M: Biology - Memorial Day
Medical Biology - Memorial Day - Remember those who died in service to the country!
T: Biology - Today is step one to preparing for the finals next week. That means you need to go through your notebook and answer each of the essential questions. Just walk your way through and then come tomorrow prepared with any essential questions that you are confused on. OH, and update your table of contents so stuff is easy to find!!!
Medical Biology - See Above
W: Biology - Today you got a chance to get any questions answered. Tonight you need to give some serious thought to the multiple choice section of the final by trying to answer the 18 big ideas of the year! These questions should be listed on the right side of your entry and then your responses should consist of page numbers of where this information will be found. If you did your work last night, this should be easy!
Th: Biology - Today you were introduced to the written portion of the final. You can think about who you might choose as a partner and how to answer the task. I've posted the tasks below, but be sure you are looking at the right one so that you don't prepare for the wrong task. One is for College Prep Bio and the other is for MedBio. ALSO, Don't forget that your biology food project is due tomorrow! Tomorrow will really be your last chance to ask me any questions you may have.
Medical Biology - See Above
F: Biology - Biology Food Party! Be ready for next week!
Medical Biology - See Above
Next Weeks Finals Schedule:
Monday: Period 4 from 9:15 - 11:15 and Period 7 from 11:52-1:52
Tuesday: Period 5 from 10:15-12:15
Wednesday: Period 3 from 8:00-10:00 and Period 6 from 10:15-12:15
M: Biology - Today we started the day by looking at our bacterial cultures from last week. Then we continued learning all about immune response by starting the movie, Osmosis Jones. You received the handout (which I can't post) and you should take notes on the movie on the left hand side of the entry and then complete the questions you can as we go. The movie will take us two days so this is also kind of the homework for tomorrow as well. On Wednesday you will be taking a quiz that will come right off of your worksheet so do a good job!
Medical Biology - Today you watched the movie, "The Shot To Save the World!" the history for the development of the polio vaccine. Unfortunately I couldn't find this movie posted online for those of you who weren't in class. For those who watched it, you should have taken notes on the right side. Tonight at the bottom of your notes I want you to find out what "Herd Immunity" is and explain it. Don't just give me a definition, explain it with an example!
T: Biology - We started Osmosis Jones yesterday and hopefully we finish it today. Tomorrow we will take a quiz on the movie and how it is analogous to an immune response in a body. Please make sure that you have completed all of the review questions from the worksheet and possibly the extra credit question. In addition we picked partners for the last regular day party (June 2nd) and selected our food topics. The handout with the details are below. Start thinking about how you will display this information!
Medical Biology - SO we didn't quite finish the video on the Polio vaccine. We'll finish this today and then try to get through our follow up documentary called invisible threat. Tonight I need you to find out which vaccinations are required for school and why. This goes at the bottom of the left hand page we took notes on. Today you also selected your partners for the final regular day food party, start thinking about what you will create to share.
W: Biology - Today you finished the movie Osmosis Jones....or I think we will. The quiz will be tomorrow so make sure you have researched each answer thoroughly. Also, do you have your party food worked out with your partner?
Medical Biology - So today we watched the movie Invisible Threat. You took some notes and it was interesting to see how people are guided by their emotions. Science though is a very different thing. Tomorrow we'll have a discussion about this, but in preparation for this discussion I want you to watch (no notes) the following video: Why People Believe Weird Things: https://www.ted.com/talks/michael_shermer_on_believing_strange_things#t-244388
Th: Biology - Today you had your Osmosis Jones quiz and then later we discussed real immune response and how to enhance it in your own body. Tomorrow you need to bring your text book to be turned in, and you need to get your parent input (but this is due on Monday). ...Don't forget about the food project!
Medical Biology - Yes, this is video week! ...or at least it feels this way. Tomorrow we will start the final piece of instruction: The Cradle to the Grave, a video that shows the physiology of the body from birth to death. In preparation for this I would like you to watch the following video on animals aging:
https://www.youtube.com/watch?v=7m8QlSPP7t0&feature=em-uploademail As you watch this video I want you to make a list of the various animals it talks about, place them in order of shortest life span to longest, and then insert humans into that list. Lastly, describe the reasons for this variation in life span. Don't forget to bring your textbook to be returned, and get your parent input on your notebook. The parent input is due on Monday.
F: Biology - We are down to Crunch Time! Today we watched the final video on vaccines and those who chose not to use them. We have wound down our studies of the immune system and will now prepare for the final. This weekend I only need you to get your parent input.
Medical Biology - Only one short week left!!! Today we started a reflected piece that will go along with the movie we'll be watching in parts called, Cradle to the Grave, a journey through the physiological changes we encounter through our lives. This weekend, I just want you to get your parent input completed. Next week we'll finish the movie and prepare for our finals.
M: Biology - Today we went and took a look at the questions that you developed about ecology and climate change. At this point you should be ready for the test tomorrow on these topics. In addition you received a handout on creating a graph on human population growth. Please complete this work by Wednesday.
Medical Biology - We completed a review for the climate change and ecology text that will be tomorrow. In addition to being able to read data like the ones that were posted last week you should also know how climate change is connected to human populations (health impacts, cascading effects, threatening of keystone species, etc.). On those same lines you also received a graphing exercise in human population growth. Please be sure to have this completed by tomorrow. Oh, and here's the website link to the carbon footprint calculator: http://www.footprintnetwork.org/resources/footprint-calculator/?
T: Biology - Today you took a test on climate change and ecology. I hope you did well, but as we move into our last unit on density dependent factors in human populations I want you to complete the work that I assigned you yesterday. It will be worth 3 points on your grade! Don't forget that it actually has two sides to it.
Medical Biology - Today you took your test on our unit on climate change. Tonight I want you to... I want you to... CHILLAX!!! We start microbiology tomorrow. Super cool.
W: Biology - Today you were introduced to the microorganisms that are found in the microbiomes in every person. Using the information you were given on shape and size and researching the web, find out what Strep throat is and draw what it looks like on the left side of your entry. Then find out what a Staph infection is and what it would look like and draw that below the first. Be sure to include a description of each as well as a drawing. Lastly, on the left hand side of your entry, describe which you think would be worse to have, provide some kind of data to back up your point.
Here's the website we used today: http://htwins.net/scale2/
Medical Biology - Today you were introduced to the many types, shapes, and size of microbes in the microbiomes of people. Tonight, on the left hand side of your entry I want you to define what a pathogen is, and then rank the following pathogens as to the numbers they kill each year:
Hepatitis B virus
Human immunodeficiency virus (AIDS)
Extra credit question: e.coli doubles every 25 minutes. Starting with one, how many would you end up with in 24 hours, 1 week, 1 year? How much would they weigh? Show me EVERY calculation.
Th: Biology - Today was all about defining what the immune system does and what an infection is. You started by setting up a new entry titled Immune Response, the watched a video on microbiomes in the body. Next we defined what infection is and drew the immune system on the right side of the entry. On the left you worked with others to come up with a 1 sentence definition for each of these 9 major parts of the system. Then we swabbed some plates to grow cultures for Monday. As homework I want you to complete the handout (couldn't upload it) on Your Microbial Friends.
Medical Biology - Today we learned about the many microbiomes of the human body, what an infection is, and what happens when you use antibiotics. We then swabbed plates to grow some cultures for examination on Monday. The first graphic we used can be found below. The other resources are as follows: Microbiomes
Use of antibiotics and selection of microbes
Everyone has one of three gut ecosystems article: https://www.sciencedaily.com/releases/2011/04/110420143620.htm
Tonight I want you to go to the left side of your entry and create a "One Pager" (see your process tasks) using the article listed above.
F: Biology - Today we reviewed the homework from last night and then you learned about how the immune system responds to attack and drew this on the right side of a new entry called Immune Response! On the left hand side I am asking you to make a drawing of how the immune system and the immune response can be thought of like a castle under siege. Yes, draw a picture and describe all of the players (B cells, T cells, macrophages, virus, antibodies, as well as the system structure) in immune response.
Medical Biology - Today you learned the parts of the immune system and then how that systems responds to invasions by viruses and bacteria. The immune response picture can be found below, but this is the video we watched today https://www.youtube.com/watch?v=zQGOcOUBi6s So your job before Monday is to make sure you have a one sentence definition of what each of these immune system parts DOES. Not where they are found, but what they do! (tonsils, adenoids, lymph nodes, lymph vessels, thymus, spleen, appendix, peyer's patches, and bone marrow)
M: Biology - This week we are finishing our projects on climate change! You should have addressed most of our issues at this point. You should have by tomorrow:
1) The Problem,
2) The region,
3) The biome type,
4) a trophic pyramid for the biome,
5) a food web that shows at-risk animals and keystone species and uses population dynamics concepts.
6) The reasons/ethics around why we have created this problem.
7) A restatement of how your problem impacts your region
8 )How we can recover, succession.
9) What is the impact of this problem on humans?
10) How climate change affects this problem.
11) What are our solutions (might be related to #8)
And...APA in text citation.
A minimum of 3 data sets must be included, but you probably will use more.
The website we used to get our information about succession can be found at: http://biologiepagina.nl/Flashfiles/successie.swf
Medical Biology: See the above instructions, but you really need to make sure all of your citations are really clean; Author and Date in parentheses in the text, APA formatting in a bibliography. Also remember that if a particular concept does not apply to your topic you should still include it and then explain why it doesn't apply.
T: Biology - Today we had some time to finish our projects, but you needed to add the information on human impact so the readers know how it affects us directly. Please make sure you are using citations! This is all due Friday.
Medical Biology - Today you had a split amount of time between human impact issues of the problem you are studying and working on the project overall. You need to be sure that you include the conditions and symptoms that happen due to the problem you are researching. Oh, are you using the proper citation as you go? And lastly, here's the website I showed you today: https://www.niehs.nih.gov/research/programs/geh/climatechange/health_impacts/
W/Th: Biology - So Friday is the big day when your project is due, and we have two minimum days in a row! Use the list above to make sure you have everything. Tomorrow I'll be asking you to clean up your "Story line" and what I mean by that is that your slides have transitions so that you tell your climate change story so that there is...
An introduction to the problem,
A description of the environment without your issue,
Why the problem exists and why we should solve it,
How the problem impacts
How climate change will affect your problem,
And lastly, Our best solution to this issue,
Here are the sites I used in class today: Extreme weather events: https://climate.nasa.gov/effects/
I forgot to add the video we watched on Thursday: https://www.ted.com/talks/al_gore_the_case_for_optimism_on_climate_change?language=en
Medical Biology - See the above instructions. Please be sure that you include proper APA citation and symptoms of your health issues. Don't forget to use the resource links I've provided.
F: Biology - SO the projects were all shared with me today. It'll take me a few days to get through those so hang tough, but in the meantime you should know that your will be having a test on Tuesday of this coming week. It's on climate change and will mostly be focused on interpreting graphs like the ones I've attached below and then being able to draw conclusions about the affects of this data. The best thing you can do is to go through your notes, starting with "Everyone is talking about climate change" and then writing a level 2 or 3 question on each entry. Just one questions per entry will do if it a level 2 or 3 question.
Medical Biology - Much of what I need you to do is listed above, but remember that you had a heavier focus on human health impacts so as you prepare for next weeks test, not only should you know how to interpret the data I've posted below, but also prepare questions that are focused on human health with each entry we've done.
M: Biology - At this point in time you should have a topic that is a current ecological problem in the world, the region that is affected, a biome that exists in this region, and now a trophic pyramid that represents one food web in this biome. Please place this pyramid on the left hand side of the entry we set up today. Here are the websites we used today:
Medical Biology - Like the regular biology classes you used the above websites, but what I need you to do tonight is to create a trophic pyramid that corresponds to your affected region and identify how this if affected by your ecological problem. This all needs to go on the left hand side of the entry you started today.
T: Biology - Today we only converted our trophic pyramid into a food web and looked at the differences and similarities between them. This food web is on the left side of the entry we started yesterday. You should also add which organisms are at the highest risk in your biome to your project. Here are the links to the food webs we looked at: https://myweb.rollins.edu/jsiry/marine_foodwebs.jpeg and http://w3.marietta.edu/~biol/biomes/foodweb2.gif
Medical Biology - Today we looked at how a trophic pyramid and a food web complement each other, and how a food web can help us determine how vulnerable a particular animal is. You should add this risk assessment to your project.
W: Biology - Get caught up!!!! The sample (lousy) presentation we critiqued today can be found below.
Medical Biology - Get caught up!!! APA format? In text citation? That crummy presentation we critiqued today can be found below.
Th: Biology - Today was a short day so I gave you a chunk of information on what other factors affect a species ability to survive. the following is what we covered:
Characteristics: Density, distribution (dispersion), and Ranges. Limiting Factors: Density Dependent - disease and Density Independent - natural disaster. Growth Rates: Immigrate/Emigrate, Natality/mortality, and carrying capacity. Reproductive Patterns: K-Strategists (few babies, usually stable resources) - Logistic S-Curve and r-Strategists (many babies, usually unstable resources) - Exponential J-Curve. HW: Tonight you will analyze your keystone species as to what characteristics it has. This is important because your research problem can affect these instead of just food sources.
Medical Biology - Minimum day today! See above for what you needed to do!
F: Biology - Today we played the fun filled game of "Would You Rather" with a number of topics. This was so you start to see that answers to some questions are just not easy to answer and rely on your point of view. Before Monday I want you to add to your presentation the at least one reason for your "problem" occurring, and one reason why it should be stopped.
Medical Biology - Today we played the fun filled game of "Would You Rather" with a number of topics. This was so you start to see that answers to some questions are just not easy to answer and rely on your point of view. Before Monday I want you to add to your presentation ALL of the reasons for your "problem" occurring, as well as ALL of the reasons why it should be stopped. IN addition, I would like you to watch the following video which talks about how predators can be a keystone species: http://www.hhmi.org/biointeractive/some-animals-are-more-equal-others-keystone-species-and-trophic-cascades
M: Biology: Today we began by looking at a bunch of graphs that were taken from a number of sources and these graphs are related to a big question of "How can the environment affect organisms?" The set of graphs can be found below, but you'll notice that your class may not have used some of the graphs found in this file. Tonight I want you to fully analyze the graph you were originally assigned and tell us as much as you can about what it is telling us. You should have a fully filled right hand page, but this homework of putting it all together should go on the left hand side.
Medical Biology: Today we began by looking at a bunch of graphs that were taken from a number of sources and these graphs are related to a big question of "How can the environment affect organisms?" The set of graphs can be found below. Tonight on the left hand side I need you to evaluate the reliability of the sources that this information came from. The sources are NOAA, NASA, IPCC, Skeptical Science.com, and the Los Angeles Times. To determine their reliability look at who they are first (what do they do), who their audience is, What are their interests?, and then decide if they are reliable giving a ranking of 1-10 with 10 being VERY reliable and 1 being not reliable at all. Each source should be about a short paragraph.
T: Biology - Today we finished our discussion of data from yesterday and rewrote our sum it up statements. Then we discussed the reliability of the sources we look at and determined if the interests of those publishing the data should be considered reliable. After this discussion we laid the ground work for your environmental research project and you selected a topic from the list below. Tonight you should research resources that should be considered reliable for the project you have chosen. Record this on the left side of the entry we began today.
Medical Biology - Today we looked back at our graphs and in spite of what they said we discussed the reliability of the data. We then learned that in really digging deep into a subject we need to break it down to smaller pieces and the first major division for this is knowing the difference between biotic (living) and abiotic (non-living) factors in the environment. Lastly, you need to do the set up for your research project. For now that just means picking the topic for you and your partner (if you have one), creating a shared document if you have a partner, and then listing the biotic and abiotic factors. Here is the list you can chose from, but you can't repeat other groups:
3) Acid rain
4) Radioactive Waste
5) Ozone depletion
6) Genetic engineering
7) Ocean acidification
8) Climate change
9) Burning of fossil fuels
10) Plastic pollution
12) Urban air pollution
13) Water use/rights
14) Ground Water
16) Untreated sewage
17) Land use
18) Water contamination - lead
19) Gold Mining and heavy metals.
20) Biomagnification of heavy metals
21) Air pollution
22) Waste Management
23) American Diet
25) Highways and migration problems
26) Use of fertilizers
27) Light Pollution
29) Dumping of prescription meds
31) Meat production
32) Wind Power
33) Public health issues
W: Biology - Today we issued all of your projects. This will be the focus of all of our ecology work. These next few weeks you will learn concepts, but also recognize how these concepts affect your challenging situation (project).
Ultimately you will be presenting a claim about your unbiased work using data from reliable sources.
In addition, your project must Contain:
1) What is the issue and what region of the world is it in?
2) How does this issue impact human health (ONLY MEDBIO)
3) A statement of whether Climate Change is somehow connected to this?
4) The affect of this problems on the biome.
5) Include all ethical considerations.
6) How do we reduce/solve this problem? Solution. ...is there one?
7) Plus you must include our daily topics even if they don’t apply. You'll need to explain.
Topics covered so far: Biomes, ecosystems, communities, populations, organisms, biotic and abiotic. Trophic pyramid and disruptions to it. Risk assessment of organisms using food webs, and population dynamics concepts.
Logistically it must have sources that are reliable!,
And...APA in text citation (ONLY MEDBIO).
A minimum of 3 data sets must be included, but you probably will use more.
HW: Tonight you should have a complete list of the biotic and abiotic components involved in your particular issue.
Medical Biology - See above
Th: Biology - Today you watched a video on ecological order (https://www.youtube.com/watch?v=izRvPaAWgyw ). On the right hand side of your entry we then created a graphic organizer showing biosphere,
Biotic, community, population, and organism;
and abiotic with air, water, land,
Tonight I want you to look at your project and on the left side of your entry from today, list out the many pieces you studied today and how they apply to your project. Here's a website that may help: http://eschooltoday.com/ecosystems/what-is-a-biome.html
Medical Biology - Today you watched a video on ecological order (https://www.youtube.com/watch?v=izRvPaAWgyw ). On the right hand side of your entry we then created a graphic organizer showing biosphere, biomes, ecosystems; Biotic, community, population, and organism; and abiotic with air, water, land, and temperature. Tonight I want you to look at your project and on the left side of your entry from today, list out the many pieces you studied today and how they apply to your project. Here's a website that may help: http://eschooltoday.com/ecosystems/what-is-a-biome.html .
In addition, and this is due by Monday, I want you to watch the following https://www.youtube.com/watch?v=1sISguPDlhY&feature=em-uploademail and on a separate sheet of paper I want you to connect these ecological descriptors with these microbiomes. In other words, how is a microbiome just like a macrobiome! Yes, you can use other resources.
F: Biology - So yesterday we had a really messed up schedule. Today we will try to restart and your only responsibility is the homework from yesterday.
Medical Biology - Yesterday was really geeked up! We're going to try to reset are make another run at it today. Your only responsibility is what is listed from yesterday. Don't forget that the microbiome project that must come on a SEPARATE sheet of paper and is due on Monday.
Extra Credit: Check out this website where you can help scientists with plastic waste on our beaches.
To receive your extra credit, you should take multiple screen shots of your volunteer work and then describe in each of the screen shots you were doing.
M/T: Biology - Today you did a dissection. This dissection was worth 5 points to your grade. Tonight you should be sure to complete the write-up you were given today as well as the labeling sheet of the internal organs. As to homework, I only need you to make sure that you and your group are ready to share your presentation with the class. You can do this by following the criteria from last week, but also by making sure to share your slides with me so we can quickly bring up your work in class. ALSO, DUE BY FRIDAY: PARENT INPUT FOR SEMESTER 2, 2ND GRADING PERIOD.
Medical Biology - See above, but you will select one of the differences between the pigs and humans (hooves, snout, etc.) and using the four concepts of evolution (time, inheritance, selection, and variation) describe how these differences could have become what we see today. Beyond this, you should have completed the labeled internal organs in class.
W/Th: Biology - So today we had the opportunity to learn a bit more about some of the interesting topics on evolution that I hadn't covered in depth from your classmates. I hope you took notes as I have no way of posting all of these things online. When I see you on Friday you will be giving me your parent input scores as well as take your final assessment on evolution and natural selection. For that assessment you only need to know how the four fundamental concepts of Variation, Time, Selection, and Inheritance play a role in the Seed Hunter or The Beak of the Finch.
Medical Biology - Your work from today is very similar except that we had to spend a chunk of our time finishing the dissections we didn't complete from the day before. Make sure you read the part about Parent Input being due and what the assessment on Friday will be like. Don't forget that you also need to do your differences between the pigs and humans (hooves, snout, etc.) and using the four concepts of evolution (time, inheritance, selection, and variation) describe how these differences could have become what we see today.
F: Biology - Have a great Spring Break!
Medical Biology - Ditto!
FBI Student Outreach: Teen Academy
There is still time to apply for the FBI San Diego Division's annual Teen Academy. There will be two Teen Academies this year, on June 28 and Aug. 16. This is an opportunity for high school sophomores and juniors to get a comprehensive look at today's FBI through instruction and demonstrations at the San Diego field office.
Applications are due April 10. For more details, including an application form, click here or contact Yadira Dickey.
M and T: Biology - Today most of you had me for a double period since our schedule has changed due to testing. But, regardless, this has given us a chance to complete the lab on the Evidences of Evolution. You had plenty of time in class to complete this so for homework I need you to know that next week you and your group will be doing a short presentation on some aspect of evolution. Look at this tonight as you will need to make a decision of which topic you would like best. We'll decide this randomly tomorrow and if you hesitate I will move to the next person and you will end up on the bottom of the pile.
What topic do you want to present on? ...and know that these are just starters. If you have a related concept, or a different take on the same idea, it's fine.
1) Mass Extinctions
2) Major landmarks in biodiversity in "deep" time.
3) Divergent/convergent evolution.
4) Potential to reproduce, variation from mutation and sexual reproduction.
5) Competition for limited resources.
6) Proliferation of those best fit organisms.
7) Stabilizing selection, directional and disruptive selection.
8) Evolution of homo sapien going back 3+ million years.
9) Man’s adverse impacts on the biodiversity and how to solve it.
Medical Biology - Due to testing this week will look very similar to what I am doing in regular bio. Please look above for what you need to do tonight.
W and Th: Biology - So now at this point you've picked your group topic to expand on. The criteria is also set: you can't have more than 5 slides, you MUST have 2 diagrams/examples (with color) and 5 important talking points. Divide the work up among yourselves and get to work. This work is not due until next Wednesday/Thursday. Let me know if you have any questions. Oh, and the powerpoint from today is below. I've also decided to post some other materials that might be helpful to your work.
Medical Biology - See above.
F: Biology - So today you first took a quiz on the evolution labs. Then we had a chance to ask the final questions about evolution and natural selection. Next we started a new entry to discuss the comparative anatomy of humans and your dissection animal. Last we made a prediction, knowing what we do about comparative anatomy, when a common ancestor diverged between humans and your dissection animal. Next week we'll be doing a dissection and your presentations. So get ready for the fun next week by completing your presentation work. On Friday of next week you will be doing your final assessment on this topic and then you'll be off to spring break! ...I want you to keep in mind that over spring break Earth Day will be happening at Balboa Park. We celebrate it on the 23rd here in San Diego and it's one of the WORLD's LARGEST celebrations. I like to go every year and this year will be no exception. Go and get extra credit. Find me and double the extra credit!
Medical Biology - See above.
M: Biology - Today you watched a video called the Making of a Theory. Tonight I want you to put the notes you took on the right into the four qualities that I listed for your in class on your left. These qualities were Time, Variation, Inheritance, and Selection. Here's the link to the movie, http://www.hhmi.org/biointeractive/origin-species-making-theory
Medical Biology - Tonight I want you to work on the left hand side of your "Seed Hunters" entry and to take notes on the video called "Making of a Theory" http://www.hhmi.org/biointeractive/origin-species-making-theory
Period 4 ONLY, please fill out the electronic "Participant Survey" found below and send it to me ELECTRONICALLY to firstname.lastname@example.org as an attachment!
T and W: Biology - I'm out today, and the next day, so I need you to follow the following instructions. The material will be tested when I return on Thursday. Yes, I will test you using Socrative, and yes, you may use all of your notes so do a good job!
First, Start a New Entry: Natural selection and Evolution
On the right side watch the following video: “The Beak of the finch” (15 minutes) and answer the questions that are asked via the interactive video: http://media.hhmi.org/biointeractive/interactivevideo/finchquiz/?_ga=1.170644904.943343696.1489160994
Still on the right: How are these concepts like the seed hunters/finches? How is it not like the seed hunters/finches?
Next start another new entry, Human Origins: On the right, do the following click and learn activity: http://media.hhmi.org/biointeractive/click/Skeletons/01.html?_ga=1.174644514.1695008675.1489950999 You should take notes on the right hand side of your entry.
Lastly, go to this Human Timeline http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive It will show us climate, landmarks, and species of Human ancestors. On the left side of this entry address the following questions using this interactive, and feel free to add anything else you find important.
1) When did Homo Sapiens almost go extinct?
2) Which Homonid species lived the longest?
3) In the past the Earth had many species of homonids, why do you think we are the only that remains?
4) Why is 12000 a landmark for our species?
Lastly, below your answer responses make a Bulls-Eye diagram of Homo Neanderthalis, Homo Heidelbergensis, and Homo Sapien on left side.
Medical Biology - See above
Th: Biology - Today we reflected on all of the work we've done in the last two days (see above) after taking our quiz. We then took the important points from each of the activities and slotted them as bullet points into the left hand side of our entry, next to Making of a Theory. The four categories that they could have fit were Variation, Inheritance, Selection, and Time. Tonight you need to update your table of contents.
Medical Biology - The first thing we did today was take a quiz on the work that was to be completed over the last two days. Then we took the major concepts from each activity, including the big hunt, and placed those as bullet points into the left side of the entry labelled "Natural Selection and Evolution". This left page is divided into quadrants labelled Variation, Time, Inheritance, and Selection. All I need you to do before tomorrow is update your Table of Contents completely! Oh, and if you haven't already done it..Period 4 ONLY, please fill out the electronic "Participant Survey" found below and send it to me ELECTRONICALLY to email@example.com as an attachment!
F: Biology - SO today we really spent time wrapping all of our ideas together in the classroom. We isolated everything we've talked about and condensed it down to four concepts: Variation, Time, Inheritance and Selection. Please be sure to complete the graphic organizer that we started today.
Medical Biology - In isolating our four big factors involved in evolution today: Variation, Inheritance, Time, and Selection you were able to consolidate your thinking of evolution through this lens. Using what you completed in class I want you to return to the bug you captured and I want you to imagine a story line of how it might have been possible that your bug evolved from it's ancestor to it's modern progeny that you captured. This story line needs to be on a separate piece of paper and should mention the four factors.
Extra Credit opportunity: On a separate piece of paper make a bulls-eye diagram concerning the origins of TERAPODS, BIRD, HUMANS http://www.hhmi.org/biointeractive/great-transitions. The videos/interactives can be found at the website. You must have at least 5 points per section of the bulls-eye diagram so you may have to do more research.
M: Biology - Today we wrapped up the idea of how protein synthesis gives us our traits by finishing the snorks activity. We then returned to our original 9 sentences and wrote about how these sentences are like mutation in how they convey meaning. Tomorrow we'll be going outside to hunt bugs so I need you to bring a transparent/see-through container to capture them in. You want a container that you can clearly see through like baby food jars, etc.
Medical Biology - I am not sure how far we got today in completing our proteins for CFRT. What I hope we have today is a drawing of the normal and abnormal CFRT protein, as well as an explanation of what caused the problem. If by some chance we have completed all of this today (doubtful), I will need you to bring in a container like I've asked my regular bio classes to do (see above). Eventually you will need this container so you should probably just go for it and you can stash it in the room.
T: Biology - Today you went on a hunt! Yes! You caught some sort of "bug" on the right hand side you drew the anterior and dorsal views of the critter. Below that you speculated on the concept of form and function and described 5 "forms and function of your bug. Tonight I want you to find out what kind of bug you have (BE SPECIFIC) using this website: http://nathistoc.bio.uci.edu/Arthropods.htm Write down the insect name and any other information provided.
Medical Biology - Today, depending on which class you are in, you completed your protein synthesis lab! Good work. When I see you next we'll write about the connection between the weird sentences we started with and the idea of protein synthesis and mutations. Tonight though, I want you to read this article related to our studies. On the right hand side of an entry I want you to define (IN YOUR OWN WORDS) degradation, biogerontology, hyperfunction theory, and hypertrophy, and then to describe the two ideas on aging that are talked about in the article. On the left side of the entry make an illustration of what Hypertrophy might look like. Lastly, as extra credit, can you point to any issues with the research methods presented. The article can be found at: https://www.sciencedaily.com/releases/2016/09/160914090323.htm
W: Biology - So today we looked at the insect work that you did from yesterday. We looked at the idea that the structures you saw on these "bugs" must have a function. Well, after our discussion of these various creature we went out and played a game called seed hunter. You recorded the results of the game and tonight I want you to graph the data. This graph should be easily created on Google Sheets. If you do it by hand, make sure you use a ruler, and that you label the axes, give it a title, and be sure it has a sort explanatory statement. If we had more than one set of data, you should have divided the work among your group members. If you weren't here today, there isn't much you can do.
Medical Biology - Today you should have completed your proteins! Wheew...that was hard! In any case, once it is formed, you should quickly understand why a problem with your CFTR gene is a problem. Tonight (although you may have done this in class), you should complete the analysis questions #1-5. This will go on the left hand page of your entry for this lab. If you are from period 5, I understand that you may be a bit behind.
Th: Biology - Today we finished the work we had to complete from yesterday, the Seed Hunter lab. You should have three different data sets. In your group each person will choose one set of data to graph. This graph should be easily created on Google Sheets. If you do it by hand, make sure you use a ruler, and that you label the axes, give it a title, and be sure it has a sort explanatory statement.
Medical Biology - Today we wrapped up our protein synthesis lab and reflected on our big questions. We then looked back at the weird sentences from a few weeks ago to make connections. Lastly we went over the article that was assigned on Tuesday. Tonight, and this is for 3 points, I want you to complete project number 3 found on page 103 of the online lab instructions. This is graphing so make it easy on yourself and just use Google Sheets. And don't forget to bring a bug catcher if you haven't already.
F: Biology - Today we looked at all of the data we have collected so far and tried to draw conclusions about how organisms survive and how those processes might be affected over time. There actually isn't any homework tonight. YEAH!!! Happy St. Patrick's day! ...There is extra credit below if you are sad!
Medical Biology - Today you began by reviewing our big questions and as we move on we are going to tackle the idea of, "How do these traits, that DNA codes for, help us survive?" So then we went on a bug hunt. On the right hand side of your new entry you drew the anterior and dorsal views of the critter you caught. Below that you speculated on the concept of form and function and described 5 "forms and functions" of your bug. This weekend I want you to find out what kind of bug you have (BE SPECIFIC) using this website: http://nathistoc.bio.uci.edu/Arthropods.htm , then find two ancestors of this type of bug from other sites and give us info on those. You should include how long ago they existed and an illustration at the least. Please also cite your source using APA format.
EXTRA CREDIT: Download the file below and give it a try. This extra credit is only available until next Friday!
This page contains nearly everything that you need if you missed class.