Battling Beaks Activity: Graph the class data (see below)and answer the
following
questions: 2a)Describe what happened to the number of each type of forkbird
over many generations.
5) The cheetah, an extremely fast and efficient hunter is an endangered
species. The few cheetahs alive today show very little variation. How does
this help to explain why cheetahs are on the verge of becoming extinct.
Generation 1-Tined 2-tined 4-tined
initial 0 21 0
1 6 14 1
2 4 14 3
3 9 8 4
4 7 11 3
5 2 13 6
6 3 14 4
7 4 9 8
8 4 9 8
9 4 8 9
10 3 8 10
Students absent Wed. May 9th: Read pages 140-150 in your Cells book and
answer the following questions:
1. Who developed the theory of evolution?
2. What was the name of the ship Charles Darwin sailed around the world?
3.What did Darwin see in Argentina that puzzled him?
4. What did Darwin infer from this observation?
5. How did Darwin think plants and animals had origionally come to the
Galapagos Islands?
6. Draw bird #1 in Fig.3. What did this bird most likely eat?
7. Draw bird #4 in Fig.3. What did This bird most likely eat?
8. What is adaptation?
9.What is the difference between selective (or artifical) breeding and
natural selection?
10. Name and describe four factors that influence the process of natural
selection?
11. Explain why variations in members of the same species are essential for
evolution to occur
12. Why must a group become isolated to develop into a new species?
EXTRA CREDIT OPPORTUNITY! If you want to really do well on the all course
final to be given 5/18, earn extra credit AND have good notes to study from
next year for the science CSAP Then take advantage of this offer!
For each unit of study this year, (studying people scientifically, body
systems, micro-life, genetics, ecology and evolution) take two column notes
that emphasize the MAIN ideas. You can use my website notes, your notebook,
your returned papers,etc... WHat you can't do is cut and paste from my
website so hand write these notes. They need to be neat, skip lines between
ideas, and hand print. This is due the day before the final (ideally)but I
will accept the day of the final.
The amount of extra credit will depend on the effort in.
Timeline : if not finished in class Friday becomes homework due Monday May
7th
You will be constructing a geologic timeline similar to the one on page 156
in your cells and heredity book using two sheets of printer paper.
Due to the extensive time in the Precambrian Era we will be focusing on the
Paleozoic, Mesozoic and Cenozoic Eras. We will start this Thursday in class
and continue working on it Friday.
Directions:
1. Take two pieces of printer paper and tape them together landscape
style with the tape on one side only.
2. Using a meter stick draw a line dividing the paper in half length
wise. Mark the scale on the back of the paper: SCALE 1cm = 10 million
years, also put your name on the back. Above the line you will be drawing
some of the representative life forms USING COLOR, below the line you will
bullet major events. Label the eras and periods at the top along with the
millions of years ago. Basically you are making a timeline very similar to
what is in the book.
3. Measuring from the right side of the paper you will be going back in
time to draw a vertical line representing the start of the Cenozoic,
Mesozoic, and Paleozoic Eras with their subdivisions.
4. Exact times vary with different sources but use the dates given in
your cells book. Draw a vertical line showing when these Eras started. Mya=
million years ago
Precambrian: started 4.6 billion years ago and ended 544 mya =__54.4__cm
from today same as beginning of the Paleozoic. Write Precambrian vertically
down the far right side of the paper
Paleozoic: started 544 mya =_________cm from today
Cambrian ended 505 mya = ____cm from today
Ordovician ended 438 mya =____cm from today
Silurian ended 408 mya = ____cm from today
Devonian ended 360 mya = ____cm from today
Carboniferous ended 286 mya =____cm from today
Permian ended 245 mya = ____cm from today
Mesozoic: started 245 mya =____cm from today
Triassic ended 208 mya = ___cm from today
Jurassic ended 144 mya = ___cm from today
Cretaceous ended 65 mya = ___cm from today
Cenozoic started 65 mya and goes to the present
Tertiary ended 1.6 mya = ___cm from today
Quarternary goes from 1.6 mya to the present
Events that must be represented in addition to the major events listed on
pages 156+157
Mass extinctions, there have been 5 in Earth’s past. (many experts say we are
now in the 6th)
End of Ordovician: estimated 57% of genus on Earth went extinct
End of Devonian: 70% of all species went extinct
End of Permian: Largest extinction, 96% of marine species and 70% of land
species went extinct
End of Triassic: 50% of genus went extinct
End of Cretaceous: 75% of species went extinct including the dinosaurs
This will be graded on completeness, neatness, how colorful it is, and
accuracy. Try to not have your pictures be exact copies out of the book! Read
about what organisms lived in these eras in your book.
STUDY NOTES FOR UNIT TEST on Tuesday May 1st.
KNOW THE FOLLOWING: formulas for photosynthesis and respiration and how they
relate to each other; the energy pyramid- how to label each level, what kind
of animal is in each level like producer or herbivore; be able to explain how
energy is lost at each level up the food chain due to being used up as heat,
life needs of organism or just not able to be used like the bones in the owl
pellets. Remember eneryg is NOT recycled it is used up and needs to be
constantly resupplied by the sun to the producers. Matter like carbon and
oxygen ARE RECYCLED through processes of photosynthesis, respiration, and
decomposition.
Plant sheet given 4/24 due 4/26
All together Now sheet given Monday 4/23 due tuesday 4/24
The role of light in photosynthesis lab write up due Tuesday April 24th. This
is a complete lab write up requiring the following:
TITLE: This states the problem the lab is trying to solve
Problem: Describes the problem to be addressed
Hypothesis: What do you think will happen stated in an if...then...format,
needs to tie in with the problem to be solved
Materials: Just a list of materials used
Procedure: Numbered steps that describe exactly what you did in order AND a
short description of what was found. THIS IS NOT WHERE YOU ANSWER WHAT THE
DATA MEANS
Analysis: HERE you answer what the data means, hopefully tying it into the
problme to be solved. Also explain anything that might make your data
inaccurate
Conclusion: This is a paragraph answering the following:what was the purpose
of the lab, what was the hypothesis and was it proven, What did this lab
prove and address any sources of error mentioned in analysis- how would you
minimize these errors in the future?
Predator Presentation Due 4/27: Presentation needs to address the bullets
given for the research. You need to address the adapatations that make your
species successful in detail, don't just give one. Future issues with
recommendations must also be included. What is the future looking like for
your species? are they endangered? why? what could help save them?
-include a picture of your species
-show a distribution map (if possible show where they used to range and their
current range
-draw a food web
-What are the major issues affecting your species and your recommendations to
help them.
Plan on not going over 5 minutes.
You can present with: a project board, powerpoint, or use my projector to
illustrate pictures, maps, highlighted bullets
Eating for energy work from class due 4/17
Food Chain Checkers work due 4/16
Owl Pellet worksheet due 4/13
Students absent Tues/Wed 4/3-4/4 need to graph the data in tables 1,2,3, in
Activity 77 Ups and Downs and turn in written answers to the following
analysis questions:
2a) What factors do you think affect the size of a population?
2b) Explain how each factor might affect population size: would it cause the
population to increase/decrease/stay the same? Why
4. Look at the graphs on page E 36 in the SALI book and explain the
population trend in each graph.
7. Consider the zebra mussel population in lake Miko from 1959 to 1987.
Describe what you think happened to the zebra mussel population from 1987 to
1997. Explain your reasons for your prediction.
Due April 5th: "Puffin" classification sheet given in class Monday 4/2
Students Absent Monday or Tuesday 3/20 or 3/21 You need to turn in an answer
to the following question on the Nile Perch reading from Monday 3/19 (if you
were absent all three days you will need to get the reading from Ms. Lifrieri)
Analysis question #6: Should the Nile Perch have been introduced into Lake
Victoria? Support your answer with evidence and discuss the trade-offs of
your decision. Your paragraph requires the following: topic sentence, main
idea 1, data to support, transition, Main idea 2, data to support, trade-offs
of your decision, and a conclusion.
ECOLOGY RESEARCH PROJECT DUE APRIL 16th:
1. Predators are animals that hunt for their food. Pick a predator species
that you would like to know more about
2.Over the next few weeks, find information on this species from books,
magazines, the internet. CITE ALL RESOURCES USED by providing the title,
author, publisher and date of publication for books and magazines. Internet
sources require the URL address, title, author and date accessed.
3. You should find information to answer the following questions: (the
answers to these bullets are what is required 4/16)
* Common and scientific name of your species and classification (mammal,
reptile, bird, etc...)
*It's geographic range and natural habitat (grassland, forest, ocean, etc...)
* What species it hunts
*Animals that hunt your species or its young
*Population numbers now, changes in population numbers over time (if
available)
* Reasons for its success. In other words, adaptations that allow this animal
to be good at finding and catching prey, surviving in its native environment,
avoiding predators, etc...
*Issues related to its future survival
4. Later in this unit you will use this research to create a class
presentation
Due 3/9 Nature vs. Nuture lab write up. This homework requires the following:
1. All the bullets from Part 1 answered
-What is the purpose of this lab
-What variable are you testing
-What is your hypothesis
-What is your control
2. A data table filled in with your classes data (remember to give your data
table a title)
3.A conclusion: The most important part of the lab! This section tells the
reader what you learned. Your grade will depend mostly on this section. The
breakdown of the grading for the conclusion is as follows.
Your conclusion MUST address these questions:
What does the control show? What does the test group show? Why are they
different? What does this indicate about the effect of the environment on
phenotype? Does the data support your hypothesis?
Think about these questions to go beyond the basics:
Do all seedlings have the ability to be green? What is necessary to be green?
Can heredity alone ensure an organism will grow and be healthy? What role do
you think genes and the environment play in human development and health?
"A" SUPERIOR: Tell the reader what you have learned in the lab, but do it by
showing the reader INSIGHT (look it up). You must go beyond the basic meaning
of the lab and tell the reader how the concepts relate to our world,research,
or scientific understanding. In this part students should ask questions that
have been raised by the lab (answer them if you can). YOUR WRITING MUST GO
BEYOND THE ABOVE AVERAGE STUDENT.
"B" ABOVE AVERAGE What did you learn that applies to your life, world,
understanding of science? Show the reader that you understand why this lab
was important to learn and how it supported what you have learned in science.
YOUR WRITING MUST GO BEYOND THE AVERAGE STUDENT.
"C" AVERAGE: You must state the basics of the lab. Is there a difference
between the control and test group? Why do you think this occurred? Why did
we do this lab?
"D" BELOW AVERAGE: A meager attempt. At least you wrote something down on
paper.
2/9 DNA structure/replication worksheet from class today should be finished
as homework if not finished in class.
2/7 Study for quiz on Friday that we didn't have as a pop quiz on 1/30! It
will cover homozygous, heterozygous, phenotype, genotype, dominant,
recessive, punnett squares, hybrid, purebred,
2/7 Read pages 62-66 in Cells and Heredity Book and take two column notes on
the three stages of the cell cycle. Be able to answer the following
questions: what are the three stages of the cell cycle, What are the four
parts of mitosis, What is a chromatid, what is a centromere, What is a
daughter cell?
Students Absent 2/2 Thursday before the storm! see Ms. Lifrieri for classwork
missed. Activity 63: show me the genes. This work is for a grade!
1/31 Bikini Bottom genetics sheet due Thursday 2/2
1/30 There will be a pop quiz today so students need to know all the genetic
vocabulary we have learned so far, and be able to recognize whether a trait
is dominant or recessive.
1/10 Lab report write up on experiment conducted in class Tuesday due
Thursday 1/12. Report needs to include:
title
problem or question you are trying to answer
hypothesis
materials used
data gathered
analysis
conclusions.
1/6/12: students who didn't finish the lab questions need to finish for more
points.
Analysis questions. 2a What is your hypothesis of what is causing Maracondo
Fever and what is your evidence.
2b. Identify any evidence that seems to conflict with your hypothesis and
explain how your hypothesis addresses it.
3. Recommend at lease 2 ways to stop the spread of this disease support with
evidence and identify the trade-offs involved in your recommendations.
1/5 Review your notes for the upcoming Unit C: Microlife test on 1/18.
12/8 Write a paragraph explaining why it is important to complete the full
course of an antibiotic as prescribed by your doctor. Due 12/9
12/5 Read the characteristics of life (see notes/vocabulary section web site)
and explain why a peach pit is alive (it is easier to argue alive than not
alive!) in a short essay.
11/28 Sensational Cell Project Assigned today: Due Dec. 15th.
Sensational Cell Project:
1. You will be assigned either a plant or an animal cell
2. You will need a piece of construction paper (12 x 18 inch) *you can
use larger poster board if you want.
3. You will need to choose a theme for the parts of the cell and have
it
approved by Ms. Lifrieri. (Example: A house, music, government, an office, a
hospital, an airport, etc… Only one theme per class is the goal.
4. Labeling: Print the following on the computer using block print
font:
a. The title: PARTS OF THE PLANT (or animal) CELL ARE LIKE A (your
theme) BY (your name and science period)
b. Each organelle of the cell needs to have a label comparing the part
to a three dimensional object explaining why the real life object is like
this part of the cell. All the organelles on the back of this paper must be
used.
Example: Your label would read: Mitochondria are like the battery because
they provide power for the cell.
Each part of the cell should read like this:
The of a cell is like a(n) because
(You must have “is like” and “because” in every sentence. You must explain
why you chose the object to represent the part of the cell in accordance with
your theme.
5. All labels should be glued to colored construction paper to
highlight
the label. These labels will then be glued to your poster. Coordinate your
colors! All labels must be parallel and horizontal to the base of the poster.
Use a straight edge to match your labels to the actual parts on the poster.
6. Draw the type of cell you were assigned. Add color. Make your
drawing
space appropriate to the size of your poster and items. You are required to
use a permanent black magic marker to draw the outline of the cell on the
construction paper. Your outline should be space appropriate. The outline of
the cell should be 3-5 mm thick.
7. In accordance with your theme, for each cell organelle, think of a
three dimensional object which in some way matches the characteristics and or
purpose of the cell part. For example, the mitochondria are the powerhouses
of the cell. You could use a picture of an AA battery to represent “power”
and attach the picture to the poster to represent the mitochondria. To make
your poster look 3-D, you could paste your pictures on cut-out cardboard and
glue on poster. Use your textbook to discover the facts about each cell part
which will help you choose a three dimensional object. Do not use the same
object twice. These should be a picture or 3-D object for each organelle.
8. Attach the pictures using glue or tape. Be sure they won’t fall of
easily.
The Plant Cell Parts
that need to be included:
Mitochondrion
Vacuole
Cell membrane
Chromosomes
Cytoplasm
Endoplasmic reticulum
Ribosome
Nucleus
Nucleolus
Cell wall
Chloroplast
Nuclear membrane
Animal Cell Parts that need to be included are all of the above except cell
wall, and choloroplast. Lysosome needs to be added.
11/28 Cell organelle function matching due Tuesday 11/29
Study for quiz Friday 12/2 on cell organelle function, diffusion,osmosis and
cell theory. Know the contributions of Hooke,Schleiden, Schwann, and Virchow.
11/14 Homework due Thursday November 17th.
Read pages 16-22 in your Cells and Heredity book and answer the section
review questions 1 through 4 on page 22 in complete sentences. In addition
finish a time line very briefly giving the scientific contributions made by
the following scientists (Some of the scientists not included in your reading
are given to you):
1663: Robert Hooke
1683: Leeuwenhoek
1838: Schleiden
1839: Schwann
1855: Virchow
1865: Pasteur- microbes or germs can cause infectious disease. Infectious
disease can be spread by the spread of microbes.
1867: Lister- discovered that some chemicals could kill microbes
1876: Koch- discovered that specific microbes caused specific diseases
1890: Halsted- discovered that gloves used during surgery reduced spread of
microbes
11/7 Learn the microscope parts, rules for using a microscope and know how to
determine magnification. Quiz Monday or Tuesday 11/14th or 15th.
11/1 Read pages 156 to 160 in the Human Biology and Health book and answer
the following questions in complete sentences for Friday 11/4th.
1. what is a pathogen
2. what is an infectious disease
3. What are the four major groups of pathogens
4. Look at fig. 4 on page 159. Which water pump do you think is the source of
the cholera outbreak in London in 1854?
5. What are four ways that pathogens can infect humans?
6. Explain how Pasteur and Koch contributed to the understanding of
infectious disease.
Healthy Heart brochure to be assigned in class Monday 10/17 and due 10/24th
Directions: design and produce a brochure persuading teenagers to make
decisions to reduce their risk for heart disease.
Your brochure should be clear, convincing, colorful, neat, on one sheet of
printer paper. Hand written or typed but NOT cut and pasted from internet.
Use informal diagrams and artwork to help present the content of the brochure.
REQUIRED ELEMENTS FOR BROCHURE:
1. Describe one voluntary risk factor for heart disease
2. explain how a healthy circulation system works
3. Explain how your risk factor affects the circulation system
4. Suggest practical steps teens can make to reduce this risk factor in their
lives.
5. Cite references used on back of brochure
USE THE HANDOUT GIVEN IN CLASS AND POSTED ON WHITE BOARD TO SEE WHERE TO
PLACE REQUIRED ELEMENTS OF YOUR BROCHURE.
10/17 Activity 28th Problems in the Heart classwork becomes homework if not
finished in class. Due Tuesday 10/18th
10/14 Heart diagram labels and blood flow path due Wed. 10/19th
10/14 Students should study for circulation and respiratory system quiz which
will be given on Tuesday 10/18th. Students need to know what blood exchanges
with organs as it circulates (work from circulation game) and know the names
of the structures of the respiratory system, main function of respiratory
system and what function alveoli perform for lungs. Students can review their
homework assignments, notes from class, and use the Human Biology and Health
book as a reference.
10/11 Pulse rate sheet and graph due Thursday
10/10/03 Finish Circulation Sheet from class activity for Tuesday 10/04
10/3: Due Thursday 10/6. Read Chapter 5 Section 1 Pages 130-138 in your Human
Biology and Health book. Pay attention to the guide for reading on page 130.
Answer section 1 review questions 1 through 5 IN COMPLETE SENTENCES.
9/28: Due 9/29 Answer today's SWBAT on looseleaf paper to turn in: "Does the
size of your food affect the speed of chemical digestion?" Answer this as a
short constructed response paragraph. Topic sentence, data to back up clain,
Use data from
Wednesday's lab, include a data table or graph, explain if your hypothesis
was proven or not. Tie data into the digestive system. If absent Wednesday OR
your data did not make sense, use the data below:
Whole tablet dissolved in 60 seconds, two halves in 45 seconds and 4 quarters
in 30 seconds.
9/26 Due 9/28 Read pages 68 to 75 in your Human Biology and Health book and
answer the section 1 review questions 1-5 in complete sentences!
9/23: due 9/26 Answer today's SWBAT in your notebook: SWBAT-Provide an
example of how an organ's structure (shape) helps it do its job.
Study for Unit Test to be given this Thursday 9/15th.
Study Guide: “Studying People Scientifically”
Students should know the following material:
Elements of good experimental design
-large sample size
-all variables kept constant except the one being tested
-includes a control or placebo
-includes multiple trials
-clearly defined procedure
-experiment is producible
Know all the glossary words including:
-qualitative and quantitative data
-independent and dependent variable.
-data range
-data average
-informed consent
-controlled experiment
-trade-off
-clinical trial
Understand all the parts of an experiment in the proper order
-hypothesis
-procedure
-data collection
-data analysis
-analysis
-conclusion
Understand how scientists compensate for the variation in human responses to
medicine when designing clinical trials (large sample size, and other
components of good experimental design)
Activity 9 Part two Due on Tuesday 9/13: Design and then conduct an
experiment to investigate the effect of one variable on your ability to catch
a ball. DO NOT USE ONE VS. TWO HANDS WHEN CATCHING since we used that example
in class. Begin by filling out the experimental design diagram. Make a data
table on a separate sheet of paper that has space for the data you need to
record. You must use a ruler and give your table a title. You will fill this
out when you conduct your experiment. Show Ms. Lifrieri your diagram and
blank data table so I can make sure you are on the right path.
After conducting your experiment you will record your data, analyze, and draw
conclusions. You will be submitting a formal lab write up using the format
given in class. Read the rubric for details that should be included in each
category. Due Tuesday 9/13
Activity 9 Part one Due Thursday 9/8: Use the Data Tables for Part One given
in class Wednesday and answer on the back the following:
-Independent Variable
-Dependent Variable
-Control
-Constants
Analysis question 2c: Does the ability to catch a ball increase with using
one or two hands? Use the class data to answer this question. Make sure you
identify the key evidence and provide the appropriate number of facts, data
and observations! Don't just say-"Most people caught the ball with two hands
better".
Students absent on this day should see Ms. Lifrieri for data.
Activity 7: Design an experiment to determine a person's sensitivity to
sound. Assume you have a machine that you can set to produce sounds of
varying volume (measured in decibels). Fill out the experimental design
diagram given in class (absent studens see Ms. Lifrieri for this sheet). Due
Friday 9/2
Activity 3: Clinical Trial Homework due Monday August 29th
Clinical Trial Core Data
Treatment Group
Same Better Worse
5 students 50 students 5 students
8% of Treatment Group 83% of Treatment Group 8% of Treatment
Control Group
Same Better Worse
27 students 29 students 4 students
45% of Control Group 48% of Control Group 7% of Control
Directions: Using the above core data answer the following questions on a
headed sheet of paper. Always restate the question in the answer. Make sure
you are providing the relevant data to support your answer. MAKE SURE YOU USE
THE CONTROL DATA IN YOUR ANSWERS!
1. What evidence do you have that the medicine does or does not work to
improve headaches?
2. Why is a placebo group included in clinical trials?
3. In this activity is a person finds that the drink tastes worse, the
headache is gone, but there are side effects. Assume the side effects are
mild, such as a slight stomachache. Explain why this medicine should or
should not be sold to people suffering from a headache. Are there any
tradeoffs involved in your decision?
4. In this activity, if a person finds that the medicine tastes better
or worse, the headache is gone. Review the results of this simulation. Think
about whether the medicine works and how often side- effects occur. What
would you conclude about the safety and effectiveness of this medicine for
treating headaches? Support your conclusion with evidence.
Due Wed. 8/24: Answer in your notebook the swbat questions from Tuesday.
1.What was the first step in Dr. Goldberger's research into pellagra? 2.
Explain why this step was important in developing his hypothesis.
