Honors Biology @ Lawrenceville
“Education, therefore, is a process of living and not a preparation for future living.” ~ John Dewey
Sunday, October 6, 2013
Where has Honors Biology Gone?
We are switching to a new learning management system at school and as such, I'm no longer updated this blog. If you are looking for a particular resource or post, feel free to leave a comment or search the "archives" or labels in the sidebar on the right.
Tuesday, May 7, 2013
Objectives for Communities and Ecosystems
Objectives for Communities and Ecosystems:
_______CE
1. Define species, habitat, population, community, ecosystem and ecology.
_______CE 2. Distinguish between
autotroph and heterotroph.
_______CE 3. Distinguish between
consumers, detritivores and saprotrophs.
_______CE 4. Describe what is meant by
a food chain, giving three examples, each with at least three linkages (four
organisms).
_______CE 5. Describe what is meant by
a food web.
_______CE 6. Define trophic level.
_______CE 7. Deduce the trophic level
of organisms in a food chain and a food web.
_______CE 8. Construct a food web
containing up to 10 organisms, using appropriate information.
_______CE 9. State that light is the
initial energy source for almost all communities.
_______CE
10. Explain the
energy flow in a food chain.
_______CE 11. State that energy
transformations are never 100% efficient.
_______CE 12. Explain reasons for the
shape of pyramids of energy.
_______CE 13. Explain that energy enters
and leaves ecosystems, but nutrients must be recycled.
_______CE
14. State that
saprotrophic bacteria and fungi (decomposers) recycle nutrients.
_______CE 15. Distinguish between primary and secondary
succession and give an example of each type of succession.
_______CE 16. Explain the effects of living organisms on
the abiotic environment with reference to the changes occurring during
ecological succession to climax communities.
Monday, May 6, 2013
Food Webs & Your Penultimate Assessment
•Create
your own food web with 5 to
10 organisms.
•You
must include your organism from the Penultimate Assessment.
•Use
scientific and common names.
This is due Tuesday for C period and Wednesday for D period.
Saturday, May 4, 2013
Test Monday - C period, Tuesday - D period
On Monday for C period ( or Tuesday for D period), you will have a test on populations, the dandelion lab and inter- & intra-specific interactions.
You can find the interactions between species PowerPoint here (the objectives for community interactions are the statements in the packet where you took notes on biotic and abiotic factors --yes you need to know that).
You can find the population objectives here.
You will have 55 minutes for your test. If you have extended time, please come to consult to start your test early. At 11:40 you will have a five minute break and at 11:45 we will continue to use the rest of the double period. Yes, really.
You can find the interactions between species PowerPoint here (the objectives for community interactions are the statements in the packet where you took notes on biotic and abiotic factors --yes you need to know that).
You can find the population objectives here.
You will have 55 minutes for your test. If you have extended time, please come to consult to start your test early. At 11:40 you will have a five minute break and at 11:45 we will continue to use the rest of the double period. Yes, really.
Tuesday, April 30, 2013
Cornstalks Everywhere But Nothing Else, Not Even A Bee
"We'll start in a cornfield — we'll call it an Iowa cornfield in late summer — on a beautiful day. The corn is high. The air is shimmering. There's just one thing missing — and it's a big thing...
...a very big thing, but I won't tell you what, not yet."
Want to find out the VERY BIG THING? Read more here.
Stats Concept Map
Need help thinking about what type of test you would use to analyze your data? Check out the concept map below (note: this is NOT an exhaustive list of possible tests).
Monday, April 29, 2013
D period - Species Interactions
Today we used the PowerPoint below to talk about the interactions between species.
Homework: Take notes on Slides 12-16
Homework: Take notes on Slides 12-16
Dandelion Sampling Lab
Today you sampled quadrats on the Circle and on the Flag Pole Green to look at population dispersion of dandelions. After inputting all of your data to the google doc, you and your partner, AND ONLY working with your partner, will analyze the data.
How you analyze the data is up to you. After completing your analysis, answer the following questions:
1. What type of tests did you conduct?
2. Why did you chose this type of analysis?
3. Is this test inferential or descriptive stats?
4. What are the limitations of the types of test that you conducted?
How you analyze the data is up to you. After completing your analysis, answer the following questions:
1. What type of tests did you conduct?
2. Why did you chose this type of analysis?
3. Is this test inferential or descriptive stats?
4. What are the limitations of the types of test that you conducted?
Wednesday, April 24, 2013
Penultimate Assignment #2 - Due Monday April 29th
Module 182
is describes the components of a life history strategy. In this part of the Penultimate Assessment
you need to discuss the life history strategies of your species.
To complete this task you should:
1.
Identify:
a.
The age at
first reproduction
b.
Parity
c.
Fecundity
2.
Identify if
the reproductive strategy is semelparity or iteroparity and explain why it falls into this
classification.
3.
Describe the degree of parental
behavior. If your species does not
demonstrate parental behavior explain how a lack of parental behavior could
have arisen through evolution.
4.
Classify the species as either an
r-strategist or a k-strategist. Explain why your species falls into this
category.
5.
Identify and
describe at least one trade-off your species reproductive strategies.
Provide an annotated bibliography that summarizes your research on
the organism.
Note: For
this class and many scientific publications the American Psychological
Association (APA) style of citation is appropriate. You will find a full description of this
style through the Bunn Library website directing you to: http://www.library.cornell.edu/resrch/citmanage/apa
An
additional reminder: You must also include in-text citations that accompany
your annotated bibliography. In-text
citations should include the author’s last name and date of publication.
1.
Submit your
descriptions of adaptations and bibliography to your instructor via Blackboard
as a “Turn-It-In” assignment and as a hard copy.
Monday, April 22, 2013
Homework from Monday's Class
C period: Finish reading Module 181 and read the first two pages of Module 182 as well as take notes on the survivorship curves on the third page of the module (there are notes telling you what to do).
D period: Read Module 181 - follow along with the annotations. Be sure to complete the external links to the mark and recapture simulation as well as the life tables simulation.
D period: Read Module 181 - follow along with the annotations. Be sure to complete the external links to the mark and recapture simulation as well as the life tables simulation.
Objectives for Populations
Objectives for Populations:
____P1.
Define population
____P2.
Describe
methods for estimating population size and density.
____P3. Identify factors
that influence the density and distribution of populations.
____P4. Explain how
population size changes over time and identify causal factors.
____P5.
Outline how population
size is affected by natality, immigration, mortality and emigration.
____P6.
Draw and label a graph
showing a sigmoid (S-shaped) population growth curve.
____P7.
Explain the reasons for
the exponential growth phase, the plateau phase and the transitional phase
between these two phases.
____P8.
List three factors that
set limits to population increase.
Populations
C period lab:
Today we spent the first half learning about populations and factors that can affect their size and distribution. You can download the PowerPoint from today's class here (because there are animations, it's not worth it to put it on slideshare).
We watched this TED talk from Hans Rosling.
In the second half of class, you worked on collecting data for Week 2 of the Eutrophication lab and read Module 181 (this module has been annotated for you).
Homework: Read Module 182. This Module has NOT been annotated for you.
Today we spent the first half learning about populations and factors that can affect their size and distribution. You can download the PowerPoint from today's class here (because there are animations, it's not worth it to put it on slideshare).
We watched this TED talk from Hans Rosling.
In the second half of class, you worked on collecting data for Week 2 of the Eutrophication lab and read Module 181 (this module has been annotated for you).
Homework: Read Module 182. This Module has NOT been annotated for you.
Thursday, April 18, 2013
Tuesday, April 16, 2013
Simpson's Diversity Index
Today you learned about the Simpson's Diversity Index. You can find the sample problem we did in class in the PowerPoint below on slides 2-10.
Monday, April 15, 2013
Biodiversity loss increases infectious diseases among humans
We are now transitioning from evolution to ecology. To kick off this transition you read a literature review from Nature "Impacts of biodiversity on emergence and transmission of infectious disease."
C period - Today you collected your first round of data for the eutrophication lab and started to read the article. For homework, finish reading the article and be prepared to discuss what you read. Please also bring a device that gets internet (you can use your phone).
D period - To you wrapped worked in expert groups on the domain presentations. If you are a slow reader you should read 2-3 pages of the Nature article tonight. You will have 45 minutes in class tomorrow to work on the article finish collecting your first round of eutrophication lab data.
C period - Today you collected your first round of data for the eutrophication lab and started to read the article. For homework, finish reading the article and be prepared to discuss what you read. Please also bring a device that gets internet (you can use your phone).
D period - To you wrapped worked in expert groups on the domain presentations. If you are a slow reader you should read 2-3 pages of the Nature article tonight. You will have 45 minutes in class tomorrow to work on the article finish collecting your first round of eutrophication lab data.
From Mr.T's site: www.i-biology.net. Click the picture to link to the PowerPoint |
Friday, April 12, 2013
Penultimate Assignment #1
As your first assignment related to the organism you have
chosen, you will investigate the adaptations that characterize your organisms
unique design for survival.
To complete this task you
should:
1. Respond to the survey request reserving
your species as unique among the classes.
2.
Discuss
three different adaptations for your species.
a.
Describe
the adaptation
b.
Classify
these adaptations as physiological, morphological, or behavioral.
c.
Explain how
the adaptation has improved upon the fitness of the organism.
d.
Relate
at least one of the adaptations to a “theme of biology” that is not connected
to evolution. In other words, do not use
either the unity or diversity of life as your theme.
3.
Provide
an annotated bibliography that summarizes your research on the organism.
Note: For this class and many scientific
publications the American Psychological Association (APA) style of citation is
appropriate. You will find a full
description of this style through the Bunn Library website directing you to: http://www.library.cornell.edu/resrch/citmanage/apa
For the annotated bibliography, include two sentences describing the source and the information you used in your PA#1. For more information on citations, check out the very helpful Bunn Library Website here.
4.
Submit
your descriptions of adaptations and bibliography to your instructor via
Blackboard as a “Turn-It-In” assignment and as a hard copy.
Monday, April 8, 2013
Three domain presentations
Today in class you worked on your three domain presentations. You will present these in class on Wednesday.
Oral Presentation Component:
Ñ
Each person must speak for an equal amount of
time.
Ñ
Presentations are to be 12 to 15 minutes long. Points will be deducted if you are under or
over time. Be sure to practice your
presentation!
Ñ
Do not read from the PowerPoint! You may show a video clip, but videos cannot
account for more than two minutes of your presentation.
Content of the Presentation:
Ñ
Include an overview of what distinguishes your
domain from the other two domains.
Ñ
Include approximately when at least three phyla
appeared in the grand scheme of evolution.
Ñ
Include and explain a phylogeny that shows the
relationships between various organisms in this domain and how that fits with
the other two domains.
Ñ
Additional information: This will vary depending
on which domain you are researching.
Handout
Ñ
One page, can be double sided.
Ñ
Must include citations.
Ñ
You may use the handout template or create your
own.
Ñ
Must include a phylogeny.
Ñ
May leave space for your peers to take notes or
may be a summary of your talk.
Ñ
Printing out the slides from your presentation
is not an acceptable handout.
Ñ
Handouts do not need to be in color (nor is
extra credit given for printing in color, not everyone has access to color
printers/paper).
Here are some sites to get you started:
I will be posting your presentations on the blog, so make
sure that you have properly cited all of your work (including images!!)
Friday, April 5, 2013
Phylogeny & Cladistics
This has been a busy week! We tried a new lab and started transitioning from 'cookbook' labs to investigations where you need to work as a group to develop the procedure. We will continue doing this for the remainder of the term.
I will be away on Friday and Saturday, but Mr. Hansen and Mr. Jordan are covering your classes. Your assignment for class is posted below:
In class you will be given a handout on constructing cladograms. You were told to bring your computer so you can look up information about the species in the activity. If you need a tutorial on phylogeny click here!
By the end of this week and this activity in particular, you should be able to do the following:
Objectives for Week 3:
I will be away on Friday and Saturday, but Mr. Hansen and Mr. Jordan are covering your classes. Your assignment for class is posted below:
In class you will be given a handout on constructing cladograms. You were told to bring your computer so you can look up information about the species in the activity. If you need a tutorial on phylogeny click here!
By the end of this week and this activity in particular, you should be able to do the following:
Objectives for Week 3:
·
Connect the process of
evolution with the structure of a phylogeny.
·
Compare relatedness of
organisms using a phylogeny.
·
Recognize the applications of
phylogenetic information across biological disciplines.
·
Construct a cladogram for a given group of
organisms that reflects the most likely shared ancestry.
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