classwork/Homework
Monday
IB Biology - Did you already apply for the GHD scholarship application? The deadline is WEDNESDAY! and two of you are guaranteed $1500 or $3000 dollars! The Scripps’ High School Exploration Program (HSEP) is now accepting student applications. This is a 2019 summer internship opportunity for HASPI high school students at various Scripps’ hospital locations in San Diego County. Please forward to any of your health pathway students who have a 2.5 GPA or higher and who may be interested in applying. For other student internship opportunities, visit http://www.haspi.org/internships.html Scripps’ High School Exploration Program (HSEP) Eligible: HASPI High School Students 2019 Dates: 5-week program, June 17 – July 19, 2019 IMPORTANT: Both the Student Online Application and the Teacher Recommendation Form Deadline is 5:00pm Friday, February 15, 2019 Link to Student Online Application (student must have a Gmail account to apply online) Today you looked at some data using Google's Ngram Viewer tool. Then we looked at cultural trends in disease and what might be some factors that might affect the outcomes we saw in using the viewer. Lastly, you received a genetic disorder from a list that was given to you. By tomorrow I need a couple of things. First, I want you to find out how common this genetic disorder is in our population, and secondly, what are the causes of this condition. In other words, how does this condition happen? Be sure to have it in a format o physically turn it. Honors Biology - The first thing we did today is to update our table of contents for this next semester. Then you watched a pretty strong video about a young girl named Addie who became very sick. We then made a timeline to list out what had happened. And our question, which you already know some of the answers to, is how did this girl get so sick and how did her condition shift back and forth getting worse over time. I was going to have you watch the whole video, but your job tonight is actually to go to the left hand page of entry and to make two columns. In the first column I want you to title it "What we know?" and then list those things you know about this case study. Next, I want you to title the other column "What do I need to know?" and write down some really specific questions as to what you need to know to answer our big question of how Addie's condition worsened. Tuesday IB Biology - Today we started by comparing and contrasting the work we did last night. We looked at the prevalence, and then the underlying causes. It was kind of sketchy and hard to draw solid conclusions. Yet, you were able to condense them to continue the conversation. Next we tried to identify the concepts that we would need to learn to explain how these issues happen. This is our starting point for attacking chapter 3.1. Tomorrow you will come back with how each of these concepts in this chapter help explain your tradition. Honors Biology - Today we started with what we know about Addie's condition. We then identified what we still need to know to answer the question. Please remember that the question isn't how bacteria makes us sick, but how can we explain an infection that gets worse and then better, then worse until the bacteria was pan-resistant. What could explain this pattern of bacterial behavior? We then started a new entry where we listed our groups theory on how to explain what is going on. It didn't need to be perfect, if you knew it all already, we wouldn't be doing this. As homework, "the nose" in your group got to tell you what to research tonight on how bacteria grow and reproduce. I heard groups talk about the perfect environments for bacteria, the food requirements for bacteria, the water requirements, and even how bacteria mate. Hmmm....interesting. Please come prepared tomorrow with the answers to these questions on a SEPARATE sheet of paper, not in your notebook. Wednesday IB Biology - Today we reorganized into groups based off of prevalence and found that there were some factors that seemed to contribute to how common a condition was. We then discussed how the reading could help us with a deeper understanding of how and why the condition occurs at all. Here's what we have found: The more ways in which a condition can occur, the higher the probability of occurring. Some genetic disorders are not binary, but varied in strength and can be a result of the degree of mutation. The methods under which these problems can happen are varied as well. Some are caused by mutations precipitated by environmental factors, but others can occur due to internal processes, such as meiosis or replication, going wrong. Some of those environmental factors included high energy and carcinogens. ...but please make sure you understand the why! Did you follow the descriptions of transcription, etc.? Tonight I want you to continue this fact finding mission to explain your genetic disorder in complete detail by reading chapter 3.2 on chromosomes, but not before you complete the DBQ on page 145. Be sure you complete the DBQ so that you really understand as we'll be randomly selecting people to teach it to the class. Please be sure to read it well as next week we will resume the chapter reading quizzes. Honors Biology - Today you finalized the idea of what we will grow our bacteria in next week. You must get gelatin, nutrient, and sugar. I will provide the rest. Next, we tried to find more answers to our big idea questions by dividing up the reading of the articles found on the links below. You took notes on the right hand side of the entry, and on the left you needed to write your responses to some general questions that were mostly answered in the readings. These questions can be found below the links. Reading 1 MRSA https://www.cdc.gov/mrsa/community/index.html Reading 2 https://docs.google.com/document/d/1nwDuO3svfzfptwJvkKmmk5eeLdxwKFsmdpU0ienP964/edit Reading 3 - graph http://wiki.ggc.usg.edu/images/thumb/9/9b/SdoanMrsaChart.jpg/600px-SdoanMrsaChart.jpg Reading 4 https://www.niaid.nih.gov/research/antimicrobial-resistance Left side of the entry 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? Thursday IB Biology - Today we were able to dig into the DBQ to analyze how to attack these question, but also found that our analysis went way beyond answering the questions and jumped into topics of validity in the how experimentation is carried out. Good work. After that, we briefly discussed any questions you had about the chapter. You job tonight is to connect the concepts of diploid cells, homologous chromosomes, haploid sex cells, autosome, and sex determination relates to your disorder. ....even if some of them are unrelated, ...BUT they're all related. Honors Biology - Today you started by realizing that this problem of antibiotic resistant is worldwide. Then we looked at the responses from last night's homework, and then lastly we took inventory on what more we have learned about our big questions. Tonight I want you to develop a research question for your bacterial growth lab which we will start on Monday. This research question could be any of the following, or anything else you are curious about. The question must be measurable and you must have a bit of an idea of how to conduct your lab using only 4 plates. You do NOT have to select the few examples I have placed here. Ex. How much bacteria can be found on various surfaces? Ex. Where can we find bacteria in the natural world? Ex. Where do bacteria most likely come to us from the environment? Ex. What works best to slow/speed up bacterial growth? Ex. How might antibiotics affect community bacteria? OH, BIG SURPRISE! I found some agar gel!!!! You do NOT need to bring gelatin!!! Friday IB Biology - Today you need to utilize your time to help complete the IA. it is still due on the 23rd and there are no extensions. If you do not use this time for your IA, please note that I need you to complete the following digital project before Monday. Your final work will be digitally sent/shared to email ([email protected]) for review. Go to the gene comparison activity found on page 144 and follow the instructions. Once you have selected your 7 organisms screen-shot your data and answer the questions that follow: 1) Why did you select these organism? 2) What do you notice, in general, about the gene sequence (DNA)? 3) Are there any sequences that look closer than others? Why might this be? 4) What does the gene sequence say about the structure of the COX1 protein/enzyme(not shown) in these organisms? 5) If this is the gene for COX1 (Cytochrome Oxydase 1), what does the data tell you about the evolutionary relationship between these organisms? How could the differences have occurred? Describe the deductive process and the data to explain your answer. 6) How are the concepts demonstrated here related to the causes of your genetic disorder? ...Yes, this will be worth points. Honors Biology - Today you will be watching the Frontline episode that we started when we looked at Addie's case. As you watch it, be sure to look for more answers to the big idea questions you have listed in your notebook. It is easy to stop the video and jot notes at points that have good info. Remember that you will need to use this info soon to make your next conclusion about Addie's condition (or the bacteria's condition!). Here's the link: https://www.pbs.org/video/hunting-nightmare-bacteria-update-nqil1d/ EXTRA CREDIT OPPORTUNITY: Go check out the scoop on high tech careers. Take a few pictures of you with some booths, etc. and send them to me. The details are here: https://www.rhfleet.org/events/high-tech-fair
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