ADI Online Life Science Investigations
LS-01: Cell Structure
Guiding Question: How should the three unknown cells be classified?
Goal: The students' goal in this investigation is to use what they know about biological classification systems and cells to figure out how to classify each of the three unknown cells.
Lab Description: During this investigation, students will be able to examine pictures of cells from the different kingdoms in addition to the three unknown cells.
LS-02: Population Growth
Guiding Question: How do changes in the amount and nature of the plant life available in an ecosystem affect the size of a rabbit population over time?
Goal: The students' goal in this investigation is to figure out how the size of a rabbit population will change over time in response to changes in the nature and type of plants that are available for the rabbits to eat.
Lab Description: In this simulation, students can create a simple ecosystem made up of rabbits, grass, and weeds to see how they are affected by different starting proportions and other factors.
LS-03: Food Webs
Guiding Question: Which member of an ecosystem would affect the food web the most if removed?
Goal: The students' goal is to determine how the removal of different organisms will change the existing marsh food web.
Lab Description: Students will use cards with information about different organisms to create a food web model. Then they will use that model to determine which organism would have the biggest impact if it were removed.
LS-04: Predator-Prey Relationships
Guiding Question: How does changing the size of the predator population in an ecosystem affect the size of the herbivore population and the producer population in that ecosystem?
Goal: The students' goal in this investigation is to figure out how adding one or more predators affects the size of other populations of living things in an ecosystem.
Lab Description: Students will use a simulation to explore how a population of wolves (the predator) and a population of sheep (the prey) change over time based on different starting proportions, and other factors.
LS-05: Adaptation of Populations
Guiding Question: Why does a specific version of a trait become more common in a population over time?
Goal: The students' goal in this investigation is to find out how natural selection leads to adaptation of populations.
Lab Description: Students will use a simulation to look at a population of mice that are 3 different colors and see how they change over time in response to different environments like a beach compared to a field.
LS-06: Environment Impact on Traits
Guiding Question: How does the type of food affect the health of a Sand Rat?
Goal: The students' goal in this investigation is to figure out how environmental factors such as diet influence the disease rate of sand rats.
Lab Description: In this simulation, students will investigate the effect of both genetic information and environmental factors by manipulating the amount of sugary food that is introduced to a population of sand rats.
LS-07: Body Systems
Guiding Question: Which method is the most effective way to get to and maintain a healthy body weight over the course of a year?
Goal: The students' goal in this investigation is to evaluate four possible explanations as to how diet and activity levels affect a person’s weight and body mass index (BMI).
Lab Description: This simulation allows students to change the starting height and weight of an individual and then change what they eat and how they exercise to see how that affects their BMI over time.
Guiding Question: Does animal embryonic development support or refute the theory of descent with modification?
Goal: The students' goal in this investigation is to compare and contrast the development of different embryos over time. Students are going to use this evidence to either support or refute one of Charles Darwin’s major theories about evolution.
Lab Description: To answer the guiding question, students will need to compare and contrast the process of embryo development for several different animals. Students will be supplied with a series of images for each animal. The images represent specific embryonic development milestones and can be used to compare the development of different organisms.
LS-09: Gene Mutations
Guiding Question: Which type of point mutation in the DNA base sequence of a gene affects the structure of the resulting protein the most?
Goal: The students' goal in this investigation is to figure out how different types of mutations in a gene affects the structure of the protein that the gene produces.
Lab Description: The simulation allows students to explore different mutation errors in DNA to see how that affects the final outcome of a protein that is being created.
LS-10: Fossil Record
Guiding Question: How has the biodiversity on Earth changed over time?
Goal: The students' goal in this investigation is to evaluate the merits of three hypotheses about where biodiversity on earth came from by determining if they are consistent with the fossil record.
Lab Description: Students will analyze a fossil record data set and an overview of the periods of geologic time to draw conclusions about how diversity on Earth has changed over time.
Guiding Question: Why does the climate of Phoenix slow down the process of photosynthesis?
Goal: The students' goal in this investigation is to use what they know about photosynthesis to determine why the climate in Phoenix slows down photosynthesis.
Lab Description: Students will use a simulation to look at the process of photosynthesis as it happens inside a cell. They will then use this to determine what is missing from Phoenix's climate that slows down photosynthesis.