1. B-1
Biology Standard 1 – Cell Biology: The fundamental life processes of plants and
animals depend on a variety of chemical reactions that occur in specialized areas of the
organism’s cells.
WEBSITE: http://www.johnkyrk.com/
ANNOTATION: This cellular biology site provides animations of key biological
processes, cell function overview and its anatomy, concept of gene expression as well as
principles of evolution.
WEBPAGE:

2. B-2
Biology Standard 1 – Cell Biology: The fundamental life processes of plants and
animals depend on a variety of chemical reactions that occur in specialized areas of the
organism’s cells.
WEBSITE: http://www.biology-online.org/dictionary/Organism
ANNOTATION: This site contains an interactive virtual biology dictionary where terms
are defined via a search engine or from a list of terms. The site also provides short
tutorials to further understanding of the biological concept.
WEBPAGE:

3. B-3
Biology Standard 1 – Cell Biology: The fundamental life processes of plants and
animals depend on a variety of chemical reactions that occur in specialized areas of the
organism’s cells.
WEBSITE: http://www.lessonplansinc.com/biology_lesson_plans.php
ANNOTATION: This site is teacher friendly and contains biology lesson plans, projects,
experiments, labs and activities on cellular biology as well as many other topics. The
materials are designed for the classroom teacher and are teacher directed, not interactive.
It would be very useful for pulling together a biology lesson, since directions for
implementation are specific and resources needed are listed.
WEBPAGE:

4. B-4
Biology Standard 1 – Cell Biology: The fundamental life processes of plants and
animals depend on a variety of chemical reactions that occur in specialized areas of the
organism’s cells.
WEBSITE: http://www.cellsalive.com/howbig.htm
ANNOTATION: This site provides animations of cell models and organisms. In
addition to cellular biology topics, videos and animations are also available in the fields
of microbiology, immunology and microscopy. Puzzles, quizzes and interactive models
are also available on this site.
WEBPAGE:

5. B-5
Biology Standard 1 – Cell Biology: The fundamental life processes of plants and
animals depend on a variety of chemical reactions that occur in specialized areas of the
organism’s cells.
WEBSITE: http://www.suite101.com/content/prokaryotic-eukaryotic-cells-a47933
ANNOTATION: This site provides a collection of articles about prokaryotic and
eukaryotic cells, their structure, function, differences and similarities. The photos are in
color and very helpful to understanding the structure of these cells. This topic is usually
on the CST test, so it is worthwhile to visit this site.
WEBPAGE:

6. B-6
Biology Standard 2– Genetics: Mutation and sexual reproduction lead to genetic
variation in a population.
WEBSITE: http://bioweb.wku.edu/courses/biol121/Genetics/genetics.asp
ANNOTATION: This website provides an article and animation on mitosis and
meiosis. This concept is essential for understanding mutation. It is appropriate for
struggling readers as well as advanced students.
WEBPAGE:

7. B-7
Biology Standard 2– Genetics: Mutation and sexual reproduction lead to genetic
variation in a population.
WEBSITE: http://www.koshland-science-museum.org/exhibitdna/crops04activity.jsp
ANNOTATION: This website provides an animation on the mutation of corn.
It makes a complicated subject easy to understand. This website would be very helpful
for struggling readers.
WEBPAGE:

8. B-8
Biology Standard 2– Genetics: Mutation and sexual reproduction lead to genetic
variation in a population.
WEBSITE: http://www.youtube.com/watch?v=0wrNxCGKCws&feature=related
ANNOTATION: This you tube video is an animation of a gene mutation influenced by
environmental factors.
WEBPAGE:

9. B-9
Biology Standard 2– Genetics: Mutation and sexual reproduction lead to genetic
variation in a population.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on genetic phenotypes and
genotypes. Students observe the breeding of fruit flies and report on their genetic
mutations. This virtual lab contains all the steps of the scientific process with data
collection, analysis and conclusions.
WEBPAGE:

10. B-10
Biology Standard 3: A multi-cellular organism develops from a single zygote and its
phenotype depends on its genotype, which is established at fertilization.
WEBSITE: http://www.visionlearning.com/library/module_viewer.php?mid=180&l=
ANNOTATION: This site, Vision Learning, has modules, questions and quizzes on
science topics. This particular module discusses the development of a zygote. This site
is used by colleges, but the reading level is comprehensible and the animations of
scientific concepts is and excellent resource for any teacher or student. The materials
may also be viewed in Spanish.
WEBPAGE:

11. B-11
Biology Standard 3: A multi-cellular organism develops from a single zygote and its
phenotype depends on its genotype, which is established at fertilization.
WEBSITE: http://www.biochemweb.org/development.shtml
ANNOTATION: This site provides a list of hyperlinks to articles, videos, animations
and journals on every biology topic. Animations on the development of the zygote and
its genetic determinants are included.
WEBPAGE:

12. B-12
Biology Standard 4: Genes are a set of instructions encoded in the DNA sequence of
each organism that specify the sequence of amino acids in proteins characteristic of that
organism.
WEBSITE: http://www.thetech.org/genetics/
ANNOTATION: This web site is maintained by the Tech Museum of San Jose with the
cooperation of the Stanford School of Medicine. It is an interactive site that explains how
genes work and how they can affect your health and well-being. The basics of genetics
are explained, such as how genes are inherited, genetic testing, ethics, new therapies, and
more.
WEBPAGE:

13. B-13
Biology Standard 4: Genes are a set of instructions encoded in the DNA sequence of
each organism that specify the sequence of amino acids in proteins characteristic of that
organism.
WEBSITE: http://library.thinkquest.org/03oct/00737/
ANNOTATION: This site, sponsored by the Oracle Foundation for Education, Think
quest, has kid friendly lessons on genetics. The lessons are interactive, enjoyable and
have assessment quizzes.
WEBPAGE:

14. B-14
Biology Standard 4: Genes are a set of instructions encoded in the DNA sequence of
each organism that specify the sequence of amino acids in proteins characteristic of that
organism.
WEBSITE: http://library.thinkquest.org/3696/index2.htm
ANNOTATION: This think quest website is an interactive look at the function of
chromosomes. It is a bright, quick, game-like and an accessible tool to make this
information easily mastered.
WEBPAGE:

15. B-15
Biology Standard 4: Genes are a set of instructions encoded in the DNA sequence of
each organism that specify the sequence of amino acids in proteins characteristic of that
organism.
WEBSITE: http://www.kumc.edu/gec/
ANNOTATION: This website is a compilation of hyperlinks specific to the human
genome project. It contains lesson plans, videos, research and activities.
WEBPAGE:

16. B-16
Biology Standard 5: The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells.
WEBSITE: http://www.csun.edu/~jmm31063/coursework/695/cheek_kit.htm
ANNOTATION: This site outlines a DNA extraction from cheek cells. It explains the
experiment and shares findings. It also has a link to a DNA extraction from strawberries.
WEBPAGE:

17. B-17
Biology Standard 5: The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells.
WEBSITE: http://www.dnai.org/
ANNOTATION: This comprehensive website contains modules on discovering and
controlling the DNA code, techniques on manipulating DNA, Genome Mining, Forensic
investigations, and history of DNA research. This site it awesome!

18. B-18
Biology Standard 5: The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on bacterial transformation.
Students use bacterial transformation to add a gene to E. coli cells to observe bacterial
resistance and test the efficacy of an antibiotic. This virtual lab contains all the steps of
the scientific process with data collection, analysis and conclusions.
WEBPAGE:

19. B-19
Biology Standard 6 - Ecology: Stability in an ecosystem is a balance between
competing effects.
WEBSITE: http://www.ecokids.ca/pub/
ANNOTATION: This site focuses on eco literacy. It included lesson plans, ecology
games and environmentally centered activities. Membership is free, but it does require a
log-in each time it is used.
WEBPAGE:

20. B-20
Biology Standard 6 - Ecology: Stability in an ecosystem is a balance between
competing effects.
WEBSITE: http://www.unep.org/
ANNOTATION: This site is maintained by the United Nations and is a repository of
information on international projects and current environmental issues.
Recommendations are made on resource efficiency and the management of the
ecosystem. The materials are also available in Spanish and French.
WEBPAGE:

21. B-21
Biology Standard 6 - Ecology: Stability in an ecosystem is a balance between
competing effects.
WEBSITE: http://www.epa.gov/epahome/scitech.htm
ANNOTATION: This site is maintained by the Environmental Protection Agency.
Resources for educators are found under the science and technology tab. Resource
management and scientific processes used to create a stable ecosystem are addressed.
The materials are also available in Spanish and Chinese.
WEBPAGE:

22. B-22
Biology Standard 6 - Ecology: Stability in an ecosystem is a balance between
competing effects.
WEBSITE: http://www.ecologydictionary.org/
ANNOTATION: This virtual ecology dictionary defines terms via a user search or the
downloading the dictionary. It includes a glossary of climate change vocabulary and
environmental engineering dictionary also.
WEBPAGE:

23. B-23
Biology Standard 6 - Ecology: Stability in an ecosystem is a balance between
competing effects.
WEBSITE: http://askabiologist.asu.edu/home
ANNOTATION: “Ask Dr. Biology” is a site maintained by Arizona State University
students. It is appropriate for struggling readers. It contains videos, coloring pages,
activities and a chat forum to converse on biology topics. The site emphasizes the topic
of ecology. The teacher’s toolbox allows the teacher to do a search on a topic by
category and grade level.
WEBPAGE:

24. B-24
Biology Standard 7 - Evolution: The frequency of an allele in a gene pool of a
population depends on many factors and may be stable or unstable over time.
WEBSITE: http://evolution.berkeley.edu/evosite/evo101/index.shtml
ANNOTATION: This site is maintained by U.C. Berkeley and provides articles,
graphics and lesson plans on evolution that include speciation and the mechanisms that
occur in this process. The articles can be used for struggling readers and advanced
students also.
WEBPAGE:

25. B-25
Biology Standard 7 - Evolution: The frequency of an allele in a gene pool of a
population depends on many factors and may be stable or unstable over time.
WEBSITE: http://www.sciencedaily.com/articles/a/allele_frequency.htm
ANNOTATION: Science Daily addresses the frequency of the appearance of an allele in
a gene pool with a variety of circumstances. It also provides current science events and
links to explore the topic in depth.
WEBPAGE:

26. B-26
Biology Standard 7 - Evolution: The frequency of an allele in a gene pool of a
population depends on many factors and may be stable or unstable over time.
WEBSITE: http://www.microbiologyprocedure.com/genetics/population-
genetics/calculation-of-gene-frequencies-for-sex-linked-genes.htm
ANNOTATION: This website is useful for advanced students who want to explore the
topic of evolutionary genetics. It provides calculation devices for the Weinberg Law, and
discusses Mendelian population and genetic polymorphism.
WEBPAGE:

27. B-27
Biology Standard 8: Evolution is the result of genetic changes that occur in constantly
changing environment.
WEBSITE: http://www.mos.org/evolution/main/
ANNOTATION: This site approaches the study of evolution through fossils, interpreting
family trees and provides resources for educators.
WEBPAGE:

28. B-28
Biology Standard 8: Evolution is the result of genetic changes that occur in constantly
changing environment.
WEBSITE: http://bio-alive.com/animations/evolution.htm
ANNOTATION: This site provides videos and animations of evolution. The site
includes labs, tutorials and lectures on this topic.
WEBPAGE:

29. B-29
Biology Standard 9 - Physiology: As a result of the coordinated structures and
functions of organ systems, the internal environment of the human body remains
relatively stable (homeostatic) despite changes in the outside environment.
WEBSITE: http://www.youtube.com/watch?v=DFyt7FJn-UM&feature=related
ANNOTATION: This you tube video presentation is a comprehensible explanation of
homeostasis. It could be viewed as a class or individually. It is informational only.
WEBPAGE:

30. B-30
Biology Standard 9 - Physiology: As a result of the coordinated structures and
functions of organ systems, the internal environment of the human body remains
relatively stable (homeostatic) despite changes in the outside environment.
WEBSITE: http://www.biology4kids.com/files/systems_regulation.html
ANNOTATION: This site provides articles, activities and graphics on biology topics,
such as homeostasis. This site is appropriate for struggling readers, but its
comprehensible explanations would be helpful to any student.
WEBPAGE:

31. B-31
Biology Standard 9 - Physiology: As a result of the coordinated structures and
functions of organ systems, the internal environment of the human body remains
relatively stable (homeostatic) despite changes in the outside environment.
WEBSITE: http://sciencevideos.wordpress.com/2009/02/07/nerves-hormones-and-
homeostasis/
ANNOTATION: This site features science videos on many topics. One video gives an
excellent animation on hormones, nerves and homeostasis. This site can be used to bring
biology to life for students by providing real life applications of topics studied.
WEBPAGE:

32. B-32
Biology Standard 10: Organisms have a variety of mechanisms to combat disease.
WEBSITE: http://www.getbodysmart.com/
ANNOTATION: This interactive website provides tutorials on the human body systems.
It is a virtual textbook with tutorials, videos and animations. The body’s ability to fight
disease is a topic on this site.
WEBPAGE:

33. B-33
Biology Standard 10: Organisms have a variety of mechanisms to combat disease.
WEBSITE: http://www.biologymad.com/
ANNOTATION: The graphics and diagrams displayed on this website are a visual cue
that makes the concepts of immunology (the body’s ability to fight disease)
comprehensible. This site also delves into other biology topics as well. Tutorials,
animations, worksheets and quizzes are provided.
WEBPAGE:

34. B-34
Biology Standard 10: Organisms have a variety of mechanisms to combat disease.
WEBSITE: http://www.quizmoz.com/quizzes/Medical-Quizzes/i/Immunology-Quiz.asp
ANNOTATION: This website provides quizzes on topics. A quiz on immunology is
provided that uses key terms and gives a quick assessment of a student’s knowledge base
on this topic
WEBPAGE:

35. B-35
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.biologycorner.com/lesson-plans/scientific-method/
ANNOTATION: This website gives a comprehensive overview of the scientific method
with experiments, diagrams and tutorials to illustrate each step. The site offers an in-
depth view of other biology topics as well. One unique aspect of this site is the use of
historical accounts to demonstrate the use of the scientific method in solving a mystery
from the past. This site is accessible to all reading levels.
WEBPAGE:

36. B-36
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://curry.edschool.virginia.edu / go / frog /
ANNOTATION: This website provides a virtual dissection of a frog.
WEBPAGE:

37. B-37
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://froggy.lbl.gov/virtual/
ANNOTATION: This website provides a virtual dissection of a frog.
WEBPAGE:

38. B-38
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://bio.bd.psu.edu/cat/index.htm
ANNOTATION: This website provides a virtual dissection of a cat.
WEBPAGE:

39. B-39
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.whitman.edu / biology / vpd / main.html
ANNOTATION: This website provides a virtual dissection of a pig. It includes study
guides and quizzes.
WEBPAGE:

40. B-40
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.exploratorium.edu. / memory / braindissection / index.html
ANNOTATION: This website provides a virtual dissection of a sheep.
WEBPAGE:

41. B-41
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.exploratorium.edu / learning_studio / cow_eye /
ANNOTATION: This website provides a virtual dissection of a cow’s eye.
WEBPAGE:

42. B-42
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://library.thinkquest.org / 15401 / learn.html
ANNOTATION: This website provides a virtual dissection of a cat. This site includes
assessment activities.
WEBPAGE:

43. B-43
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on calorimetry. Students conduct
an investigation on food samples to determine the calories contained. This virtual lab
contains all the steps of the scientific process with data collection, analysis and
conclusions.
WEBPAGE:

44. B-44
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on the carbon cycle. Students
conduct an investigation on the carbon transfer from snails to elodea. This virtual lab
contains all the steps of the scientific process with data collection, analysis and
conclusions.
WEBPAGE:

45. B-45
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on bacterial growth. Students
observe the growth of bacteria in anaerobic and aerobic environments. This virtual lab
contains all the steps of the scientific process with data collection, analysis and
conclusions.
WEBPAGE:

46. B-46
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on genetic phenotypes and
genotypes. Students observe the breeding of fruit flies and report on their genetic
mutations. This virtual lab contains all the steps of the scientific process with data
collection, analysis and conclusions.
WEBPAGE:

47. B-47
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on DNA markers. Students use
Gel Electrophoresis to compare the DNA markers in the suspect and victim of a criminal
investigation. This virtual lab contains all the steps of the scientific process with data
collection, analysis and conclusions.
WEBPAGE:

48. B-48
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on bacterial transformation.
Students use bacterial transformation to add a gene to E. coli cells to observe bacterial
resistance and test the efficacy of an antibiotic. This virtual lab contains all the steps of
the scientific process with data collection, analysis and conclusions.
WEBPAGE:

49. B-49
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on evolution. Students measure
hominoid skulls to determine evolutionary trends and traits. This virtual lab contains all
the steps of the scientific process with data collection, analysis and conclusions.
WEBPAGE:

50. B-50
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on population estimation. Students
a recapture and release method to determine random populations of grasshoppers. This
virtual lab contains all the steps of the scientific process with data collection, analysis and
conclusions.
WEBPAGE:

51. B-51
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on fermentation and the efficacy of
antibacterial agents. Students will test a variety of anti bacterial agents such as hydrogen
peroxide and bleach to measure their capacity to kill germs. This virtual lab contains all
the steps of the scientific process with data collection, analysis and conclusions.
WEBPAGE:

52. B-52
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on transpiration. Students will
determine how environmental conditions affect the rate of transpiration in plants. This
virtual lab contains all the steps of the scientific process with data collection, analysis and
conclusions.
WEBPAGE:

53. B-53
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on stimuli. Students will
determine how plants respond to environmental changes such as light, gravity and touch.
This virtual lab contains all the steps of the scientific process with data collection,
analysis and conclusions.
WEBPAGE:

54. B-54
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on post-mortem interval. During a
crime investigation, students will determine the victim’s time of death by observing the
gestation period of flies and maggots. This virtual lab contains all the steps of the
scientific process including data collection, analysis and conclusions.
WEBPAGE:

55. B-55
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on the interpretation of bird song.
Students will compare the response of female birds to the call of a male sparrow. This
virtual lab contains all the steps of the scientific process including data collection,
analysis and conclusions.
WEBPAGE:

56. B-56
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE:
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html
ANNOTATION: This website provides a virtual lab on blood typing. Students will
determine the blood type of blood donors and the find the best match for the patient. This
virtual lab contains all the steps of the scientific process including data collection,
analysis and conclusions.
WEBPAGE:

57. B-57
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.hhmi.org/biointeractive/vlabs/transgenic_fly/index.html
ANNOTATION: This website provides a virtual transgenic fly lab. In this lab, students
will create a transgenic fly to study circadian rhythms. The lab is in a window operated
by shockwave media. The text is to the side with hyperlinks to give a greater depth of
explanation. A notebook to record observations, a glossary of terms and an explanation of
equipment and tools used in the lab as well as additional resources are provided. This lab
is useful for students who have an interest and an aptitude in biology.
WEBPAGE:

58. B-58
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.hhmi.org/biointeractive/vlabs/bacterial_id/index.html
ANNOTATION: This website provides a virtual bacterial identification lab. In this lab,
students will identify different types of bacteria based on their DNA sequence. The lab is
in a window operated by shockwave media. The text is to the side with hyperlinks to
give a greater depth of explanation. A notebook to record observations, a glossary of
terms and an explanation of equipment and tools used in the lab as well as additional
resources are provided. This lab is useful for students who have an interest and an
aptitude in biology.
WEBPAGE:

59. B-59
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.hhmi.org/biointeractive/vlabs/bacterial_id/index.html
ANNOTATION: This website provides a cardiology lab. In this lab, students will
attempt to diagnose patients with heritable conditions of the heart. The lab is in a
window operated by shockwave media and requires a flash plug-in. The text is to the
side with hyperlinks to give a greater depth of explanation. A notebook to record
observations, a glossary of terms and an explanation of equipment and tools used in the
lab as well as additional resources are provided. This lab is useful for students who have
an interest and an aptitude in biology.
WEBPAGE:

60. B-60
Biology Standard 11 – Investigation and Experimentation: Scientific progress is
made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other four strands,
students should develop their own questions and perform investigations.
WEBSITE: http://www.hhmi.org/biointeractive/vlabs/immunology/index.html
ANNOTATION: This website provides a virtual lab on antibodies through the use of an
enzyme linked assay. In this lab, students will diagnose blood disease based on immune
response. The lab is in a window operated by shockwave media plug-in. The text is to
the side with hyperlinks to give a greater depth of explanation. A notebook to record
observations, a glossary of terms and an explanation of equipment and tools used in the
lab as well as additional resources are provided. This lab is useful for students who have
an interest and an aptitude in biology.
WEBPAGE: