Source:
Designed by HSTA teachers and Jenny Bardwell; Funded by a NIH- Science Education Partnership Award RR-12329-0, WV Legislature, Dwight D. Eisenhower Math & Science Act, Howard Hughes Medical Institute, Coca-Cola,W. W. Kellogg, Benedum, and Stanley & Virginia Hostler FoundationsGENE Project, Department of Physics, 116 Cardwell Hall, University of Kansas, Manhattan, Kansas 66506-2601 (Tel.785-532-6786)
Purpose:
Students and teacher can choose to investigate how UV rays affect just one of these kingdoms of living organisms or both, if time allows. The bean plants are the simplest to conduct and the yeast is most complicated. Students will be writing a hypothesis to examine how UV-B rays affect each of these organisms in a unique way. Then they will design an experiment to fit their hypothesis.
Materials:
All investigations: UV light sourceBean Investigation: bean seeds, plant containers, soil, plant food, light stand for plants, mylar filters, cellulase filters
Yeast Investigation: fresh G948-1C/U yeast cells, 2 Petri plates/per student containing YED agar medium, alcohol wipes, 2-3 1 mL sterile calibrated bulbed transfer pipet, sterile water, sterile toothpicks (new toothpicks are sterile until the box is opened.), heavy paper, dark tape or other light- proof material to shade 1/2 of plate, sunscreen, glass microscope slides, sunglasses, or other material to be tested for their ability to absorb, UV tape, personal protective equipment: sun hat, sunscreen, sunglasses
Amphibian Investigation: frog's eggs, mylar filters, cellulose filters, fish tanks or other containers, motor for air bubbles, tubing, filtering accessories
Time Frame:
30 Days
Procedure/Assessment For Bean Plant Investigation
Procedure/Assessment For Yeast Investigation
Procedure/Assessment For Amphibian Investigation