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FlinnPREP™ Inquiry Labs for AP® Biology: Cancer and the Loss of Cell Cycle Control

By: The Flinn Staff

Cancer and the Loss of Cell Cycle Control Advanced Inquiry Lab Kit for AP* Biology
Cancer and the Loss of Cell Cycle Control Advanced Inquiry Lab Kit for AP* Biology
Cancer and the Loss of Cell Cycle Control Advanced Inquiry Lab Kit for AP* Biology
Cancer and the Loss of Cell Cycle Control Advanced Inquiry Lab Kit for AP* Biology
In the Cancer and the Loss of Cell Cycle Control Inquiry Lab Solution for AP® Biology, student study known and unknown cancerous karyotopes while conducting research on a cancer type of their choosing.

Includes access to exclusive FlinnPREP™ digital content to combine the benefits of classroom, laboratory and digital learning. Each blended learning lab solution includes prelab videos about concepts, techniques and procedures, summary videos that relate the experiment to the AP exam, and standards-based, tested inquiry labs with real sample data. FlinnPREP Inquiry Lab Solutions are adaptable to you and how you teach with multiple ways to access and run your AP labs.

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Big Idea 3, Investigation 7, Science Practices 1, 2, 5, 6, 7

The cell cycle has been infiltrated, controls are failing and cell division is out of control! Cell division is regulated by a complex set of cell signals. Three checkpoints in the cell cycle control whether the division process proceeds normally, halts for repairs or triggers cell death. What happens when infection by a virus or radiation causes the controls to fail? What are the consequences of uncontrolled cell division?

This Flinn Inquiry Lab Kit begins with a Baseline Activity that instructs students to compare normal karyotypes to two known cancerous karyotypes. After these karyotypes have been identified, students will evaluate and assess two unknown karyotypes. In the Opportunities for Inquiry portion of the lab, students are guided to conduct research into aneuploidy and translocation in a cancer type of their own choosing. One or more karyotypes for these other cancers can be found online. Students then prepare a mini-poster or presentation to share with their peers.

Includes detailed teacher notes, reproducible student handouts and sample karyotypes for eight groups of students.

Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Developing and using models
Asking questions and defining problems
Analyzing and interpreting data
Constructing explanations and designing solutions
Obtaining, evaluation, and communicating information

Disciplinary Core Ideas

HS-LS1.A: Structure and Function
HS-LS1.B: Growth and Development of Organisms
HS-LS2.A: Interdependent Relationships in Ecosystems
HS-LS3.B: Variation of Traits

Crosscutting Concepts

Patterns
Cause and effect
Systems and system models
Structure and function
Stability and change

Performance Expectations

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.