless--it's not!  In the past, I had the kids use yarn, petri dishes, and chalk to duplicate the stages of mitosis and meiosis on lab desks.  It's like drawing microscope slides; it forces the child to study the diagram more closely and involves other parts of the brain.  Yes, it does take loads of time to do well.  I sent home a boat-load of coloring pages to complete--due after the Thanksgiving break next week.  On Thursday, we're doing the DNA extraction lab. 

Apologia Biology: Cells, Cell Cycle, and Mitosis

The Co-op is reviewing for a series of cell quizzes and beginning with paper plate cell cycle models and mitosis with yarn.  The first thing we did was a brief review of the cell topics.  I'm dividing my quiz into two parts: cell structure and function quiz (or this quiz), a cell transport quiz.  I don't like lengthy lectures.  I gave the kids a study guide (p 24).  The kids spent the remainder of class making the paper plate cell cycle model and the mitosis model.  All class.  Really.  It is worthwhile to have the kids make 'hands-on' models.  Believe me, the lesson stays with them.

Apologia Biology: Lab Reports

Update—yes, it took all class to teach the kids how to write a lab report using complete sentences and correct grammar.     Aaaaaaaarrrrrrggghhhhh.  On Thursday, I’m reviewing for a test.  That will be fun.  Here is an example from one of the younger students, who is 11.

Last week, we did another lab, Elephant’s Toothpaste.  Now, the class should learn how to write a report and draw conclusions.  Lab design, creating hypotheses, and drawing conclusions are tedious to teach.  Here is the lab rubric I use for Chemistry.  Last week Elephant’s Toothpaste uses hydrogen peroxide, yeast, and dish soap.  The kids varied the number of grams of yeast and timed the soapy solution as it reached the top of the test tube.  Here goes the lesson.
1.  What is the hypothesis?  A hypothesis has two parts: null and alternate
   a. The null hypothesis for this lab is, “There is no relationship between the number of grams of yeast and the time it takes for the soapy solution to reach the top of the test tube—or The time of reaction is independent of the amount of yeast.”
   b.  The alternate or alternative hypothesis (your best guess) is, “The more grams of yeast, the shorter the time for the soapy solution to reach the top of the test tube—or The more yeast, the faster the reaction.”

2.  The next section is background material.  Yeast contains the enzyme, catalase, in the cell’s peroxisome  organelles.  Hydrogen peroxide is a common waste product in cells. (Waste is bad.). The catalase breaks down hydrogen peroxide.  In this lab, the yeast is allowed to bloom and produce catalase, which breaks down hydrogen peroxide.  Kids can write the background in quotes—but must cite the source.

3.  Next is the chemical reaction for this experiment., if pertinent.  Hydrogen peroxide breaks down in the presence of catalase into water and oxygen.  Students may write the balanced reaction neatly in pen or 2 H2O2 —— H2O + O2

4.  On to the materials.  The materials include the following items:  test tube rack, six test tubes, a test tube holder, scoopula, one disposable, graduated, transfer pipette, a 50 mL graduated cylinder, a 10
mL graduated cylinder, cell phone stop watch, three plastic beakers, one digital thermometer, a tray or trough for overflow, a digital scale, one weigh boat, 20 grams of yeast, 30 mL dish soap, 200 mL water, and one craft stir stick.  Note the grammar!  Numbers ten or fewer are spelled and greater are written in Arabic character, one and 50.  Please note a colon follows a noun.  The sentence above is an example of the use of third person, present tense, active voice, and indicative mood.

5.  The next section, results, includes the data, ideally a table or chart.  The student may write the results.  For example, the results are five grams of yeast produces suds in 4.9 seconds.

6.  The procedures must be discussed step by step.  The controlled variables are the water temperature, the amount of water, dish soap, and hydrogen peroxide.  The independent variable is the number of grams of yeast.  The student completes three trials.  For each trial, the student adds one milliliter of yeast solution to one milliliter of dish soap and five milliliters of hydrogen peroxide in a 25 mL test tube.  The student measures each trial with a stopwatch to assess the time the soapy solution travels to the top of the test tube.  The student records each trial in a table.


7.  The discussion section follows the data.  This section has any observations or mistakes.  The student notes that 25 grams of yeast causes an eruption of suds to quick to measure.  This is the point
the student determines if the results support or refute the null or alternate hypotheses.  It is not
unusual for the results to refute both.  Here, the child should use the Claim Evidence Reasoning approach to describe the results.  The claim is that more yeast results in a faster reaction.  The student’s data table should indicate shorter intervals.  The reasoning is that more yeast produces more catalase, consequently breaks down more hydrogen peroxide.

8.  Lastly is the conclusion.  My standard conclusion is this one, “More trials are indicated.”  “More study is needed to determine the results support the alternate hypothesis.”

It will take all class period on Tuesday to teach this process.    Aaaaaaarrrrrggggh.

Apologia Biology: Cells and Experimental Design

Experimental design is key for me.  It’s more than the scientific method.  This coming week we are only meeting on Tuesday—Thursday is a holy day.  Several of the kids serve at Mass, so we decided to cancel classes.  I have gallons of hydrogen peroxide left from the catalase lab last week.  (Peroxide breaks down fairly quickly—which is why it’s in a brown bottle.  Light breaks it into water and oxygen.). So, Elepahnt’s toothpaste it is.  There’s a twist.  I’m going to show the class the reaction without telling them the amounts of yeast, water, hydrogen peroxide, or dish soap.  (Don’t dilute the hydrogen peroxide!). The kids are going to set up different trials to see which combination delivers the best foaming results.  I plan to warn them if they just dump materials they’ll earn a zero.  Oh, and anyone not wearing their safety glasses has to clean up the entire lab, not just their station.  Next week, we need to test.  I’ll post pix on Tuesday.

Update:  The lab went better than expected.  Next Tuesday, we'll review how to write a lab report. Here are the pix.

Apologia Biology: Cells: Catalase Lab

This week the class has done the Catalase Lab both days.  The concept is important.  Catalase is an enzyme in peroxisome organelles in the cell.  Its job is to break down hydrogen peroxide, a type of waste in the cell.  Yeast produces catalase.  But, the reason I'm doing this lab is to practice lab skills: names of equipment, how to measure, weigh, read volume, controlled variable, hypothesis, graphing.etc.  The list is long.  The particular emphasis was on controlled variables: the amount of yeast, the water temperature, duration to soak discs in yeast solution, etc.  The kids did the same lab twice.  Today, I had four of the girls (who had nearly finished Tuesday) work with different groups to help get them on track.  I also switched two groups.  I think I have good partners now.  Now, after three hours of lab, most of the kids have data to graph.  Tuesday, we're going to review the graphs, answer the questions, and discuss the Claim-Evidence-Reasoning strategy for the lab.  Here are a few photos.

Apologia Biology: Module 6 Cells: Gummy Bear Lab

Well, today was less chaotic.  Our class is one hour and 15 minutes twice a week.  We spent half of today's class weighing the gummy bears which had soaked for two days.  At the beginning of class, I went over a chart listing the average mass of the gummy bears before and after soaking in the salt solutions.  (Gummy Bear Osmosis Lab)  I had to explain how to average the data, how to calculate the percent change in the mass of the gummy bears, and how to graph a line graph.  Everyone has to create a bar graph with the mass before and after of the gummy bears by concentration.  Yes, this took all class period.  The kids have not had much lab experience or experimental design.  So, next class is another lab: How does concentration affect the reaction rates of enzymes?  The kids need another chance to set up, conduct, and graph the lab results.