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Real Science Teaching. Real Classroom Experience.

I’m Amy Brown, a veteran high school biology and chemistry teacher, wife, and mom who understands the daily reality of lesson planning, grading, meetings, and everything in between. I know what it feels like to have too much to do and not enough time to do it.

After decades in the classroom, I’ve created rigorous, classroom-tested biology and chemistry resources that save you planning time while still delivering strong, meaningful science instruction. Every lab, activity, and lesson is designed to move students beyond memorization and into real scientific thinking.

If you want your students excited about science and thinking deeply without spending your entire weekend planning, you’re in the right place.

Amy Brown Biology and Chemistry Teacher

“I just love getting kids hooked on science.”

The Giant Corpse Flower



A giant flower that smells of rotting flesh??

Yep, this is the Giant Corpse Flower, or scientifically speaking,  Amorphophallus titanum.  (Appropriate name, huh?)

This recently caught my attention when I was on my daily prowl on the internet searching for fun and interesting bits of science news to share with my students in my biology classroom.   It seems that Cornell University has a giant corpse flower that recently bloomed.  It was only one of 140 plants to bloom in cultivation in recorded history.

As you know, in angiosperms, the flower is the reproductive organ of the plant.  For true land plants reproduction is tricky business.  In order to be adapted to life on land, the plant must find a way to get its sperm to the egg of a different (but of the same species) plant.  Sperm cells are placed inside pollen grains, and then pollen grains must be effectively delivered to nearby flowers.  Pollen can be carried by wind or water, but many plants depend upon the insect pollinators to deliver their sperm cells.  The flower that can best attract these pollinators has the best chance of having its eggs fertilized.



Now back to the giant corpse flower.  This plant produces one of the largest flowers on record.  When it opens, the smell is said to be horrific, mimicking the odor of dead, rotting flesh.  The smell attracts dung beetles and flies that feed on carrion.   When the insects crawl into the flower, their bodies are covered with pollen.  The insects exit the flower, and move on to the next flower, transferring pollen from flower to flower as they go.

The news about the blooming of the flower at Cornell University was perfect timing for me.  I was in the process of teaching angiosperm reproduction to my biology students.  I did a quick YouTube search and found two short, but excellent videos to show my classes.  The first is called "Corpse Flower Blooms at Zoo" and is about a blooming that occurred at the Cleveland Zoo.  It has wonderful photography and my students were captivated by it.

The second video was a clip from The Private Life of Plants by David Attenborough.  This clip is called "The Largest Flower in the World."  This video is just a few minutes longer, and contains information about other plants, as well as the corpse flower.  But anything by Attenborough gets shown in my classroom....I may be his biggest fan!  Now, here is the neatest bit of information about the corpse flower being used in The Private Life of Plants.  Sir David felt that the constant use of the scientific name (Amorphophallus titanum) during his documentary would be inappropriate, so he invented the popular name of "titan arum" to use during the filming of his show.



To wrap up this lengthy post, here are a few fun and interesting facts about the giant corpse flower:

  • It is referred to as the corpse flower because it emits an odor resembling dead, rotting flesh.
  • Flowers are either male or female.  The female flower opens first.  A few days later the male flower open.  This prevents self-pollination.
  • The titan arum grows in the wild only in the equatorial rainforests of Sumatra, Indonesia.
  • The plant blooms rarely in the wild, and even less often when cultivated.
  • In 2003, the tallest bloom in cultivation was achieved at the Botanical Garden of the University of Bonn in Germany.  The bloom was 2.74 m (8 ft 11 in) high, and was recorded in the Guinness Book of World Records.
  • This record was broken in June of 2010 when a flower reached the size of 2.74 m (8 ft 11 in) high in a nursery in New Hampshire.

The Koala "Bear"



I recently had the opportunity to visit the Dallas Zoo.  It was my first visit to Dallas and my first visit to the Dallas Zoo.  It was a wonderful zoo!  Since spring arrived in the south so early this year, all of the vegetation was lush and in bloom.  I have never been to a zoo that had koala "bears", so I made a beeline straight for their enclosure.

I was not disappointed.  The koalas were magnificent!



The koalas are such amazing animals, so I thought I would look up the stats and statistics for them:

  • Koalas are often called bears, but this is not correct.  Koalas are marsupials.
  • Koalas weigh between 9 and 20 pounds.
  • Koala fur is thick and soft and pleasant to touch.
  • Koalas can live up to 17 years.
  • Koalas spend up to 75% of each day sleeping.  They become active at sunset.
  • Koalas survive solely on a diet of eucalyptus leaves.
  • Koalas seldon drink water.  The eucalyptus leaves are about 50% water.
  • Koalas have a very slow metabolism due to their nutrient poor diet.
  • Koalas breed once a year.  The gestation period is only 35 days.
  • The baby is born hairless and blind, is less than one inch long and weighs less than one ounce.
  • Unaided, the baby must crawl to its mother's pouch, relying only on its sense of smell to do so.
  • Once inside the pouch, the baby will remain for 6 months, drinking milk from the mother.

This was my first encounter with the koala.  I watched them for quite some time, and left very satisfied with the experience!

Myths and Misconceptions About Genetics



If you teach genetics, I KNOW you have encountered these misconceptions before!

It is the time of the year that I teach genetics to my students.  It's a great time of the year.... I love teaching genetics and the students love learning about genetics......for the most part!  But have you noticed that even the students that seem to really "get it" will often ask a question that just stops you in your tracks?  You think to yourself, "How in the world did they get so mixed up on the concepts I have been teaching?"

A few weeks ago I noticed a post that Carolina Biological had posted on their facebook page.  It really caught my eye when I read "Five Common Misconceptions in Genetics."  A link was provided with the post, so I quickly clicked on it and began to read.  I am giving complete credit to this article to Crystal Jeter,  Product Developer for Carolina Biological.  Before reading further, click on the link above and read what she had to say.  The article is short and to the point and really packs a punch!  I deal with these five misconceptions EVERY SINGLE YEAR!  (I am in no way affiliated with Carolina Biological, but I am a huge fan of this company!)

I am not going to repeat any of her article here, but if you read it, I am sure you are nodding your head in agreement.  It is so nice to have my frustrations validated!  I am overjoyed to know that these are misconceptions that are very common and I am not the only one who deals with this each year.  Seeing the five misconceptions so neatly outlined in her article will make it much easier to address them in my class.  

I enjoyed her article very much, and I will keep an eye open to her future writings.


Happy Teaching!


Red Cabbage pH Indicator in Respiration Labs



A new twist on using cabbage juice?

Most every science teacher is aware that the juice extracted from red cabbage makes an excellent acid/base indicator.  But at our school, we recently used it for a different (but related) purpose.  Our biology classes do a cellular respiration lab in which the students observe the production of carbon dioxide during respiration.  Normally we use phenol red as an indicator.  Our supply of phenol red was running low and we looked for an alternative.  The answer was cabbage juice indicator!!

How was red cabbage used as an indicator of carbon dioxide?  I'll come back to that in a minute.  First, here is a little background about red cabbage......

Background:   Red cabbage contains a natural pH indicator in the form of the pigment, anthocyanin.  It is a water soluble pigment that is commonly found in nature in red cabbage, of course, as well as purple plums, grapes, and apples.  Red cabbage juice will turn a wide variety of colors in the presence of acids and bases.  In a neutral solution, the cabbage is a fairly dark purple color.  In the presence of acids, the cabbage juice will turn red/pink, and in the presence of bases, the cabbage juice turns a greenish-yellow color.

How to Make Cabbage Juice Indicator:  This process is so simple that I usually allow my students to make their own indicator.  Simply chop up a head of red cabbage.  Place a small handful of cabbage leaves into a beaker.  Cover the leaves with water and boil for about 15 minutes.  As the cabbage boils, the pigment will be extracted from the leaves and the water will turn a dark purple color.  Use a slotted spoon to remove the cabbage, or pore the solution through filter paper.  Your indicator is now ready to use!

Our Cellular Respiration Lab:  In order to complete the chemical reactions of cellular respiration, oxygen is required.  Carbon dioxide is released during the reactions and is given off as a waste product.    Although it is very difficult for us to observe the conversion of glucose to ATP, it is possible to observe the gas exchange that must take place in order for respiration to be carried out.   The lab that we do at our school has three objectives:
1.   To observe the release of carbon dioxide during cellular respiration in animals.
2.   To determine if plants carry out the same gas exchange as animals.
3.   To observe, record, and analyze the results of an acid-base indicator.


In the first part of our lab, the student will learn how to use the cabbage juice to indicate the presence of carbon dioxide.  (See above photo.)  Carbon dioxide and water will react to form carbonic acid.  Since our breath and carbonated beverages contain carbon dioxide, the color change from dark purple to pinkish/red indicates the formation of carbonic acid.


In the second part of the lab, we want the student to determine if plants also give off carbon dioxide during cellular respiration.  As you can see in the above photo, the first tube serves as a control, the second tube contains germinating seeds, which have a high rate of respiration, and the third tube contains dry seeds, which are alive, but dormant.  The photo clearly shows that the germinating peas are releasing carbon dioxide.  (Since the peas are not photosynthetic, they are not consuming carbon dioxide.)  In the tube containing the dry peas, there is a very slight color change that does not show clearly in this photo.  The dry seeds do carry out cellular respiration, but at a very slow rate.  The results seen in the above photo were obtained after allowing the tubes to sit for just 24 hours.

This lab is easy to set up, easy to clean up, and best of all, our students really enjoy doing it.

Happy Teaching!

Click image to view product on TpT.


Grizzly Bears




Well, my Spring Break is almost to an end.  I am rested and looking forward to returning to school on Monday.  My students and I will spend the remainder of the school year on a mad dash toward May 14..... the date of the AP Biology exam!   I will end this week with the last of the photos from our zoo trip.  Next week, I will be back to posting about what is going on in the biology/chemistry classroom.

One of the newest areas in our zoo is called "Northwest Passage."  This area houses the polar bears, elk, wolves, etc.  But one of the most amazing sections is the Grizzly Bear enclosure.  First of the all, the area in which they can run and play is huge.  It starts with a huge waterfall at one end, and a stream/river runs the entire length.  The stream is stocked with live fish!  The bears spend much of their time playing in the water and fishing!  It is amazing to watch as they stalk and catch a fish.  I hope you enjoy these pictures.






Reptiles!



This week is "zoo picture" week on  Science Stuff.  Today is Reptile Day!

We arrived at the Komodo Dragon enclosure
just at feeding time.

They receive a different food each day.
 This day it was a large rat and duck eggs.
The rat disappeared immediately!  


This python is about 20 feet long!

Birds!




This week is "zoo picture" week on Science Stuff!

As you read yesterday, I am on Spring Break this week.   We made a wonderful trip to the zoo early in the week, and each day I am posting pictures from that trip.


Today is for the birds!

The eagles are magnificent.
These eagles were injured in the wild
and are no longer able to survive on their own.
Eagles cannot be kept in zoos otherwise.