Hhmi biointeractive photosynthesis

HHMI is a science philanthropy whose mission is to advance basic biomedical research and science education for the benefit of humanity. HHMI empowers exceptional scientists and students to pursue fundamental questions in basic science. HHMI works every day to discover and share new scientific knowledge. Today, our mission takes on new urgency, as our scientists, educators, and staff contribute to the fight against COVID This essential work includes efforts in diagnostic testing, understanding the basic biology of the SARS-CoV-2 virus, modeling epidemiology, and developing potential therapies or vaccines.

Our science education teams are equipping educators with online teaching resources and supporting high-quality science journalism.

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Behind the scenes, our operations staff is busy helping to make it all happen. Here are some of our stories. A map of interactions between the novel coronavirus and human proteins is helping scientists identify drugs that might work as therapeutics. Using a research assay called VirScan, scientists plan to study how antibodies from people who have had the disease attack the virus.

Using a free computer game called Foldit, researchers are enlisting the help of citizen scientists to design drugs that could stop the novel coronavirus from infecting human cells.

A new international project aims to enroll COVID patients to search for genetic mutations that make some people more vulnerable to severe infection.

hhmi biointeractive photosynthesis

BioInteractive offers resources and strategies to support the move to online teaching and learning. These include materials about virusesstories of scientists combatting epidemics, and activities for lab sections. Our support of the Associated Press enables additional coverage of the coronavirus pandemic. Skip to main content. Skip to navigation Skip to main content Skip to footer. UGP Home. About About HHMI is a science philanthropy whose mission is to advance basic biomedical research and science education for the benefit of humanity.

Programs Programs HHMI empowers exceptional scientists and students to pursue fundamental questions in basic science. Education Education HHMI believes every student and citizen can experience science in a meaningful way. We will be updating this page regularly. Last updated: April 7, HHMI Investigator Kevan Shokat kevansf A map of interactions between the novel coronavirus and human proteins is helping scientists identify drugs that might work as therapeutics. Free Online Resources for Biology Courses BioInteractive offers resources and strategies to support the move to online teaching and learning.

Support for Science Journalism Our support of the Associated Press enables additional coverage of the coronavirus pandemic.Jump to navigation. Keep kids learning with daily schedules and activities.

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Go to Wide Open School. Cons: Pulling together so many resources into a coherent learning sequence can be overwhelming. Bottom Line: Superb multimedia tools and lesson plans help kids explore biology through real-world examples. Teachers can use it to develop three-dimensional units centered on authentic scientific phenomena as required by the Next Generation of Science Standards. BioInteractive does some of the work for you by pulling together legitimate scientific data to help with creating assessments and units.

Select Data Points under Resource Type to find figures such as the actual graph scientists used to study the effects of introducing a lizard predator in the Bahamas. Need help figuring out all the statistics? Need a great sub plan? BioInteractive has interactive videos with embedded quiz modules that require students to pause and reflect on what they're watching.

The Howard Hughes Medical Institute has paired high-quality multimedia resources with comprehensive teacher guides written by actual classroom teachers. Teachers can search through the materials by topic or resource type, with some items assembled into what are called Collections or Short Courses. Film guides, posters, and downloadable apps can also be found on the site to help teachers integrate the content into their classrooms.

BioInteractive is incredibly well thought-out and well resourced. Students make a trackway by painting their feet and walking on large paper. Then they compare measurements of their own footprints with actual data from the Laetoli Trail. While looking at the link between sickle-cell disease and anemia, students also learn about how Dr. Tony Allison made this connection by building on the work of others, highlighting the social nature of science.

Short films are broadcast-quality and have embedded checkpoints to keep kids focused. As they analyze evidence, students get to feel the excitement of scientific discovery. Each tool is grounded in an issue or puzzle that scientists are trying to figure out. Students watch and hear about scientists at work, then engage in scientific practices themselves. Many tools are available in Spanish and English. Lesson plans and teacher guides are thoughtful and classroom-ready.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Construct an explanation based on evidence that the process of evolution primarily results from four factors: 1 the potential for a species to increase in number, 2 the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, 3 competition for limited resources, and 4 the proliferation of those organisms that are better able to survive and reproduce in the environment.

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: 1 increases in the number of individuals of some species, 2 the emergence of new species over time, and 3 the extinction of other species.

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.Skip to Main Content.

District Home. Select a School Select a School. Sign In. Search Our Site. Home A. Semmens, Scott. Science Ch. Woodbridge High School. Cellular Respiration. Read p. Wound healing. After reading the article answer the questions. Nobel Prize article on cell signaling. Bacterial quorum sensing.

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PowerPoint presentation on a signal and pathway of your choice, should include the following:. Chapter Mitosis WS. Control of the Cell Cycle. Cell Cycle Game.

HHMI BioInteractive

Lab 2- Cell Reproduction. Lab 3. View the content from the links listed above. You only need to record your responses to the "mitosis matchup" and "the time spent in each of the phases" from the phs lab bench exercise.

Cell cycle control animation. Key Points. Worksheet hhmi click and learn cell cycle worksheet. Complete the Click and Learn worksheet questions in your notebook.

Review the Concept Checks from Chapter Go through the practice genetics problems not sex-linked - see link above. View the sample pedigrees on the attached document and determine if the disorder is autosomal dominant, autosomal recessive, or neither.

Practice Pedigree Problems. Test cross practice problems. Answer 4 and 9 on p. Lab 7. Read section Some citizens, journalists and politicians are stating that the closing of social events is an over-reaction. This video shows why they are wrong.

This is true regardless of what we do. The purpose of slowing the infection down is to allow the health care system the capacity to help those who need it.

HHMI’s COVID-19 Response

Adequate health care resources can make the difference between life and death for the low percentage but high numbers of people who will get deathly ill due to this infection. The video is from Khan Academy and the voice appears to be that of Sal Khan, the founder. He is not only a great educator but also an expert in math and data analysis. Warning-a little heavy on the bass.

Skip to main content. Side panel. You are not logged in. Log in. I posted this in late March but it is still useful information today. Courses Collapse all.

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Spring Micro Sp' BI Microbiology Spring Category: Micro Sp' Category: Miscellaneous. This online advising "virtual classroom" is setup to support Daniel Brouse's advisees. Some of the features include: Online Educational Development Plan creation, editing, and sharing Online scheduling of advising appointments Link to scheduled online advising web conferences Information and ar….HHMI is a science philanthropy whose mission is to advance basic biomedical research and science education for the benefit of humanity.

HHMI empowers exceptional scientists and students to pursue fundamental questions in basic science. Photosynthesis is the biological process that converts solar energy into chemical energy, providing the raw materials for growth, development, and reproduction of plants, algae, and photosynthetic bacteria. These diverse photoautotrophs are the major primary producers of organic matter and the ultimate source of food for nearly all life on Earth. My long-term research goals are to understand how photosynthetic energy conversion works, how it is regulated, and how it might be improved to help meet the world's needs for food and fuel.

My lab uses a wide array of experimental organisms and interdisciplinary approaches to investigate fundamental questions about assembly, regulation, and dynamics of photosynthesis. In particular, we have focused on a pair of model organisms that diverged from each other around the time that fungi diverged from animals: the unicellular green alga, Chlamydomonas reinhardtiiand the laboratory weed, Arabidopsis thaliana. By comparing how photosynthesis works in diverse organisms, we hope to uncover general design principles of natural photosynthesis as well as unique adaptations to different environments.

Regulation of Photosynthetic Light Harvesting The actual efficiency of photosynthetic light utilization in nature is relatively low, mainly because algae and plants are unable to use most of the light energy that they absorb. The rate of photosynthesis typically reaches a maximum P max at a light intensity well below that of full sunlight Figure 1. Therefore, most of the photons that are absorbed by an algal cell or plant leaf end up being wasted. Photoprotective mechanisms that regulate light harvesting by dissipating excess light energy as heat have evolved to minimize generation of oxidizing molecules that would otherwise inhibit photosynthesis and growth.

We have made major contributions to understanding the regulation of photosynthesis by identifying and characterizing mutants of both Chlamydomonas and Arabidopsis that are defective in nonphotochemical quenching NPQwhich regulates light harvesting in nearly all photosynthetic eukaryotes Figure 2.

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The mutant analysis helped to define the carotenoid pigments zeaxanthin and lutein that are involved in NPQ and showed that a photosystem II protein of previously unknown function, PsbS, is necessary for the main component of NPQ in Arabidopsis. We are also investigating the possibility of improving photosynthesis by altering NPQ. Singlet Oxygen Signaling Aerobic organisms, from bacteria to plants and animals, have evolved sensing, signaling, and protective mechanisms to cope with various reactive oxygen species that are inevitably generated as products of intracellular and extracellular reactions.

Singlet oxygen is a short-lived, highly reactive oxygen species that is generated under excess light in the photosystem II reaction center, where it can inhibit photosynthesis. We discovered that Chlamydomonas exhibits an acclimation response to singlet oxygen stress that enables cells to survive singlet oxygen levels that would otherwise be lethal. This response involves retrograde signaling from the chloroplast that regulates nuclear gene expression. To dissect the signal transduction pathway involved in sensing and responding to singlet oxygen, my lab has studied mutants that are unable to acclimate to singlet oxygen, as well as mutants that are constitutively more resistant to singlet oxygen.

Analysis of these mutants has led to the identification of putative transcription factors that control the acclimation response, and we are using genome-wide approaches to define their targets. Dynamics of Photosynthetic Membranes and Protein Complexes The light-dependent reactions of oxygenic photosynthesis in algae and plants are catalyzed by a series of membrane protein complexes in chloroplasts.Which of the following statements about melanin is most accurate?

Having melanin is one of the distinguishing features of humans compared to other animals. Melanin is not unique to humans. Many animals have melanin in their skin and hair; and, in fact, even bacteria produce melanin.

Try again. Everyone has the same type of melanin, but the amount varies from person to person. There are two primary types of melanin, eumelanin brown-black pigment and pheomelanin reddish-yellow pigment.

Both the type and amount vary from person to person. The more brown-black melanin an individual has, the darker their skin. The brown-black eumelanin absorbs sunlight, so the more a person has, the less sunlight is reflected and the darker their skin.

Select another correct answer. You selected all the correct answers. The more brown-black melanin an individual has in their skin cells, the more likely they are to get mutations in their DNA. This makes mutations in DNA less likely. If you need to review any part of the video before answering the question, you can scroll up and click on the timeline. Which of the following statements are true concerning how light interacts with the pigments in a red tomato?

The pigments absorb blue light. Because we see the color red in the tomato, the pigments must absorb blue light. The pigments absorb red light. In order for us to see red light, it must be reflected from the object we are viewing.

The tomato is red, so red light must be reflected, not absorbed. The pigments likely protect the cells in the tomato from DNA damage. No evidence is provided that suggests that the pigments in the tomatoes can absorb UV light which can damage DNA. Seeing a tomato as red shows that the colors violet, blue, and green in the visible spectrum are absorbed.Data Points engage students in analyzing and interpreting data from primary literature in the biological sciences.

The resources provide authentic phenomena to spark student discussion and exploration. Alternatively they can serve as three-dimensional assessment items or review if the discussion prompt is used after students have learned the concepts. HS-LS Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Clarification Statement: Examples of models could include simulations and mathematical models.

Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration. This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so. Comments about Including the Performance Expectation This Data Point could serve as an opening phenomenon to spark student learning leading up to this Performance Expectation or as partial assessment of the Performance Expectation. The resource is framed as a discussion starter in which students are asked to analyze and interpret graphical data.

The Educator Guide provides background for teachers and a set of discussion questions to guide students in connecting photosynthesis and respiration to patterns seen in the graph.

Photosystem 2 and Photosystem 1

The data presented does not represent a model, but it does provide an authentic context for addressing this Performance Expectation.

Students could build on this initial learning experience by developing a model to explain the patterns observed in the data. This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so. Comments about Including the Science and Engineering Practice Students are asked to analyze changes in the slope of the graph and to connect this to natural or human-caused changes in the environment.

This analysis could be extended--and the Crosscutting Concept of Scale, Proportion, and Quantity could be emphasized--by asking students to extend their analysis to data on the various time scales i.

The link also provides data from ice cores at different time scales - to present, last 10, years, andyears. This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so. Comments about Including the Disciplinary Core Idea The initial data presented in this resource exposes students to an iconic dataset related to global climate change and provides an excellent anchor for a series of learning experiences that will address the full disciplinary core idea.

Those additional learning experiences would need to address the role of the oceans and geosphere in global carbon cycling. This connection also provides the opportunity to engage students in studying ocean acidification and its effects on marine organisms and food chains. This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.

hhmi biointeractive photosynthesis

Comments about Including the Crosscutting Concept The discussion questions provided in the Educator Guide focus student attention on identifying cause-effect relationships at the ecosystem level that lead to the global pattern represented by the graph.

This could be strengthened by planning additional learning experiences that allow students to develop deeper understanding, based on empirical evidence, of these cause-effect relationships.

hhmi biointeractive photosynthesis

For example, collecting data on carbon dioxide and oxygen levels in a closed model ecosystem, like a terrarium, could provide empirical data to support student understanding.

Reviews No reviews Be the first to write a review. Performance Expectations. Science and Engineering Practices. Disciplinary Core Ideas. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

Crosscutting Concepts. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.


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