Learners listen to the pronunciation of fungi names and then type the terms. They may choose the number of names that they wish to spell (up to 13). Immediate feedback is given, and a final score is provided at the end of the activity.
Learners listen to the pronunciation of the binomial names for microorganisms and then type the words. They may choose the number of names that they wish to spell (up to 112). Immediate feedback is given, and a final score is provided at the end of the activity.
Learners listen to the pronunciation of protozoa and worm names and then type the words. They may choose the number of terms that they wish to spell (up to 25). Immediate feedback is given, and a final score is provided at the end of the activity.
Learners listen to the pronunciation of viral names and then type the terms. They may choose the number of names that they wish to spell (up to 16). Immediate feedback is given, and a final score is provided at the end of the activity.
Learners match diseases with their portals of entry, causative agents, and associated vectors.
In this interactive and animated object, learners examine the characteristics, ecological importance, and lifecycle of the ascomycetes of the fungi kingdom.
Learners examine the lifecycle of basidiomycetes. Terminology and fungi examples are provided.
Learners examine what defines a fungus and read how fungi differ from animals and plants.
Learners read about the mutations that occurred in plants for the successful transition from an aquatic to a terrestrial existence. The classification of plants is based on these adaptive structures.
In this animated learning object, learners examine the regulation of inducible operons in bacterial systems.
Students choose the hypothesis and practice describing bacterial colonies using the steps of the scientific method.
In this animated and interactive object, learners examine the lifecycle of fungi including asexual and sexual reproduction. Learners test their knowledge by identifying a diagram and by completing a crossword puzzle.
Learners watch a brief video clip. They then follow step-by-step instructions on how to do a urine colony count and examine the criteria for determining if a colony count represents an infection. A brief quiz completes the object.
Learners complete two exercises. In the first quiz, they divide viruses into two categories: RNA and DNA. They later match each virus with the disease it causes.
The learner assembles parts of a virus and matches virus terms and descriptions.
In this animated learning object, students examine the life cycles of a virus.
Paul Andersen explains how X inactivation works in mammals. This process was first described by Mary Lyon. Each cell in a female will have on activated and one inactivated X chromosome. This explains why almost all calico cats are female.
Students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Each student adds a small amount of baking yeast to a test tube filled with diluted molasses. A second, smaller test tube is then placed upside-down inside the solution. As the yeast cells respire, the carbon dioxide they produce is trapped inside the inverted test tube, producing a growing bubble of gas that is easily observed and measured. Students are presented with the procedure for designing an effective experiment; they learn to think critically about experimental results and indirect observations of experimental events.
Hank tells us about the team of deadly ninja assassins that is tasked with protecting our bodies from all the bad guys that want to kill us - also known as our immune system.
The video resource "Your Immune System: Natural Born Killer - Crash Course Biology #32" is included in the "Biology" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.