classwork/Homework
Monday IB Biology - Today we went over the rubric for the environmental impact project that you are working on. You now know how you will be scored. We then went through a quick powerpoint that discussed the structure of plants and the function and processes involved in xylem tissue delivering water for photosynthesis. The rest of the time was for you to work with your group. We have 3 weeks to be done with this project so please do not waste time. Technicians you should already have specimens to work with and if you don't you need to get moving! Tonight I need everyone to review chapter 9.1 on Xylem tissue. In particular I want you understand the why and how of water transport, but also complete the DBQ found on age 408. Can you explain why the results on the DBQ occurred as well? Please add your explanation on your responses for the DBQ. This will be turned in tomorrow. Lastly, watch this short video: The Most Amazing Things About Trees https://www.youtube.com/watch?v=BickMFHAZR0 Honors Biology - Today we finished up what did last Friday. Tomorrow everyone will be turning in their work on the reflection from the movie the Thin Green Line. You can find a link to the movie on Friday's post from last week. Tuesday IB Biology - Today I spent a chunk of time weighing in your plants that have been growing. The big lessons from this simple experiment were many. 1) Bacteria is important to plant growth, 2) plants are specifically adapted to their environment (too much water), and 3) Soil is an environment all on it's own. Next we spent time going through structures once again, but this time we discussed Phloem. Tonight I want to reinforce all of this in a few ways. Your job is to watch this interactive on translocation: http://highered.mheducation.com/sites/9834092339/student_view0/chapter38/animation_-_phloem_loading.htmlNext, review the chapter section (9.2) and complete the DBQ on 414. You will turn this with yesterday's DBQ in tomorrow. Lastly, please remember that all of these concepts will need to be included into your portfolio of work. ...only 2 weeks left. Honors Biology - Today we recapped all that we learned from The Thin Green Line. We then looked at some data about the animals of the Serengeti and tried to come up with ideas of why the buffalo population would have climbed so high in the 60's and 70's. Since we didn't get as far as I hoped, we will be looking at it again, but you have a chunk of notes. Tonight I want you to use the data you collected today to make an initial theory of how the population grew. You don't need to use outside sources, just what you have so far, but if you show 2 or 3 sentences tomorrow, you will be taking a zero on your homework. Create a complete scenario that thinks about how the organisms are affected? How humans might be affected by this? and What choices could would be making that might affect this? You will put out your best ideas. This is all placed on the top part of left side of the entry from today. The bottom half will be used later. Wednesday IB Biology - Today we talked about growth in plants and specifically discussed apical and lateral meristems as well as Auxins and how they can be used for phototropism as well as plant propagation. Tonight you should reinforce these ideas by reviewing chapter 9.4. In your notes be sure to include the drawing on page 423 (Fig.1). After you have reviewed the concepts I want you to read about the Aloe Mite and connect it with mitosis, apical meristems, hormones (auxins), gene expression, and cancer. You MUST connect these concepts (underline them) to the article on the Aloe and the Aloe Mite. The article is found here and will be due on Monday https://davesgarden.com/guides/articles/view/2145 I also found this handy site to describe the differences in monocots and dicot plants. https://www.holganix.com/blog/monocots-vs-dicots-what-you-need-to-know Honors Biology - Today we had a chance to go over the tests you took last week to finish our unit on evolution. The biggest things I noticed was that a lot of people didn't read the instructions carefully. Then I gave you a copy of an article that describes the Serengeti plains as well as a map of the region. On the right you put the article in and on the left you put the map. You should have read the article and marked it up, and then wrote notes on the MAP. Your notes would be like where the animals live, the different regions of the park, etc. Tonight I need you to finish what we started today. Thursday IB Biology - Read as a group or at home (If you chose to use today to work as a group) on Chapter 9.4 You should gather an understanding of the following: Photoperiods and flowering You should complete the DBQ on 430-431. Induction of flowering out of season. THEN Make a drawing of YOUR plant flowering and you must have stigma, style, anther, petal, filament, sepal, ovary. ALSO describe the pollination, fertilization, and seed dispersal of YOUR plant. NEXT, Create a seed structure diagram for YOUR plant. This could be a great place to insert your pictures. Lastly, In your group, each one of you will watch ONE of these interesting videos. Each video must be viewed by someone in your group. You will make a reflection on a piece of paper that keys in on the important points. On Monday we will use this information and have it ready to be turned in. Hidden beauty of pollination https://www.youtube.com/watch?v=eqsXc_aefKI Every Pollen grain has a story https://www.youtube.com/watch?v=vXDJ-nAykKE Why we’re storing billions of seeds https://www.youtube.com/watch?v=r8Ff1Xj_-eM Honors Biology - Today you will start by sharing what you did for the map and article from yesterday. PLease erase anything that your lab group does not agree all agree to, and add anything you may have forgotten. You should have labels on the different regions, locations of animals, etc. We now know a little bit more about he area, but we haven't really found anything that would explain our rise in the buffalo population. Next you will be "jigsawing" the articles that I left for you to learn more about the buffalo. There are 6 articles you will use, but first we need to set up your notebooks. NEW ENTRY: "What do buffaloes eat and is there more of it now?" is the essential question at the top of the right hand side. The right side of the entry is the notes you took from your reading. Top X axis: Buffalos eat/Other feeding patterns/questions Y-Axis: Reading 1-6 1) Forest Buffalo Fact Sheet 1999 2) Dry Season Diets 3) Wet season diets 4) Seasonal Diet Shift 5) Feeding Selectivity 6) Primary Productivity and Precipitation Now, get into groups of 6 with each member from a different row. Now Split up the 6 readings and attack them to find more information on the buffalo. You will do this as an individual first, but after ten minutes you will group up in various parts of the room with other readers who read the same article. You should spend about 10 minutes comparing your notes with each other. Next, go back to your original 6 partners and each person will report out about the buffalo info from each article. You should fill in your chart (right page) as you go. This will probably end up as homework, but finally, on the left, we will summarize as a whole. Include the following in your summary What do they eat? What would a graph of their food look like? Is there competition? Is there a connection between rainfall? What could have happened between this period we have been looking at to help them grow? HW: Tomorrow you will be using a computer simulation to look at change in populations over time. Watch the demo video to know how to do tomorrow’s work. It can be found below as a download. Friday IB Biology: You have a ton of stuff to work on for your Environmental Impact Report. Please be sure to use the checklist from last week. You can text me, and I will get back to you ASAP. You only have until the 27th, don't waste this time! If I were working on this I would really focus on being in depth about what I report. I would be sure that my citation was placed IN TEXT at all of the appropriate places. I would make sure that all of our plant physiology and anatomy was done before the week is out (show me xylem tissue, leaf structure, etc.). And of course I would be thinking about what the human impact is. You are a group and this is not too much to ask. Honors Biology - SO we still don't exactly know why the buffalo population grew, but we're about to get more clues today by using an online simulator, but first we need to set up our notebooks. Make a NEW ENTRY with the following title: Are buffalo population changes related to climate change? Now take a moment to return to the graph of the buffalo population that we started with and to think about what we know, ...and don’t know? Look at the climate data that I have placed below as a file. Write down what it says as a whole (summarize each graph) and anything that looks interesting in the data. Now, in a short paragraph can this data give us any insights and explain the growth, and what you would still like to know? Now using the left side of this entry I want you to run a computer simulation that you learned about by watching the video last night (that is still down below), BUT DO IT AS PARTNERS. The computer model can be found at http://serengeti.inquiry-hub.net I would also like you to turn the "Physical Raindrops" button off as it will help the speed of the program. If you remember, in the demo, you saw 10 buffalo grow to a stable 35-45. What causes populations to grow? And why doesn’t it just level off? Write down you initial ideas on the left side of this entry. Now do Investigation 1 Predict: If you start out with 50 buffalo what do you think the graph will look like at the end? Try it out! And record the graph NEATLY on the left side of your entry. Now do Investigation 2 Start with 10 buffalo, but grassland to 80% How will this cause a problem with carrying capacity? By changing precipitation will it change the carrying capacity? Follow Up Investigations... Now change Fences to YES and run it. Now Change Season Rain to "yes" and run it. Record data for fences AND rains to every combination possible. (4 total: yes yes/yes no/no yes/no no) How does all of this affect carrying capacity? When I see you on Monday, any one of you should be able to discuss the findings. BE PREPARED TO DISCUSS.
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