classwork/Homework
Monday IB Biology - I'm out today as you probably already figured. Listed below is what you should have completed before I return tomorrow. 1) You should have a completed draft of your IA ready up through the design phase. While the IA is a piece of research where you are really meant to be on your own, I am mostly looking for completion, but I will ask your peers to give you feedback. This will be reviewed tomorrow and you will be receiving a grade on your work. 2) Last week you viewed 5 "puzzle" pieces (dogs, echidna, Z car, pokemon, and fashion). This week you will be reading chapter 5.2 and connecting the material found in chapter 5.2 (and later 5.1 and 10.3) with the 5 puzzle pieces. Connect the Understandings and Applications with the puzzle pieces. This should be written and there will be a quiz on this material on Wednesday. Understandings:
https://www.theatlantic.com/science/archive/2016/09/stunning-videos-of-evolution-in-action/499136/ Honors Biology - I'm out today as you probably already figured. Listed below is what you should have completed before I return tomorrow. 1) Start a new entry titled: Is Addie's Condition Common, Can it Happen to Me? Within your groups, Each group member should read one of the following readings: If you do not have a fifth reader, please skip reading #3. You will have a quiz on this on Wednesday so make sure you know what you are talking about when you share your ideas with your partners. If you aren't sure, please ask your classmates to go over it with you. All of your notes on your article should go on the RIGHT side of this entry. Reading 1 https://www.cdc.gov/mrsa/community/index.html Reading 2 https://docs.google.com/document/d/1nwDuO3svfzfptwJvkKmmk5eeLdxwKFsmdpU0ienP964/edit Reading 3 https://www.cdph.ca.gov/Programs/CHCQ/HAI/CDPH%20Document%20Library/SanDiego_GrossmontHospital_2016.11.22.17.pdf Reading 4 https://www.niaid.nih.gov/research/antimicrobial-resistance Reading 5 https://www.cdph.ca.gov/Programs/CHCQ/HAI/Pages/HAI_MapHospitalProfiles.aspx On the Left hand side of your entry you will as a group answer these questions:: 1) Who gets MRSA 2) Is there only one variation/strain of staph? 3) What is the history of resistance to bacteria? 4) How many cases like Addie’s have there been? 5) Community-associated vs Hospital-acquired? 6) Where can people pick up community- associated antibiotic resistant bacteria? 2) You should have a solid (maybe not final, but close) copy of your exploratory lab report ready for review. HARD COPY. It must conform to the lab write up guidelines (latest version can be found on online resources). Obviously we can't write the whole abstract, but we can start it. NOTE: If anyONE of your group members does not have their initial lab report ready, your group will not take samples tomorrow. Tuesday IB Biology - Today we started the day by looking at the work that you have done on your IA. You should now look to fix up and fine tune this work so that you are really ready to roll on your IA experimentation next week. We then reviewed the information from chapter 5.2 - Natural Selection. Today you were to look at the information in chapter 5.1 and connect this information to the following video. Origins of tetrapods: https://www.biointeractive.org/classroom-resources/great-transitions-origin-tetrapods. Thursday you will be given a quiz on these concepts so please make sure you understand this material. One of your classmates needs to collect data for his IA. Could you please take this 30 second survey to help him out. https://docs.google.com/forms/d/e/1FAIpQLSfZLOOXDgIU1qvHJMxNJBr8Xd1hIqFADAc2UEZpQ2mWjUNXyw/viewform?usp=sf_link Honors Biology - Today we looked at your lab reports to make them better. Your peers hopefully helped you out. Then we went out and about to streak our plates for bacterial collection. What I need you to do tonight is something that is worth points to your grade (Crit. A). Here's what you should do: Make a 1 pager on the MRSA. You must include: color, a minimum of 3 images, What is MRSA?, What is bacterial resistance?, How many cases happen nationally or worldwide? What is the difference between Community acquired vs Hospital acquired MRSA? and How to keep safe. This should be done like a Public Service Announcement poster. Something that people would be attracted to, but can read at a glance. Oh, I also need you to Download Google Explorer from the App store if your parents are okay with it. We'll be using our phones for a virtual reality tour. One of your senior classmates needs to collect data for his IA. Could you please take this 30 second survey to help him out. https://docs.google.com/forms/d/e/1FAIpQLSfZLOOXDgIU1qvHJMxNJBr8Xd1hIqFADAc2UEZpQ2mWjUNXyw/viewform?usp=sf_link Wednesday IB Biology - So today we looked at the various topics found in chapters 5.1 and 5.2 and connected them to the tree of life: https://www.onezoom.org/life/@biota=93302#x69,y608,w1.3816 Feel free to play with this app some more. We discussed the gaps and the strengths of the evidence for evolution, as well as the role of selection, mutation, and meiosis. Tonight you should complete the pogil activity that I gave out to you. Tomorrow we'll continue to complete our understanding of evolution by attaching it to the concepts that you have already learned. Honors Biology - So today we got to see your understanding of MRSA up to this point, but we still haven't answered why structurally these bacteria can get to a point where they resist antibiotics. SO that's why we started to look at the differences in structures using the VR videos on Google Expeditions. I want you to find out the differences between bacteria and cells. You should have used the expeditions "Bacteria" and "Inside a Cell". Now tonight I want you to read the following article and write a headline for it. The headline will be turned in on a SEPARATE sheet of paper and captures the most important ideas from the article. This headline needs to have a MAXIMUM of 30 words, must include the words "phage", "bacteria," and "Engineering", or some form of these words, all the other words can be whatever you choose. Here's the link to the article: https://docs.google.com/document/d/1alwC8aPvSkVsbe1zfZIRsIkRgKWAs-e1b9N73gBf6X0/edit?usp=sharing. Thursday IB Biology - We started today with a recap what we know: change (or evolution) happens in all organisms. We see this change in the short term, and long term, but instead of moving on I asked you to think about the content of chapter 10.3 to wrap it all up. 5.1 is about evidence, 5.2 is about selection, and 10.3 is how these lead to speciation.Here is the page that has the presentation that I used from today: https://www.bioknowledgy.info/103-gene-pools-and-speciation.html The big ideas are: Speciation can happen through: Polyploidism and/or through reproductive Isolation: (Geographic, temporal, or behavioral.) The gene pools of populations fluctuate in different ways as the species interacts with the environment. The three ways are: Directional, Stablizing, and disruptive selection. Speciation sometimes happen quickly, punctuated equilibrium. Or slow and gradual, which is called Gradualism. Tonight I want you to add to the massive flashcard collection you have at this point by making flash cards on: 1) Homologous structures (same origins different function), 2) Analogous structures (dif. Origins, same function) adaptive radiation 3) Reproductive isolation (geo, temp, and behav) 4) Polyploidy 5) Punctuated equilibrium 6) Gradualism 7) Directional/stabilizing/disruptive selection. These cards can be riddle cards, picture cards, or any type you like as long as they have color and writing. Bring them in for use tomorrow before we get to taking the quiz. Honors Biology - Together let's check out the structure of the bacteria: https://www.youtube.com/watch?v=2xcdYlCjieI Draw on the right of a new entry. List how it is different than cells. Next, we watched a video on how antibiotics interact. 24 seconds. https://www.youtube.com/watch?time_continue=6&v=UjLmf-cVcMw Now work with a partner: 1) Read article on how antibiotics work and https://docs.google.com/document/d/1zrKR8G3pHErSmvhwPyet-d9b7b5AdFk_DRFotD7S6B0/edit 2) Read this article: https://docs.google.com/document/d/1FnVrXJVVJv9y_D80zjYatOswJ8MaMVmdvg9TT3ZEH8Y/edit ON THE LEFT side of your entry from today: Summarize reading 1 and then DRAW how different types of antibiotics work to kill bacteria. Beta-Lactam Macrolides Quinolones At the bottom of the left page: Discuss why multiple doses might be necessary and why you should complete the entire prescription. Hey, want community service hours? Check out this opportunity: We are currently recruiting high school volunteers for El Cajon Library’s spring season! If you have students who may need a service opportunity, we would be grateful if you could pass on this information to them. Service Learning Requirements:
New volunteers must attend an orientation and the spring season kick-off meeting on Sunday, January 26, from 3-4 PM. Orientation Options:
If they are interested in being After-School Leaders, where you tutor kids in K-8, help with one-on-one reading, and lead indoor fitness games, they also have to attend the After-School Leader Meeting on Monday, January 27, 2019 from 4-6 PM. The flyer has been attached below. Friday IB Biology - Clearly I have been a slacker forgetting to post! SO today we reviewed definitions for the evolutionary concepts and your discussion revealed that maybe were still not solid on the concepts. I think that if we step out of the organization of the book and look to simplify the concepts you might be able to say evolution boils down to the following four factors: TIME, or the idea that these changes can happen successfully as long as the generational time is quick enough to produce new offspring with new traits. VARIATION, or the idea that in any particular population the traits in it's gene pool allow for some members to survive change. SELECTION, the pressures (including limited resources) will "weed out" the less fit organisms only allowing the better fit to breed. And INHERITANCE, or the idea that offspring have traits like their successful parents. The bottom line is, since man has been able to manipulate most of these factors (for us and so many other organisms) it's really hard to say what's next. Please cut and paste these concepts into your notes before I see you next. Regardless, when you return next week I will have small tasks for you over the week, but you will have the vast majority of your time to work on your IA. Please come prepared to work on Tuesday. Some of those small tasks will include finally taking the chapter 5.1 and 5.2 quiz, DBQ's, and some small preparation for our next unit. Honors Biology - Did I slack?! Sure did! Thanks to those who had questions this weekend. So what we have so far is the first part of a Data and Analysis section for your lab report based off of the fact that we are measuring the amount of bacterial growth through a turbidity test. This means that we are making an indirect measurement of the bacterial growth based off of the assumption that bacteria will block some of the light that would come through. You also made sure to test each of your plates in five different locations to account for variations in growth. Now, what I need you to do with this data is to analyze it so you can draw some conclusions. So, you started with initial baseline data and then found the data on how much light passed through (and didn't pass through). You should have expressed this as percentage. Using a percentage of change allows us to compare data no matter what photometer we used, etc. You always get a percentage by dividing the part you want to know more about (how much light is blocked) and dividing it by the total (The amount of light that passed through a plate with no growth). On your spread sheet the formula looks something like this "=((C3-B2)/C3)". Obviously I don't know what your real cells are named, but C3 represents your total light in an unused plate and B2 represents the total light still coming through. So C3-B2 would represent the amount of light blocked in expressed in lux. When you divide that sum (as seen in the formula) what you now have is light blocked expressed as a percentage (a better tool for comparison). Once you have done this process for each of your samples, you are now set to make graphs/charts of the data and you have set yourself up for the next part of the lab report which will be the evaluation. Come to school on Tuesday with a complete spread sheet and at least one graph that compares the percentages of the 2 test plates and the unused plate percentage. I could see this as 3 bars on a graph, or maybe pie graphs? Come with something, but it can be in an electronic format. No need to print yet.
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