Woodrow Wilson Teacher Resources
Find Woodrow Wilson educational ideas and activities
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Students observe models of the ABO blood system including erythrocytes, antigens, and antibodies. They investigate the antigens that result from certain allele combinations and move antibodies to determine whether agglutination occurs when two given blood types are mixed.
Students simulate the Sanger method of DNA sequencing using color pop-beads as a representation of nucleotides and dideoxynucleotides. Students assemble DNA sequences and run their sequences through a "sequencing gel" and sketch what the DNA sequence bands should look like.
Students explore genetics. They discuss how chromosomes and/or genes are regulated during the life of an organism. In a lab setting, students compare and contrast the genomic regulation of prokaryotic and eukaryotic cells using manipulatives. They complete a fertilization lab and discuss the synthesis of DNA.
Students examine case studies involving human genetics. They research the case and determine possible problems to the issue. Students write essays supporting their opinion. They debate the ethical issues.
Students preview a copy of the lab experience and "cookbook translator" prior to the actual lab experience. They participate in the lab experience and complete the "cookbook translator" for evaluation at the completion of the laboratory experience.
Students investigate a rapid method to render the bacterium Escherichia coli "competent" to uptake plasmid DNA. They demonstrate the phenotypic changes associated with transformation. They perform a cell resuspension from the transformed and untransformed colonies to demonstrate that only transformed cells have the plasmid present.
Students use this laboratory exercise, restriction enzymes to recognize a four-, six-, and eight-nucleotide sequence. Assuming that the four component nucleotides (A, C, T, G) are distributed randomly within a DNA molecule, then any four nucleotides can occur, on average, every 256 nucleotides, a six-nucleotide recognition site occurs every 4096 nucleotides, and an eight-nucleotide recognition site occurs every 65,536 nucleotides.
Students work in groups to solve various murder mysteries using DNA evidence to implicate suspects. Teams compete to solve the crimes the fastest, while using various scientific methods to accomplish their task.
Students explore the "genetic code." They observe how genes may be manipulated for genetic research, gene cloning, and genetic engineering. In a lab setting, students examine the mechanics involved in cutting and ligating DNAs into a plasmid vector with "sticky ends" of complimentary DNA base pairs.
Although not particularly educational, here is a creative group activity in which high school biologists will use their imaginations to create a new life form combining characteristics from existing life forms. Each group must come up with a scientific and common name for their creature, a physical description, and a list of where the genes originated. They describe its life processes and adaptations, and sketch the organism as well.
Students explore a case study. They use problem solving skills to determine initial procedures or experiments necessary slow disease and develop a drug. Students examine FDA drug approval procedures. They consider environmental and ethical issues in making a decision to market the drug.
Students explore reaction rates of an enzyme-mediated reaction. They examine the effects of environmental variables on enzyme function. Students collect, graph, and analyze data relating to the reaction.
Students use easily obtained materials to study ecological succession in a microbiological community. This investigation is appropriate for a variety of age groups. Elementary Students be fascinated by the changes occurring over time in their bottles. First and second year high school students can do microscopic sampling of their communities that introduce them to diversity among microorganisms.
Students are led through a demonstration in which they cut open an apple, which represents the earth. They follow through the hands-on lesson, cutting the apple into various portions--each representing some aspect of the earth.
Students are assigned significant geologic events in Earth's history. They convert the date of the events into distances and then space themselves (on an outside playing field) away from other groups, to represent time between various events.
Pupils are able to transcribe to scale the plant features of a common landscape. They determine true north and south and collect and record data on a table. Students calculate a rating for and describe a definition of insulation and insulation. They determine the 'ecological quality' of a landscape in a quantifiable manner.
Student observes and measures the variability in the length of the forearm and the length of the foot and to test a common belief that the length of the foot is equal to the length of the forearm.
Students determine the speed of nervous transmission in an integrated nervous system. Students understand the differences between signal transmission in a single neuron and in a nervous system. Students create a little group rapport.
Students explore the gene frequency in Hardy-Weinberg Equilibrium experiments. They inquire into the studies of both black and gray squirrels. Basically the population genetics of certain squirrel populations. The species of each are analyzed in depth.
Young scholars examine American involvement in World War I. For this World War I lesson, students investigate Wilson's policy of neutrality as they read excerpts from his messages to Congress. Young scholars respond to questions regarding the excerpts and then compose letters on their opinions of U.S. entry into the war.