Biology Lesson 10/31/08

October 31, 2008

Click here.

Biology Lesson 10/29/08 – Mitosis and Meiosis

October 29, 2008

Click here.

Env Sci (5th period) – Coral Reef Biome Lesson

October 28, 2008

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.eco.coralreefconnections/

Click on View.

1.  What is the difference between predation and parasitism?

2.  Why do organisms compete (for what resources)?

3.  What is the difference between commensalism and mutualism?

4.  a-c – Describe 3 animals from the predation/parasitism pictures (especially how they are adapted to be a predator or escape predators.

4. d-f – Describe 3 animals from the competition pictures.

4.  g-i – Descirbe 3 organisms from the commensalism/mutualism pictures (especially how they help out other species or live on/in other species).

Do the Questions for Discussion (#5-7) by reading the Background Essay and/or looking at the Flash Animation.

Env Sci (5th period) Lesson 10/24/08

October 24, 2008

Go to http://www.teachersdomain.org/resource/ipy07.sci.life.eco.comparepoles/

Click on View.

1. Which pole, Antarctica or the Arctic, has a greater maximum sea ice exten?

2. Which pole has the greater total coastline?

3. Which pole has an actual pole marking 90 degrees?

4. Which pole has the highest elevation? What is the maximum elevation?

5. Which pole has the lowest ocean basins? What is the deepest depth?

6. Which pole has an active volcano?

7. Which pole has glaciers up to 4,700 meters thick? Which pole has an ice surface thin enough to be traversed by boats called icebreakers?

8. Which pole has sea ice that more than doubles the size of the continent annually?

9. Which has 24 hours of darkness on June 21? Which has 24 hours darkness on December 21?

10. Which has 24 hours of sunshine on Dec. 21? Which has 24 hours of sunshine on June 21?

11. Which pole is colder in winter? What is the average (mean) temperature in winter in the colder pole? What is the average temperature of the colder pole in summer?

12. Describe the two reasons why the poles are so cold.

13. Summarize why Antarctica is colder than the Arctic.

14. Which pole has no plants or trees?

15. What part of the Arctic has a lush tundra with a variety of plants and trees?

16. Which pole has penguins? Which pole has polar bears?

17. What is the largest land animal in Antarctica? How long is this animal?

18. List 8 mammals that migrate to and live in the Arctic.

19. Both poles have marine mammals such as _______________, ____________________, and ____________.

20. Which pole has no indigenous people?

21. List five Arctic regions/nations that are home to a number of indigenous peoples.

22. What are 8 Arctic nations?

23. Which pole has no government and belongs to no country?

24. How many people are at Antarctic scientific stations in winter (June, July, and August in the Southern Hemisphere)? How many people are at Antarctic scientific stations in summer (Dec.,Jan,&Feb.)?

25. What is the year-round human population in the Arctic?

26. Who was the first human to cross the Antarctic Circle? When did he do so?

27. The first human crossing of the Arctic Circle was ______________________.

Go back to the website: http://www.teachersdomain.org/resource/ipy07.sci.life.eco.comparepoles/

Read the Background Essay.

28. The Arctic is an ____________, covered by ice and surrounded by land. In contrast, the Antarctic is land surrounded by ___________.

29. Massive glaciers called ice __________ cover Antarctica and contain about _____% of the world’s ice.

30. The central Arctic is always covered in ______ ice, because the Arctic Ocean is nearly enclosed by __________.

31.  Since Antarctica has an average elevation of 2,300 meters, there is a significant decrease in _________________________ due to elevation.

Env Sci (5th period) 10/22 – The Desert and Arctic Biomes

October 22, 2008

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.eco.desert/

Read the Background Essay.

1. What three aspects of climate characterizes the desert biome?

2. What happens to 90% of solar radiation during the day?

3. Describe how rain usually comes in places like the Sonoran Desert? How does this affect the experience of plants in these deserts?

4. Describe two structural features of desert plants that limit the amount of water they lose to the atmosphere.

5. Describe one functional strategy that some desert plants have evolved that limits water loss.

6. Why do ecologists call desert animals ‘generalists’ or ‘opportunists’?

7. Many small desert herbivores prefer eat many more _____________ than leaves.

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.eco.arctic/

Read the Background Essay.

8. The tundra biome is characterized by ___________________ extremes.

9. Precipitation in the Arctic are equivalent to those found in the world’s __________________.

10. How is the presence of permafrost actually a benefit to plants in the Arctic?

11. How many species of plants exist in the Arctic?

12. Describe three features common in Arctic plants.

13. Since the Arctic plants are isolated from nearby clumps, they have a lot of genetic _____________ between nearby species. These variations provide diversity and an evolutionary benefit.

Go to http://www.teachersdomain.org/resource/ipy07.sci.life.eco.arcticecosys/

Click on View.

Describe one new thing you learned about: 14. polar bears; 15. walruses; 16. seals; 17. ice algae; 18. fish; 19. phytoplankton; 20. zooplankton; 21. jellyfish; 22. bowhead whales; 23. detritus; 24. sea stars and sea urchins.

Click on “MORE ABOUT THIS DELICATE BALANCE” at the bottom right of the screen.

25. Changes in the food web not only threaten life in the Arctic region, they also could have impacts on Earth’s _____________. Populations of Arctic plankton convert ____________ ______________, a greenhouse gas that causes global warming, into organic matter.

26. Why is it difficult for scientists to study the Arctic food web?

Environmental Science (5th period) Lesson 10/20/08

October 20, 2008

Rainforest and Redwood Forest Ecosystems

Go to http://www.teachersdomain.org/resource/lsps07.sci.life.oate.biodiversity/

Click on View. Play Connect the Dots.
Forest
1. Find a wood-munching insect: _______________
2. What long-tailed reptile would eat a wood-munching insect?
3. What long-beaked bird might eat the lizard?
4. In which tree does the bird from answer #3 find holes and fruit?
5. Which animal hangs around during the day and feeds during the night?
6. What large bird eats bats? What else does this bird eat?

Bai
7. What is a bai?
8. What lizard lives on tree trunks and logs?
9. Which beetle is food for this lizard? What does this beetle eat?
10. Which large animal eats huge amounts of plants?
11. Why are animals drawn to water pools?
12. Which animal eats the leaves of the plants that grow on the edge of the forest?
13. What do western lowland gorillas feed upon?

River
14. Which eight-legged creature eats barbs when they’re still babies? List 3 other things that this eight-legged creature hunts?
15. What big reptile feeds on toads?
16. What does the slender-snouted crocodile eat?
17. What bird eats food from between the crocodile’s teeth?
18. What does the giant otter shrew eat?
19. Can the fishing spider hunt underwater?
20. What living thing will eat fruit that falls from the palm tree?

Go to http://www.teachersdomain.org/resource/etv08.sci.life.oate.redwood/

Watch the video.

1.  What are the tallest tree species in the world?

2.  These redwood trees need good soil and a _________________ climate.

3.  They need enough ___________ to make it through the dry summers, so the coastal _____ helps to insure they get enough water.

4.  The ‘stuff’ that redwood trees are made of comes mostly from __________ and _______________  _______________.

5.  The oldest tree is ___________ years old.

6.  The tallest tree is more than __________ feet high.

7.  These redwood trees were living _______million years ago when the dinosaurs still roamed.

8.  The redwood tree wood is very resistant to ___________.

9.  Redwood trees can reproduce sexually and _________________.

10.  A redwood tree can survive after a fire, because the ______________ still remains to carry __________ up the tree.

Food/Energy Websites

October 17, 2008

Go to

http://www.teachersdomain.org/resource/lsps07.sci.life.stru.cellenergy/

Click on View.

1. What are the major players in harvesting energy?

2. Where does it happen?

3. First, energy in _______________ is released.

4. Energy originally comes from the ________.

5. Plants use the sun’s energy to split ____________ into ____________ and _____________.

6. Hydrogen molecules combine with ______________ ______________ molecules in the air to make plant food, or sugars.

7. This process also releases _______________ into the air.

8. The sugars stored in plants provide the energy form almost all other ___________ ___________ .

9. Organisms break down plant sugars to get the energy to produce ____.

10. After breaking down sugar, mitochondria release __________ __________ and _________.

Answer the Questions for Discussion on the site:

http://www.teachersdomain.org/resource/lsps07.sci.life.stru.cellenergy/

Go to:

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.electronchain/

Read and answer the Questions for Discussion.

Go to:

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.krebs/

-What two things are produced when pyruvic acid is changed into Acetyl-CoA?

-ATP is produced when a __-carbon compound is changed into a __-carbon compound.

-FADH2 and NADH will provide electrons for the __________________ transport chain.

Below are links to the videos we watched in class. This is just FYI (no questions to answer for these.)

http://www.teachersdomain.org/resource/oer08.sci.life.reg.exercise

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.mitochondria/


Biology .6 Syllabus

October 16, 2008

Course Syllabus:      Biology .6 (Biology for English Language Learners)
Instructor:          Ms. O’Connor; email:  oconnorh@galileoweb.org
Textbook:          Miller & Levine, Biology

Course Description:  Biology will cover the key biological concepts as outlined in the State Science Standards.  The two main goals of the course are to develop a conceptual framework for modern biology and to gain experience and appreciation of biology through experimentation and inquiry.  Students will participate in projects which will develop the following skills:  writing, critical thinking, technology usage, research, time management, cooperation, and presentation skills.  In addition, as this is a sheltered English course, students will have many opportunities to improve their reading, writing, and speaking skills.

Grading:  Students will earn grades according to the following system:

Tests:        50%
Homework:  15%
Classwork:    20%
Labs:        15%
Participation:    Extra Credit

Expectations:  Students are expected to:
1.    Be on time every day.
2.    Bring all required materials, which include the completed homework assignment, a laboratory notebook, pen, pencil, and some loose binder paper.  In addition, sometimes you will be asked to bring your textbook to class.  Be respectful of themselves, their fellow students, and their teacher by
a.    Listening to students or teachers when they are speaking to the class.
b.    Listening carefully to all directions, especially laboratory directions to prevent accidents to themselves and others.
c.    Asking for help from fellow students and teachers when necessary.

Grades are posted on School Loop.  Most assignments are on www.galileoweb.org/oconnorh.  Ms. O’Connor is available for tutoring on Mondays after school from 3:10-4:40 in Room 450 or lunchtime by appointment.

Topics of the Course:
—1st Semester—-¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
Week 1-3    Introductions, Measurement, Scientific Method, Basic Biochemistry
Week 4-9    Cells – Cell Structure, Cell Transport, Enzymes
Week 10-11    Respiration & Photosynthesis
Week 12-16    Genetics
Week 17-18    Genetics Project; Review for Final Exam
—2nd Semester—-
Week 19-22    Evolution
Week 23-24    Ecology
Week 25-27    Human Physiology:  Overview, Digestion and Nutrition, Skeletal and Muscular, Endocrine, Nervous, Immune, Reproductive
Week 28-29    Review for CST Biology Test; CST testing
Weeks 30-36    Classification of the 6 Kingdoms and major Phyla

Environmental Science Syllabus

October 16, 2008

Course Syllabus:      Environmental Science
Instructor:          Ms. O’Connor
Textbook:          Environmental Science, Arms; Holt Publishing

Course Description:  Environmental Science will cover the key biological concepts relating to ecology as outlined in the State Science Standards.  The two main goals of the course are to develop a conceptual framework for modern environmental science and to gain experience and appreciation of environmental science through experimentation and inquiry.  Students will participate in projects that will develop the following skills:  writing, critical thinking, technology usage, research, time management, cooperation, and presentation skills.

Grading:  Students will earn grades according to the following system:

Tests:        45%
Homework:    20%
Classwork:    20%
Labs:        15%
Participation:    Extra Credit

Expectations:  Students are expected to:
1.    Be on time every day.
2.    Bring all required materials, which include the completed homework assignment, a laboratory notebook, pen, pencil, and some loose binder paper.  In addition, sometimes you will be asked to bring your textbook to class.  Be respectful of themselves, their fellow students, and their teacher by
a.    Listening to students or teachers when they are speaking to the class.
b.    Listening carefully to all directions, especially laboratory directions to prevent accidents to themselves and others.
c.    Asking for help from fellow students and teachers when necessary.

Topics of the Course:
—1st Semester—-¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
Week 1-3    Introductions, What is Environmental Science?  Environmental Ethics
Week 4-9    Ecosystems – Organisms in the Environment; Adaptations; Types of Ecosystems (Tropical Rain Forests, Deserts, Grasslands)
Week 10-11    How Ecosystems work – Energy flow; Cycling of Materials; Succession
Week 12-16    Natural Resources
Week 17-18    Human Impact on the Environment – Global Warming
—2nd Semester—-
Week 19-21    Human Impact, cont’d – Air and Water Quality
Week 22-27    Going Green – Green technologies; Alternative Energies
Week 28    Review for STAR test
Week 29    STAR test on Biology (unless requested otherwise)
Week 30-36    Student Projects on Environmental Science

Cellular Respiration

October 14, 2008

Cellular Respiration Lesson

Answer the questions in your notebook (YOU DO NOT NEED TO COPY THE QUESTIONS).

These web sites allow you to observe and learn about respiration in general and the electron transport chain of cellular respiration in more detail.

Go to: http://www.sp.uconn.edu/~terry/images/anim/ETS.html

1. Watch the animation of the Electron Transport chain.

a. As a proton (H+) leaves NADH, the proton moves from which part of the mitochondrion to which other part of the mitochondrion? From the brown side (_____________) to the green side (______________________ _____________).

b. Where does the electron move? Through a series of e______________ c__________________, also called protein carriers.

c. As the first w_______ molecule gets split, the H+ moves from which part of the mitochondrion to which other part of the mitochondrion?

2. According to the Key Points

a. What is the terminal electron acceptor? This explains why we need to breathe _________________; we need it to be the terminal electron acceptor in the electron transport chain.

b. What is produced as this molecule combines with electrons and H+ ? So ___________, along with the CO2 (carbon dioxide) that you exhale, is also a product of respiration.

Go to: http://www.sp.uconn.edu/%7Eterry/images/anim/ATPmito.html

3. Describe Step 1 and Step 2 of ATP synthesis in the mitochondria.

4. In Step 2, the movement of the protons (+) back through channels is coupled to _________ synthesis. This is how ATP is made. ATP is the energy currency in your cells – no ATP, no e _ _ _ _ y.

5. Thinking question (not on the web site). There is a theme in biology: ‘form fits function.’ What that means is that the shape or structure of things is related to how those things do their job. The inside of the mitochondrion has many folds with lots of energy complexes, or protein carriers. How does the form of your mitochondria (lots of folds) improve the function of your mitochondria (to give you energy in the form of ATP). Hint: folds increase the surface area.

Go to: http://www.sp.uconn.edu/~terry/Common/respiration.html

Click on Go and use the tutorial to learn. Make sure you use the Animate button wherever possible; it really helps!!

Click GO 3 times.

6. Where is the machinery of respiration located in prokaryotes and eukaryotes?

Click GO 2 more times.

7. In the beginning of the year, many of you sid that all living things need oxygen to survive. This web site shows you that this is NOT TRUE, because many species of ____________________ can use terminal electron acceptors other than oxygen, such as nitrate, _____________, carbon dioxide, and a few others. This is called ______________________ respiration.

Click GO 1 time, then click on Make ATP, then click on GO 2 times.

8. Proton motion causes ___________________ of the complex, which allows ADP and phosphate (Pi) to be joined into __________.

Click GO again.

9. For every ____ H+ ions that push through the ATP synthase, ____ ATP is made.

Go to: http://www.biology.arizona.edu/biochemistry/problem_sets/metabolism/metabolism.html

Take the quiz. Do only #�s 1, 2, 4, 7, 8, 9, 14, 16, 17. Do not copy the question, but write out the answer.

Environmental Science (5th period) 10/10/08

October 10, 2008

http://toxics.usgs.gov/definitions/eutrophication.html

1. What is eutrophication?

2. Your opinion/thinking question: How is eutrophication related to photosynthesis?

3. What does an algal bloom reduce?

4. How does agriculture contribute to eutrophication?

Go to http://todayinscience.wordpress.com/2008/02/24/corn-boom-causing-fisheries-doom/

5. What crop are American farmers growing more than at any time since World War II? Why?

6. How is the nation’s corn crop fertilized?

7. What happens to this nitrogen-based fertilizer?

8. Why does this run-off of fertilizer cause a “dead zone” in the Gulf of Mexico? (thinking question – relate this to your definition of eutrophication)

9. What were two solutions proposed by environmentalists to solve the runoff problem?

10. Why are American farmers growing more corn?

11. How is corn different from soybean and alfalfa?

12. What do you propose as a solution to this problem?

Biology Lesson 10/10/08

October 10, 2008

Go to http://www.teachersdomain.org/resource/ket08.sci.ess.watcyc.farmsol/

Watch the movie.

1. The farmer’s name is ___________ ________.

2. For generations his family has used the __________ to wash the manure away from the farm.

3. He started working with the ______ Conservation ___________ to lessen the amount of ___________ he had and to utilize the manure better as a _________________ source.

4. His liquid manure goes into a _____________ and a half gallon containment system.

5. “When you get 20 or 30 cows in one little pool, it really gets pretty __________.

http://toxics.usgs.gov/definitions/eutrophication.html

6. What is eutrophication?

7. Your opinion/thinking question: How is eutrophication related to photosynthesis?

8. What does an algal bloom reduce?

9. How does agriculture contribute to eutrophication?

Go to http://todayinscience.wordpress.com/2008/02/24/corn-boom-causing-fisheries-doom/

10. What crop are American farmers growing more than at any time since World War II? Why?

11. How is the nation’s corn crop fertilized?

12. What happens to this nitrogen-based fertilizer?

13. Why does this run-off of fertilizer cause a “dead zone” in the Gulf of Mexico? (thinking question – relate this to your definition of eutrophication)

14. What were two solutions proposed by environmentalists to solve the runoff problem?

15. Why are American farmers growing more corn?

16. How is corn different from soybean and alfalfa?

17. What do you propose as a solution to this problem?

Biology Lesson – 10/7/08 – Photosynthesis (Quicktime Movies/Animations)

October 7, 2008

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.cell.stetteroxygen/

Watch the video and answer the three discussion questions (those are #1-3).

4. Oxygen was made on Earth starting 3 __________ years ago.

5. Oxygen used to be p_ _ _ _ _ _ _ _ to the living things on Earth billions of years ago.

6. The cyanob_ _ _ _ _ _ _ lived in the superheated geysers, where they would be safe from the oxygen.

Read the Background essay on the website.

7. Oxygen makes up ____ percent of earth’s atmosphere.

8. Cyanobacteria use sunlight to convert ________ _________ and water into ____________ (sugar).

9. After the oceans became saturated with [full of] oxygen, it began to make its way into the ______________________.

10. What is the difference between an anaerobic and aerobic organism?

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.stru.photosynth/

Watch the video. Answer the Questions for Discussion (those are #11-15).

Read the Background Essay.

16. What is the pigment in the leaves of plants that makes photosynthesis possible?

17. In which organelles do we find chlorophyll?

18. Which colors of visible light does chlorophyll absorb? Which color does it reflect?

19. What percent of the sun’s energy do the most efficient plants absorb? Where does the rest of the energy go (list three places)?

20. The more light that strikes a leaf, the greater the _______ of photosynthesis in that leaf.

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.stru.methusweb/

Click on View and then click on the animation. Answer the Questions for Discussion (these are #21-25).

Biology Lesson – 10/6/08 – Photosynthesis

October 6, 2008

Photosynthesis Lesson 10/06/08

Go to http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.html

1. Write down the equation for photosynthesis.

2. Write down what the equation means in words.

3. What is the name of the main pigment responsible for photosynthesis?

4. What three types of living things do photosynthesis?

5. What two things are produced by photosynthesis that we need to survive?

6. Copy the diagram of A Typical Plant (a drawing).

7. What is a leaf?

8. a. What enters the leaf?

8. b. What leaves the leaf?

9. What are the specialized plant cells that carry water up the plants? X __ ___ __ __

10. a. What is the waxy layer that covers the leaf called? C __ __ __ __ __ __

10. b. This waxy layer is pro__ __ __ __ __ __ __.

11. Carbon dioxide and oxygen can enter and leave the leaf through S __ __ __ __ __ __.

12. How many gallons of water does the cottonwood tree lose on a hot desert day?

13. All photosynthetic organisms have a pigment called ________________________ _______.

14. What are accessory pigments?

15. List three accessory pigments.

Look at the two graphs called Absorption spectrum of several plant pigments (left) and action spectrum of elodea (right), a common aquarium plant used in lab experiments about photosynthesis.

Look at the graph on the right. Anacharis water plant does photosynthesis the fastest (highest rate) at what two wavelengths? _________ nm and __________ nm

16. The first process is the Light Dependent Process (Light Reactions). This process requires light energy to make what?

17. The Light Independent Process (or Dark Reactions) uses the products of the Light Reaction to form C-C covalent bonds of ___________________.

18. Copy the diagram: “Overview of the two steps in the photosynthesis process”

19. In the Light Dependent Process (Light Reactions), light energy is converted into ______ and _________.

20. What is a photosystem?

Look at the diagram “Chemiosmosis as it operates in photophosphorylation within a chloroplast.” Look at the picture on the right. NADP+ is changed into __________ and ADP is changed into ______.

21. Six molecules of carbon dioxide enter the ____________ cycle, eventually forming ____ ____________ of glucose.

Go to http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#

Click on Illuminating Photosynthesis

Click on ATOMIC SHUFFLE.

Keep clicking Next until you find the answers.

22. With the energy gained from sunlight, what is done with the H’s from water?

23. Where does the Oxygen go?

24. How does the CO2 get into the leaf?

25. Draw the molecule structure of glucose.

26. Click on NOTE ABOUT THIS EQUATION. What does this tell you about the source of Oxygen that is produced during photosynthesis?

27. Click on THREE PUZZLERS. Summarize the three questions and the three answers.

Environmental Science (5th period) Lesson 10/1/08

October 1, 2008

For the mixed Microlife jar:

1. Prepare a slide. Observe using a compound microscope (one eyepiece).

2. Draw at least 3 different types of cells (1/2 page per drawing!!) that you observe at medium or high power (the higher the power the better). If you don’t see three different types of cells, you can get more cells from me.

3. Identify them using the handout. Get my initials when you’ve completed #1-3.

4. Prepare a slide with Daphnia. Draw it at medium or high power. Use page 612 from the turtle biology book to answer the following: a) Is Dapnia a plant or animal? b) Where would we find Daphnia in nature? c) Use page 56 of our textbook to answer: Is Daphnia a producer or a consumer? d) Use page 686 in the turtle biology book: Is Daphnia a decapod or a copepod?

5. Which of the cells in your drawing are green? List the name(s).

6. If they are green, they contain chlorophyll, which means they absorb sunlight to make food through the process of p __ __ __ __ __ __ __ __ __ __ __ __ __.

7. If they are green, they are most likely __ __ __ __ __ __ __ __ __ (page 56), because they can make their own food.

8. Look at page 58. If these green algae were living in the ocean, what would be a likely consumer of them?

9. Look at page 57. These green cells are most likely (multiple choice): A. herbivores; B. carnivores; C. omnivores; D. none of the above.

10. Draw a possible food chain (example is on page 60) made of three cells that you drew today.

11. What would happen to other pond species if a disease wiped out all of the algae?

12. Read page 100. Would the algae that you drew today be found in the littoral zone or benthis zone of a deep pond?

Biology Lesson – 10/1/08 & 10/2/08 – Lactose Intolerance

October 1, 2008

Go to http://digestive.niddk.nih.gov/ddiseases/pubs/lactoseintolerance/

1. What is lactose intolerance?

2. It is caused by a shortage of what enzyme?

3. What organ produces lactase?

4. Lactase breaks down lactose into what to simpler forms of sugar?

5. What are the symptoms of lactose intolerance? (list 5)

6. Why is testing for a person’s blood glucose level a good way to test for lactose intolerance?

7. Why is testing for Hydrogen in the breath a good way to test for lactose intolerance?

8. Why is testing for acid in infants’ stools a good way to test for lactose intolerance?

9. Compare and contrast primary lactase deficiency with secondary lactase deficiency.

10. Which has a genetic link for lactose intolerance, primary or secondary lactase deficiency?

11. a. How many Americans are lactose intolerant?

b. What percent of African Americans are lactose intolerant?

c. What percent of American Indians are lactose intolerant?

d. What percent of Asian Americans are lactose intolerant?

e. Why are premature babies more likely to be lactose intolerant?

12. In what forms can you buy the lactase enzyme?

13. If you wanted to cut milk out of your diet, what are 4 other foods you could eat that have a lot of calcium?

14. What was in the ground up tablets?

15. What happened to the lactose in the milk when you added the ground up tablets? (conclusion)

16. Which wells tested positive for glucose? Why?