PSATs

As a result of the PSATs there were no classes today. Remember to read and take notes for the open notes quiz in class. There will be 13 questions and there will be some questions that ask you to compare the calvin cycle with the light reactions. For these questions you may use any class (or book notes you have).

The light reactions

Slowing down a bit and going back to traditional note taking we talked about the light reactions, where they take places and what happens to the products and reactants.

We watched this video (if that takes too long to load you can see the still images and text of narration here).

Homework: Read section 7.10 and take notes, any notes you take can be used for an open notes quiz next class (emphasis on YOU taking notes, not photocopying, not printing things from google. Remember: you're notes are only helpful if you understand them).

Update for Task 2

Task 2 is going to be due tomorrow in class. For this all you need to turn in is a list of things you will see during photosynthesis IN ORDER!

In class we will be working on what happens at/for each item on the list. Use your book (sections 7.7-7.10) and the tutorials on the blog.

Here's a few to get you started.

Go to the thylakoid membrane, here you will see...

Photons of light
Chlorophyll a, Chlorophyll b, carotenoid pigments
reaction center in a photosystem
Photosystem I

Photosynthesis Tutorial

This is the tutorial we will be viewing in class on Monday to help explain the light reactions of photosynthesis. If you have some time and want to get ahead, I recommend taking a look at it. You can skip the part of the tutorial on the dark reactions, it goes into more detail than we will be talking about. Click the picture to go to the tutorial.

Task 2: Create an Itinerary

For Task 2 you need to be familiar with what happens in Photosynthesis. Look at the slides below for more information.

Photosynthesis Part Duex

View SlideShare presentation or Upload your own.

This PowerPoint has good information on the Light Reactions and the Calvin Cycle. You are not responsible for information on the structure of a leaf.

Photosynthesis

View SlideShare presentation or Upload your own. (tags: photosynthesis desktop)

Task 1: Create a Map of Your Journey

Task 1 is due on Monday AT THE BEGINNING OF CLASS. Below are two samples one that is HH worthy and one that is barely worthy of a U. Click on the pictures to make them larger.

This is the front of the HH map.

The back of the map, with a description of what you will see. NOTE: I made this sample and it is not complete. It does not have all the written details your maps should have.

And now for the U map....

Why is this terrible? Well, for starters it is a print screen of a web page. In case that isn't enough explanation it's not a map either. Remember to cite your sources!

Student Directed Learning of Photosynthesis

...otherwise known as using a webquest and project to learn about photosynthesis rather than sitting through lecture.

Here is your task:

"Thanks to technology, scientists have discovered a way to reduce human beings down to a microscopic size for limited periods of time. This technology is predictably being used in the fields of medicine, computer science, and biology. Recently, the travel industry has also found ways to utilize the technology by offering adventure trips into areas previously unavailable to full-sized humans.

You and your team are travel agents working in a futuristic eco-tourism agency called “Micro-adventures,” whose mission is to educate the public about ecological issues through exciting vacation packages. You are developing a new vacation trip into the chloroplast of the plant cell. The first tour will be given to politicians, environmentalists, and journalists. What do you want these tourists to learn about photosynthesis."

Click here for the full guidelines for the assignment.

You will work in groups of three and this project will be presented in class on Monday October 20th. The overall rubric for the project is in the guidelines and a more detailed rubric will be posted later.

Some notes on when components of the project will be completed.

On Monday October 13th, AT THE BEGINNING OF CLASS you will need to turn in Task 1 (completed- final copy).

On Thursday or Friday October 16th/17th AT THE BEGINNING OF CLASS will need to turn in Tasks 2 and 3 (completed-final copy).

On Monday October 20th you will be presenting Task 4.

Task 5 should be completed individually, be no more than 2 pages, typed, double spaced, size 12pt. font, and include direct quotes from at least three distinct primary sources. You must include full MLA citations for your work.

For help writing a persuasive essay try the online thesis builder here.

Test on Chapter 4 through 5.17

Between Cricket Holiday and James McBride coming to speak this week started off with minimal class time. To get back on track C block finally had their test today and continued with chapter 7 (photosynthesis).

Click on the picture below to go to the animation we saw in class.C Block Homework: Read and take notes on sections 7.5 through 7.7.

Intro to Photosynthesis

Today we had a brief intro to photosynthesis (and we watched this awesome song).



Homework: study for your test!

Cricket is today....

....which means that your test has been moved. Because of James McBride's visit C block will have their test on Wednesday, A block on Thursday and D block on Friday. A and D blocks you need to bring your lab notebooks to class on Tuesday so that I can collect them.

Enjoy your holiday!

Test Review Questions

Today we talked about Blooms Taxonomy which is all about levels on understanding, from the most basic (knowledge) to the most advanced (evaluation). To practice writing questions and review for the test on Monday, C block created these questions. Feel free to test yourself. Note: just because you know all the answers to the questions, doesn't necessarily mean you know everything for the test. Read your notes & the book!

You do not need to know about Bloom's Taxonomy for the test.

1. What does ATP stand for?
2. How does ATP produce energy?
3. Compare and contrast active and passive transport
4. Describe the make up of the cell membrane
5. What is the difference between hypertonic, hypotonic and isotonic solutions.
6. What is the difference between the rough and smooth ER?
7. Compare and contrast prokaryotic and eukaryotic cells
8. Compare and contrast the functions of the mitochondria and chloroplasts
9. What is osmosis?
10. What happens when a cell is placed in a hypertonic solution?
11. Draw a model of ATP & label it.
12. Explain the difference between competitive and non-competitive inhibitors
13. What are the three main parts of the endomembrane system
14. What are the three types of cell junctions and their functions?
15. Compare and contrast a plant and animal cell
16. How does ATP relate to dephosphorylation?
17. How is a protein formed?
18. Give an example of diffusion
19. What is the function of a lysosome?
20. What are the laws of thermodynamics?
21. Compare and contrast a mitochondria to a powerplant
22. Compare the cytoskeleton with something that has similar structure/function that you would encounter in your daily life.
23. What is a membrane made out of?
24. Does the rough or smooth ER have ribosomes?
25. What is the function of a vacuole?
26. How can you tell if a cell is an hypertonic or hypotonic solution?
    

Laboratory Week 4 (cont)

Since there is no class this Saturday, A and D blocks will do a modified version of the Eggsperiment (instead of totally being on their own to make up the experiment they will get more guidance so that we can finish in time).

A & D blocks will need to turn in their completed lab notebooks in class on Monday.

Below are pictures from the eggsperiment


Lab Notebook

Finding the mass of the egg

Students work on creating their secret solution

Adding the solution to the egg

Laboratory Week 4

At the beginning of the week we learned about osmosis and diffusion. Now we are going to see it in action. This week's experiment is: The Great Eggsperiment


NOTE: This is what C block did (A and D blocks, because we don't have lab on Saturday we will do a modified version of the experiment in class)

Procedure: Step 1: Creating a solution: You want to make a secret formula for a solution that only your group members know. The materials you can use are: sugar, water, salt and corn syrup. Write the formula for your secret solution in your lab notebook.

a) For example: 10g salt + 100ml water = 10% salt water solution

NOTE: The higher the concentration of solutes, the more change you might see….

b) label your solution: group member’s name’s, date, time

Data Collection: Step 2: Making Primary Observations:

a) Imagine you are describing your egg to someone over the phone. Write a detailed description of what your egg looks like.

b) Draw a picture of what the egg looks like. Make a note of any distinguishing characteristics (things that make your egg unique). (include at least 3 labels)

c) How will you know that change in your egg occurred? What will you do?

Data Collection: Step 3: Make a prediction:

a) What do you think will happen to your egg when you add the solution?

b) How long do you think it will take for you egg to show any change?

Data Collection: Step 4: Secondary Observations

a) Add the solution your egg.

b) Write down what you see

c) How often will you take the mass of your egg?

Data Collection: Step 5: Final Observations

a) How does the final mass of your egg compare to the starting mass.

b) Graph your results (time vs. percent change in mass).

Conclusions: Step 6: Analysis

1. Why did we use an egg for this experiment?
2. What else besides an egg could we have used?
3. How did your egg react to your solution?
4. Did all eggs react the same?
5. What do you think caused your egg to react the way it did?
6. If you were to do this experiment again, what are at least three things you would change to make it better (explain each factor).

C block: Lab notebooks will be due in class on Friday.

Membranes, Membranes, Membranes

We started today with a review of what we talked about yesterday (ATP, phosphorylation, how a protein is formed) before moving forward. Through the beauty of YouTube we watched several short clips that summed up the information in various sections in the book.

C Block: For Lab tomorrow you need to take notes on the osmosis animations seen here. These notes should go in your class notebook (this is the material we did not get to today).

5.10 Membranes organize the chemical activities of cells
5.11 Membrane phospholipids form a bilayer
5.12 The membrane is a fluid mosaic of phospholipids & proteins

5.14 Passive transport is diffusion across a membrane

5.13 Proteins make the membrane a mosaic of function
5.17 Transport proteins facilitate diffusion across membranes

Lastly we used these animations (click the picture to be taken to the link) to learn about osmosis, hypertonic, hypotonic and isotonic solutions (sections 5.15 and 5.16)

Chapter 4 Wrap Up & Starting Chapter 5

Today we wrapped up chapter 4 by looking at how ribosomes make proteins (click the picture to be taken to the animation we watched in class).

We moved onto chapter 5 and here's a list that D block came up with for all the things they learned (not bad for only one class)

Types of energy, Endergonic reactions, Exergonic reactions, Laws of thermodynamics, What ATP is, Role of ribosomes, Enzymes lower activation energy, Energy coupling, What a fever is, Dephosphorylizaton, How a protein is formed, Structure of ATP, What a mutation is, tRNA v. mRNA, Ribosomes have 2 subunits, What sickle cell anemia is.

Homework for all classes due tomorrow: Read sections 5.8 and 5.9. Research and find an example of an enzyme inhibitor. Write down your example and how it works, bring this to class.
A bonus point will be given if nobody in the class has the same inhibitor as you.

Laboratory Week 3

Monday (for A and D blocks):
I will be collecting your lab notebooks, so make sure that you have an updated table of contents, data tables for the experiment and have written the answers to all of the questions on pages 9-11 from the lab packet in your notebook. (If you make the graph in excel, print it out and tape it into your lab notebook).

Here is the lab data for A block (click on the image to make it larger)

Here is the lab data for D block (click on the image to make it larger)Because we had to rush, if you did not have a chance to write in the purpose/procedure here it is. Generally you will read the lab before coming to class and come up with your own purpose etc.

Title: The Properties of Enzymes: A study of catalase
Purpose: Potato catalase and hydrogran peroixde will be used to explore the relationship between enzymes and substrates at various concentrations.
Procedures: See pages 7 & 8 of the student section of the Cornell Inst. for Biology Teachers, "The Properties of Enzymes: A study of catalase" (c) (2000).

Want Ads and Review of Ch. 4

Note: A block missed this class because of House Trips (hence why there is no post from Thursday September 25th).

Today students learned about cell to cell junctions (tight, adhering and gap). Most of the class was spent creating want ads for cells. Below are some of what people came up with. See if you can guess what they are looking for (answers are at the bottom of this post).

1. Are you rough, tough and full of good stuff? (Ribosomes that is). We are looking for workers who can make things like proteins or even more membrane.

2. WANTED: Someone who loves the sun. If tanning is your thing this, my dear friend, is for you. Chill in the sun and help your community at the same time! A little photosynthesis here and there and all's good. Who said it wasn't easy being green?

3. New D Block Chapter of F.A.D.S. (Fibers Against Droopy Cells). A comprehensive and empowering support group. Come and help the fight. All welcome. President: Mr. Microfilament, V.President: Mrs. Intermediate Filament, Secretary: Mr. Microtubule.




Answers to the want ads:
1. The Rough ER
2. Chloroplasts
3. The Cytoskeleton

Laboratory Week 3 - C Block Data

Here is the data that C block collected today. Click on the image to make it larger. See the post below for the details of what you need to have in your lab notebook for Friday.

Laboratory Week 3

Catalytic Activity of Enzymes

The video below gives an overview of what we are doing this week in lab. Instead of having closed tubes that force a liquid to rise we will be using filter paper disks. Note the connection between pH and the effectiveness of enzymes.


Due on Friday (for C block) and on Monday (for A and D blocks):
I will be collecting your lab notebooks, so make sure that you have an updated table of contents, data tables for the experiment and have written the answers to all of the questions on pages 9-11 from the lab packet in your notebook. (If you make the graph in excel, print it out and tape it into your lab notebook).

Intro to Cells

Today we learned about three different types of microscopes (light, SEM and TEM). After a brief talk about how to use a scope, students practiced looking at various cell types and making observations.

Picture of the epithelial cells of a clam gill (just like we looked at today!)

Homework: Read chapter 4 and complete the More than a Membrane worksheets (these were emailed to you). This counts as a double homework. D and C blocks this is due on Friday. A block because you don't meet on Thursday it is due on Saturday.

Mental Inventory

Today students had a test on chapters 2 and 3. Tomorrow we will begin discussing and looking at cells (chapter 4).

Give your brain a rest tonight (there's no homework).

Macromolecule Presentations

Today and tomorrow students will be giving their macromolecule PowerPoint Presentations. Please bring the blue rubric sheet to class with you.

(the cartoon reads: "I sort of thought your presentation was going to be in PowerPoint.")

Laboratory Week 2

Note: This post is for Wednesday and Saturday Labs.

What is the relationship between CO2 and plants? How would you conduct an experiment to test this relationship? Does this have anything to do with what's going on in the world right now?

This week in lab students will be learning how to set up their lab notebooks, planting some seeds for their experiment.

Setting up the lab notebook.

Students will follow the guidelines below to set up their notebooks. Each page should follow the format below. Lab notebooks will be checked on a regular basis. Click on the picture to open in a new window and make it larger.


Homework for next week lab period: Find an article from the past 12 months on CO2 levels in the atmosphere. Write an abstract for this article. You do not need to print out the article but you do need to have an MLA citation for it included in your abstract.

Acceptable Sources & Citations for Your Project

Today students worked on their projects and asked some of these questions:

Question: Can we use wikipedia?
Answer: No!

Question: What can we use?
Answer: Lots of other things, url's that end in ".edu" tend to be good because they are from educational institutions. See if you can find an author, make sure this site isn't some kid's middle school project.

Question: How do we cite things?
Answer: One option is to use citation machine another option is to look up how you do it using ONLINE! Citation Styles

Quiz Results & Class Tomorrow

I have graded your first quiz and here are the class averages:

A block: 87%
C block: 84%
D block: 80%

Please remember to bring your book to class as well as one laptop per group. If nobody in your group has a laptop, arrangements can be made so that you can use one.

Macromolecules Guiding Questions

Below are the guiding questions for each section of the project. Click on the image to open it in a new window.

Macromolecules

After a short quiz to wrap up chemistry and chapter 2, students were introduced to chapter 3 on the molecules of life. Rather than have me lecture on the material, students will teach each other. Each group will need to have a handout, visual and give an 8 minute oral explanation of one of the sections below. Students have been given a list of key points to address in each section as well as a rubric for their projects. A block will present their lessons on Thursday (9.18) and D and C blocks will present on Friday (9.19).

Sections & Topics:

Carbohydrates: 3.4, 3.5, 3.7

Fats: 3.8, 3.9

Proteins: 3.11, 3.12, 3.13

Protein shape: 3.14, 3.15, 3.16, 3.17, 3.18

Nucleic acids: 3.20, 10.2, 10.3

Homework: Work on your project.

Saturday Lab

Saturday's lab did the same thing as Wednesday, for details, click here.

Remember, you have a quiz on Monday. Also, please bring your textbook to class on Monday as well.

Organic Chemistry

Note: This post is for A block on 9.11.08 as well as D and C blocks on 9.12.08

By the end of the class students should be able to:

•

1. Identify the characteristics of life

2. Identify an organic compound

3. Name organic compounds

4. Identify functional groups

Homework: This homework is due at your next class meeting.

Read about the seven functional groups we talked about in class here.
For Example: You are responsible for knowing that the Hydryoxyl Group (OH)

• are compounds containing -OH and are alcohols. Eg. ethanol, sugars, phenol
  
• -OH group is polar. Therefore such compounds dissolve in water (sugars)

Create a study tool of your choice to help you to learn these groups for the quiz you will be taking on Monday in class. The quiz will be on any thing we have talked about thus far (questions will come from chapter 1, chapter 2 and sections 3.1 and 3.2).

Check out these links for help:
Understanding the names of organic compounds
Alkanes, Alkenes, Alkynes
Matching Organic Functional Groups

First Lab Period

For C block (A and D block will do this on Saturday)

This week we will not be doing a lab, instead we will be doing the following:






1. Watch the lab safety video
2. Handout the lab safety contract
3. Take a tour of the lab and point out all the safety equipment, as well as how to carry a microscope.
4. Do a worksheet identifying controls, variables and review experimental design.
5. Discuss the difference between sharing data and plagiarism.

Homework:
1. Read and sign the lab safety contract
2. Purchase (if you haven't already) a bound, marble lab notebook. Bring this to the next class.

Overview of Chapter 1 and Chemistry Review

Today we spent 15 minutes answering questions from chapter one (mainly on the difference between prokaryotes and eukaryotes as well as the difference between food webs and chains).

Students completed a chemistry reivew (see below)

1. Does having a basic understanding of chemistry help when it comes to learning biology? Explain your answer using no more than 5 sentences.
   

2. What six elements are most common in living matter? (2.2)

3. List any three compounds in the human body. (2.3)

4. Explain and give an example of an isotope. (2.4)

5. How many covalent bonds does H, O, N, C and S make? (2.6)

6. Draw the electron configuration for the following elements: Na & Cl. (2.6/2.7)

7. Explain and give an example of an ionic bond. (2.7)

8. Explain and give an example of a covalent bond. (2.8)

9. What is chemically nonsensical about this structure? (2.8) H---C==C----H

10. Water is kind of a big deal in biology. Tell me everything that you know about water that you consider relevant. (2.9-2.14)

11. Based on what you know about pH, make a prediction about the role that pH plays in living systems. (2.15-2.16)

12. The relationship between structure and function is a theme that is central in biology. Describe the relationship between structure and function using any molecule of your choice.

We discussed the importance of spring turnover in aquatic ecosystems and what happens when a thermocline occurs as well as what happens at the molecular level for acid reflux.

Homework: (all blocks) If there were any questions that you are still having trouble with look at that section in the book. The numbers parentheses at the end of the question correspond to the section in the book.

C block: you do NOT need to wear closed toed shoes to lab tomorrow. All other labs you will need to wear closed toed shoes.

Introductions

Today we only had 20 minute block classes and used this time for introductions and to go over the syllabus as well as other some other class details.

Homework: (all blocks)
1. Read the syllabus and post a comment with your first name, last initial and block.
2. Read chapter 1 in your book, come prepared with any questions for class tomorrow. Chapter 1 is an overview of biology.

Note: You do not need to bring your book to class unless it you are asked to do so.

Syllabus

Syllabus for Biology

2008-2009

Instructor: Ms. Saxe
Office Hours: (see below)

Required Materials:

1.Textbook: Biology Concepts and Connections Campbell, Reece, Mitchell and Taylor 4th Edition. New or used book is fine.

2. Lab Notebook: A marble bound notebook with graph paper. If you can not find one with graph paper, regular lined paper is acceptable. This should be separate from the notebook you use for class. Format will be outlined.

3. Class Notebook: A three ring binder (1”-2” is the best). This notebook is for biology only and you will be keeping all of your work for the entire year in this notebook. Please do not ask if you can throw things out. You must also have a table of contents.

Basis for your Marking Period Grade in this course - Evaluation:

The grade you earn in this course will be determined by the quality of your work in the following areas:

1. Laboratory Reports and your technique/understanding in the Lab

2. Chapter and/or Unit Tests - usually given every other week

3. Special Projects

4. Class participation and preparedness

5. Homework & Quizzes

The weights for each section will be posted in the right sidebar by 9.10.08

NOTE: Students should familiarize themselves with the Division’s study skill strategies. This information is described on the second page of your Academic Calendar. Students are also expected to do all their work in accordance with the SPS Honor Code which is posted in all classrooms and in school buildings.

Details

Homework: Homework will be incorporated into the following day’s class. A late assignment defeats the purpose of completing it. Therefore, late homework will not be accepted and will be graded as a zero.

Make-up Work: You are responsible for obtaining missed assignments. If you know in you will be missing class for co-curriculars, an appointment etc. you should notify me in advance.

Late Work Policy: As previously stated, late homework is not accepted. The late project policy will be posted when a project is due.

Extensions: Extensions will not be given except in the event of extenuating circumstances, so plan your time wisely.

Bags: Attendance is mandatory at all class meetings. Additionally, if you are 10 minutes late (or more) to class you will receive a bag.

Class participation: In order to make the most progress in this class you will need to participate actively. Participating in class not only means sharing your ideas but also coming prepared and on time.

Office Hours: I do not have regularly scheduled office hours. If you need help please email me and we will find a time that works for both of us. Please do not come in and say “I don’t get it,” rather bring specific questions. Also note that asking “what will be on the test” is not an appropriate use of office hours.

Class Rules:

· BE ON TIME!

· BE PREPARED! Bring the your notebook, highlighters and pens/pencils each day. I do not require that you bring the textbook every day. If you need it, I will post it on the blog.

· BE PRESENT! Both in mind and body. Showing up for class doesn’t mean much if you are daydreaming.

· If you bag class on the day of a test or quiz you will receive a zero.

· As soon as you need extra help, come find me. Don’t wait!

· NO eating or chewing gum in class. You may bring water.

Lab Expectations:

There is no food or drinks (including water) allowed in the lab at any time.

Your lab grade will be based on:

1. Preparation: You need to read and understand any materials prior to coming to lab.
2. Pre-Lab: You may be required to write a pre-lab. Failure to complete this will mean that you are unable to participate in the lab and will receive a zero.
3. Lab Procedure and Conduct: You are expected to stay on task and work carefully throughout the lab.
4. Results: Careful work should lead to accurate results. Results should be obtained individually or within a lab group. “Borrowing” another lab group’s results is a form of plagiarism and the matter will be dealt with through the academic studies office.
5. Lab Reports: When assigned, the write-ups will be due shortly after the lab is finished. Lab reports can count as a homework, quiz or test grade. Students will know in advance what the lab will count for.

Once you have read the syllabus, click on "comments" to sign your name, acknowledging that you have read this. Additionally, please write what block you are in. For example, I if were a student in A block, I would write:

Ilana S. , A block

Welcome to the Biology @ SPS Blog

Below are some questions (and answers) you might have about this blog. If you have a question that isn't listed below, feel free to post it as a comment -- just sign your name as "First Name and Last Initial."

Q: Why not just use blackboard instead?

A: Honestly, I'm a lot more familiar with blogging and have been doing this for the past few years. Also, it's easier (for me) to embed videos and pictures. Lastly, if your parents/guardians want to know what's going on in class or see the work you're doing, they don't need to remember a password to log in.

Q: How often am I supposed to check this?

A: You should check it everyday. A summary of what we did in class along with your homework and in some cases links for your homework/projects will be posted here.

Q: Will I ever have to post a comment?

A: Yes, you will. To post a comment you can either create an account or click "anonymous," just make sure that you sign your "First Name and Last

Q: If you don't tell us homework in class will you post something here?

A: Occasionally yes, which is why it is important to check the blog daily. However, to be fair, any assignments posted here that were not presented in class will be posted no later than 5pm.

Q: What if I can't find something that was posted more than a week ago?

A: Try looking in the blog archive, located at the very bottom of the right sidebar. You will be able to search by post title.

Q: What's with all the posts below this one?

A: Those are all posts from last year when I taught Advanced Biology at New Hampton School.

Tsunamis & Supplements

Today Sammy and Jun taught the class about Tsunamis and Supplements, respectively. Sammy had the class participate in a Tsunami simulation to give us the prospective of what it would have been like for individuals in the 2004 Tsunami in Thailand and Sri Lanka to try and escape the wave. After the simulation we headed inside where Sammy impressed us with his vast knowledge of the mechanics of this wave of destruction.

Jun brought in weights for us to use and samples of supplements for us to look at as well as explaining how these work (or don't work for that matter).

Both boys had excellent, engaging and well researched presentations! They certainly set the bar high!

Life in the tall grasses

Today students in B blocked continued to learn about animal behavior in the grasslands, particularly the savannas in Sudan and the plains of the central United States.

B block: Designing an Animal Behavior Experiment

After reviewing the homework from the weekend on animal communication, students designed a detailed experiment to test an animal behavior of their choice.

Students need to keep in mind: how long will the study take, what will be measured, possible sources of error etc.

D block: Lesson Plans

Today students turned in their lesson plans.  Students continued to work on what activity they will do with the class and had time to practice it.

D block lesson plan update

Reminder: D block your lesson plan is due in class on Monday. Make sure you have written down the details of the content you are going to present.

Birds of Prey Cont.

B Block finished watching Birds of Prey and looked out pictures of one of my college buddies trapping lynx in Montana.

Homework: Prepare a short (5 minute) presentation for the class on how your specific organism communicates with those of the same species. Have information on how it communicates to find a mate, food and protect its territory.

Nate...whales (have a specific specie)
Tak...star nosed mole
Rachel...orangutans
Ben...frogs (have a specific specie)
Pat...birds (have a specific specie).

B block: Animal Behavior & Communication

B block had a quiz today on sections 51.1 and 51.2. After the quiz we started to watch the Discovery Channel video Birds of Prey.

D block project information

D block has decided that they are each picking a topic to teach the class about for the remaining class periods. Below are the requirements and due dates for the project.

On Friday May 2nd the notes pages are due. This will count as a homework grade.
On Monday May 5th the lesson plan is due. The lesson must include a pre-assessment, involve everyone in the class and be no more than 25 minutes in length. Students have been emailed a lesson plan template. (click the picture to make it larger).
On Wednesday May 7th the activity or demo that you are doing in class is due.

Presentation Schedule:
Monday: Sammy (Tsunami), Jun (Muscles and Steriods)
Wednesday: Dana (?), Nicoya (Drug Controversy)
Thursday: David (photosynthesis), Mike (Jane Goodall's work)
Friday: Andrea (Human Nutrition), Ji (Brain/Nervous System).

Animal Communication

Today we started some notes on animal communication and even tried to "train" each other to perform basic tasks to get a feel for what it is like when two individuals don't communicate in the same way or have the same knowledge.

Homework for B block: read sections 51.1 and 51.2, you will have a reading quiz tomorrow in class. Any notes you take you can use.

Chapter 53 Project Rubric

Wondering how your project is going to be graded? Well here it is:

Content 62 points: 2 points for each word/concept (one point for each image and one point for each explanation)

Bibliography 10 points: all images and text are cited in the proper MLA format

Creativity & Formatting 14 points: the use of color and text style enhances the presentation.

Spelling & Grammar 14 points: there are no spelling nor grammatical errors.

Chapter 53 project updates

Some changes to the content for the project have been made. Please see the changes below. I will be on duty in Lindsey this evening and around on Sunday if you need help. Please email me to set up a time.

Here are the terms that you need to include AND have collected evidence (pictures or drawings) from the sites we visited:

species richness
relative abundance
predation
secondary succession
interspecific interactions
parasitism
herbivory
community
biogeography
cryptic coloration
ecological niche
ectoparasite
prey
realized niche
exotic/introduced species
disturbances

The terms below you need to include along with images and an explanation, however you can find these in your book or on the web.

individualistic hypothesis
interactive hypothesis
coevolution
aposematic coloration
Batesian mimicry
Mullerian mimicry
endoparasites
interspecific competition
interference competition
exploitative competition
fundamental niche
symbiosis
commensalism
mutualism
primary succession

You no longer need to include the following terms:

parasitoidism
predator
parasite
host
competitive exclusion principal
stability
recruitment
dynamic equalibrium hypothesis

You should get satellite and or terrain images from google. You do not need a separate slide for each term.

Last Day Outside

Today was the last for collecting organisms and Nicoya spotted a great newt as we were leaving. Tomorrow students will have another quiz on the terms and concepts for chapter 53 and we'll talk more about the expectations for the project due on Monday.

Sample Slides for Community Ecology Project

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And the results are in...

The quiz that you took on Monday told me that we have some serious work to do in order for you to be prepared for your projects due on Monday April 28th. To recap your projects you need examples of local flora and fauna that fit each of the terms from chapter 53. I will be posting a few slides sample sides later this evening.

Yesterday we had a lot of success catching various organisms (backswimmers, a large newt, a salamander, a tadpole and small fish).

Today we will be going to a new site where yesterday I saw several large frogs and lots of evidence of bacteria.

So what have we been doing this week?

Well, the big news is that you have an additional week to complete your projects, and as such those projects had better FANTASTIC.

Yesterday Nate caught a fish in the Pemi on his first try with the dip nets, we also caught numerous other aquatic insects and learned what not to wear when we go out in the field.

Below are some pictures that Mike took today.

As we pulled up to Burleigh we saw five wild turkeys, some of them were even engaged in displays by ruffling their feathers.

Moose scat (an example of evidence of a herbivore).
Moose Tracks and these were fairly far apart, meaning the moose could be quite large.
Spring is Here! This Red Maple (Acer rubrum) bud burst.

A walk in the woods

Today B block went up to Burleigh Mountain to look for examples of communities, species richness, introduced species and many of the other things for their community ecology project.

Click on the picture below to be taken to the "What Tree is That?" a free website from ArborDay.org

Chapter 53 Project:

Chapter 53 Assignment

Working in groups of 2 or 3, you and your partner(s) will need to become familiar with the following terms and find examples of them in the area around New Hampton School and in the Lakes Region. We will be going up to Burleigh and walking around campus (rain or shine) so that you can collect evidence (drawings, samples and photographs) so make sure that you dress appropriately. Terms marked with an asterisk (*) are ones that you do not need to find evidence for in person, but rather can look up on line or in a textbook. You will have one week to complete this assignment and you will present your findings to your peers in class. You can put together a PowerPoint, webpage, photo/sample album, video or use another form of media.

One of the goals of this project is for you to become more familiar with your surroundings and even to be able to identify various local plant and animal species.

species richness

relative abundance

species diversity

predation

individualistic hypothesis*

interactive hypothesis*

secondary succession

interspecific interactions

coevolution*

parasitism

parasitoidism

herbivory

community

biogeography

cryptic coloration*

aposematic coloration*

mimicry

predator

Batesian mimicry*

Mullerian mimicry*

parasite

hosts

endoparasites*

ectoparasites

interspecific competition

interference competition

exploitative competition

competitive exclusion principle*

ecological niche

fundamental niche

prey

realized niche

resource partitioning

character displacement*

symbiosis

commensalism

mutualism

keystone species

exotic species

stability

disturbances

ecological succession

primary succession

recruitment

dynamic equilibrium hypothesis

intermediate disturbance hypothesis

Cemetery Data Analysis

Today we went to the ARC and many students used excel for the first time (and realized what a nightmare it can be). Rather than use our data we will be using sample data which will be much easier to work with. You should use the paper I gave you in class for the data.

Please make graphs in excel comparing the following populations, all graphs will have age class on the X axis and survivorship on the Y axis. When you select the type of graph, make sure you choose scatter and then you can choose to have the points connected by lines. If you select line graph, it will not work!

Graph 1: Post-1900 females & Post 1900 males (this most closely resembles our cemetery)
Graph 2: Post-1900 females & pre 1820 females
Graph 3: Post 1900 males & pre 1820 males
Graph 4: The summary of both sexes comparing pre-1820 & post 1900.

In addition you will need to analyze this data and write in terms of any patterns or trends that you see. What type of surviorship curve (I,II or III) does each time period most closely resemble etc...

You will be graded on the following:
1. Whether or not the graphs are correct
2. Having a title and labels for each graph
3. How detailed, insightful and accurate your analysis of the graphs is.
4. There should be two graphs per page and your analysis should be no more than one page.

If you have lost the data I gave you in class you can see me tonight when I am on duty in Moore.

Click here for a link on how to make excel graphs

Class in the ARC today

Meet in the ARC today!

Dall Mountain Sheep

Today students learned how to interpret and graph a life table as well as make inferences about a population in a 15 year study. Learning about the Dall Sheep population was the first part of the lab on population ecology, in the second part of the lab students will gather data from a local cemetery to compare life expectancy in modern and historical populations.

The Dall Sheep we learned about in class today were studied on Mt. McKinely (also known as Denali). This summer while hiking in the Healy Range (across from Denali) we ran into several groups of Dall Sheep where we had set up camp. Click on the pictures to below to make them larger and you will be able to get a better look at the sheep.


Katie is in the lower left corner making dinner while the sheep had finally moved on from where we wanted to set up camp.A second group of sheep easily moved along higher on the ridge.

Population Growth

How many people are in the United States? How many people are in the world? Today we started to think about how populations are distributed, what factors limit population growth and various types of survivorship curves.
At the start of class we checked out the U.S. and World Population Clock. The population numbers were written on the board while students worked independently on a summary packet for Chapter 52. At the end of class students predicted how the numbers changed, needless to say there was some surprise. Try it for yourself while you're watching your favorite TV show. Check the clock at the beginning of the hour and then at the end. While you are watching TV so many things are happening in the world that you aren't aware of. Pretty mind blowing.

Homework for both classes:
1. Finish the packet.

2. Find an article that talks about world population growth, the population policy of a country of your choice or something along those lines. Write a summary of your article and your reaction to it.

Test on the Biosphere & Climate Change

Today both classes had a test on the biosphere and climate change.

In Hot Water

Today B block watched the video "In Hot Water" on the impacts of sea water rise and how that impacts not only plants and animals, but humans too.


In addition, students created acted out advertisements for products that can help reduce CO2 levels (like light bulbs, recycling, solar panels etc...)

Reminder: You will have a test on Friday, so study! I am on duty on Thursday night, if you need help.

Climate Change Part II

Today we continued our discussion on climate change and its consequences. On Friday students will have a test on climate change, basic weather patterns and an introduction to the biosphere.

Check out the Goddard Flight and Space Center for amazing satellite images and videos of ice melting, hurricanes, and more.

Click on the picture to see the video we watched in class today of the thermal satellite shots of Katrina. Look closely and you'll see the areas of cool water the hurricane left in its wake (note: this video may take a while to load).