What a Life!

Choose A or B or C and complete ALL the requirements.

Some examples include—but are not limited to—shows found on PBS (NOVA: “Cracking the Code”), Discovery Channel, Science Channel, National Geographic Channel, Animal Planet and TED Talks (online videos). The Human Genome Institute at NIH website at www.genome.gov/10000002/education/ has educational information and activities related with human genetics. You may choose to watch a live performance or movie developed by a local science museum or state or federal agency. You may watch online productions with your counselor’s approval and under your parent’s or guardian’s supervision.

Choose ONE subject from the following list. Complete ALL the requirements from among the Venturing STEM exploration topics. If you have already completed a Venturing STEM exploration in one of these fields, please choose a different field for this award. Discuss with your counselor THREE salient points you learned from each activity.

Animal Science, Environmental Science, Fish and Wildlife Management, Fishing, Forestry, Gardening, Health Care Professions, Insect Study, Mammal Study, Nature, Oceanography, Plant Science, Soil and Water Conservation, Wildlife Conservation, Veterinary Science

Be a biologist! Consider different areas of biological explorations presented below and pick TWO from A or B or C or D or E. Run the experiments or perform the activity and discuss your observations and conclusions with your counselor. Always be sure you have your parent’s or guardian’s permission before using the Internet.

Botanical Investigation: Effect of Light on Plant Growth

Experiment: Plant pea seeds in potting soil, and grow and water one set under normal sunlight, another set under fluorescent light, and a last set of potted peas in large boxes with only one quarter-size hole for sunlight. Predict what difference(s) you expect to see among the three conditions and allow plants to germinate and grow for at least two weeks.

Record specific observations about the height, leaf size, number of leaves, color, and stem diameter. Document your results with photos. Graph your quantitative results.

Discuss with your counselor:

• What was your hypothesis?
• Did your experimental results agree with your hypothesis?
• What factors contributed to the differences, if any, between your hypothesis and the actual experimental results?

Helpful Links

• Factors affecting plant growth: https://edis.ifas.ufl.edu/pdf/4H/4H36000.pdf
• Being an agricultural technician: https://www.sciencebuddies.org/science-engineering-careers?s=agricultural%20technician

Microscopic Discovery: Life in a Drop of Pond Water

Experiment: Collect a pint of water from a local pond, creek, river or estuary, or any source of standing water. Observe a drop of the water under the microscope at 100x magnification, using a slide with a well depression. Draw what you see, and research the identity of the microorganisms you discovered in the sample. Divide your sample into three equal portions, and store them in jars with access to air (e.g., punch some holes into the lid):

• To the first jar, add a pinch of rice flour or ground yeast. Predict what will change in one week.
• To the second jar, add a teaspoon of household bleach. Predict what will change in one week.
• Keep the third jar as a control sample. Predict what will change in one week.

At the end of the one-week incubation, take samples from each jar, and observe under the microscope what changes occurred.

Discuss with your counselor the following:

• What was your original hypothesis?
• Did your experimental results agree with your hypothesis?
• What factors contributed to the differences, if any, between your hypothesis and the actual experimental results?

Discover: Explain to your counselor possible reasons that support your experimental results. Then answer TWO of the following questions. (With your parent’s or guardian’s permission, you may use the internet to find this information.)

• What did you learn about the changes in your micro-ecosystem, and how can you extrapolate what you learned to a larger ecosystem?
• Which methods are used to purify the water?
• Research how to make yeast bread, yogurt, or cheese (Choose ONE only).
  • Prepare a sample of the food product to show to your counselor.
  • Discuss with your counselor how microbes were utilized in production of this food.

Zoology and Veterinary Science: Puppy Chow

Discuss with your counselor the following:

• Why each life stage requires a different balance of nutrients.
• Why is overfeeding a nutrient, such as protein, not a good practice?
• Why do pets need at least an annual check-up?

Discover: Take a tour of a local veterinary clinic or animal shelter and interview a medical professional about what is involved in a routine pet check-up, including vaccinations, and why.

• Explain to your counselor what kind of education is required to be a veterinarian.
• What are other related career options in this field?
• Are there differences in routine check-ups of different pets?
• What is the difference in the digestive system of ruminants?

Genetics: DNA Demystified

Helpful Links

• The Animated Genome: https://ulc.drivingcreative.com/media/animations/659#660
• Talking Glossary of Genetic Terms: https://www.genome.gov/genetics-glossary
• Brief history of Human Genome Project https://www.unlockinglifescode.org/timeline
• Genomic Careers: https://www.genome.gov/careers-in-genomics
• What do you think? Ethical and social questions surrounding genomic research: https://www.unlockinglifescode.org/wdyt/#!/

Ecology

Helpful links

• Environmental Information by Location: https://www.epa.gov/environmental-topics/location-specific-environmental-information
• Learning activities about Environment: https://www.epa.gov/students
• National Geographic Education: https://www.nationalgeographic.org/lesson/?q=&grade_bands=9%E2%80%9312+(Ages+14%%20E2%80%9318)&per_page=25&subjects=Ecology
• National Park Service: https://www.nps.gov/teachers/teacher-resources.htm#q=ecology
• Local flora and fauna guides