Body Response Group Lab

For this lab, you will be planning, carrying out, and writing up a simple body response lab with your table group.  These are the requirements:

1. Pick a vital sign you want to measure (heart rate, blood pressure, tidal volume, or respiration rate), the tool(s) you will measure it with and the activities you will have your subjects do.  You are required to measure your subjects at rest, after mild exercise, and after more vigorous exercise.
2. Carefully and consistently take data with as many subjects as you can.  I recommend starting with yourselves so you can iron out any challenges, and then measure at least one more group.  
3. Lab Write Up:  As a group, you need to write a lab with the following components:  1)  Focused question   2)  Variables (especially discussing controls!)  3)  Procedure/Methodology   4)  Neat organized data table with uncertainty, units, etc    5)  Data Processing:  Could be as simple as calculating percent changes and showing a sample calculation, but you could do more than that too    6)  Conclusion:  Refer back to question, use specific data to back yourself up, explain using science, discuss the impact of uncertainty on the data.
4. Due Thursday/Friday before break.  You can finish it in class after you take the test.

From Now Until Winter Break

• Tues/Wed 12/3-12/4:  Check off Circulation Worksheet.  Notes on the path of blood through the heart, control of the heartbeat, and atherosclerosis.
• Thurs/Fri 12/5-12/6:  Finish Circulation Notes.  Hand out Respiration Worksheet and Internal Assessment Hand-Out.  Please come up with a focused question for your IA by next Wed/Thurs.  Read 5.4 on the Respiratory System.
• Mon/Tues 12/9-12/10:  Notes on the respiratory system.  Check off Respiration Worksheet.  Introduce Body Response Lab.  Use Vernier heart rate meters first, then try other equipment.  Tell Ms. Kenny what you are planning to test.
• Wed/Thurs 12/11-12/12: Please turn in focused question for your internal assessment through turnitin.com.  Pig Heart Dissection, done in 2-3 students.  Each group needs to do 2 labeled and measured diagrams, write observations, and describe how structure supports function for 3 parts.  Due next class.
• Fri/Mon 12/13-12/16:  Turn in Pig Heart Dissection.  Body Response Lab.  Write it up and turn it in next class.
• Tues/Wed 12/17-12/18:  Materials and methodology due for the IA.  Play Kahoot and finish going over heart and lung concepts.  
• Thurs/Fri 12/19-12/20:  Take Circulation and Respiration Test.  Pick up Digestion Worksheet and get started on it.  Work on your background information, control of variables, procedure, etc for your IA over the break if you would like.  The pre-write is due through turnitin.com by January 17, 2020 (and counts towards your first semester grade).

Populations Lab

Some students have asked for the Populations L  ab requirements spelled out more clearly.  So here it is!

1. Focused Question:  Clearly states what is being tested in the investigation.  It is possible in this lab that you might have a secondary question,  and that is ok with me this time!
2. Background Information: 1-2 paragraphs of background of the investigation.  This can include your personal experience, research (cite the sources!), and educated guesses.  Generally a good background goes from more general information to the most specific and addresses your actual question.
3. Variables:  Here you list the dependent variable, independent variables, and the controlled variables.  You need to discuss how you controlled (or monitored) the controlled variables, barriers to controlling them, etc.  If you are doing a strict correlational study, then technically there is not a dependent and independent variable and you can say that.  However, if you are doing a t-test, then you can state that whatever varies between the 2 populations is the independent variable and what you are comparing is the dependent.
4. Procedure/Methodology:  This can be in a list format or paragraph, but either way, it needs to be detailed enough that another investigator could accurately reproduce your procedure.  Make sure that you include details about how you measured things, how many trials, etc.
5. Data Table:  Should be neat and organized.  Needs to have clear labels (a title can help!), units, uncertainty, and needs to have quantitative as well as qualitative data.  The qualitative data (observations) are often written under the quantitative table or can be included in the table.
6. Data Processing:  This can include calculations, graphs, or other visuals.  Calculations should show the complete work for at least one sample of each type of calculation done.  Graphs should be well-titled, have uncertainty bars (where appropriate), have good labels, units, annotation, etc.
7. Conclusion:  Refer back to your question and answer it using data to back yourself up!  When doing a t-test, it is important that you reference the averages of each group as well as the t-value result.  Use science to try to explain your results.  Discuss the impact of uncertainty on your results.  
8. Evaluation:  Discuss strengths and weaknesses of your investigation.  I would encourage you to list 3 strengths.  For the 3 weaknesses, you can list them in a table as we have done before.  Describe the weaknesses, you can list cause of the uncertainty/limitation and suggest possible realistic improvements for each of them.  Also, list further investigations that you could do next and why you would do them.

Classification Lessons

• Wed/Thurs 10/29-10/30:  Take Evolution Test and do 5.3 questions
• Thurs/Wed 10/31and11/6:  Check off 5.3 questions.  Some notes on classification.  Animal Phyla Lab.  Answer questions and turn in next class.  Populations Lab pre-write.
• Mon/Tues 11/4-11/5:  Fish Dichotomous Key done in partners.  When done, make your own dichotomous keys in partners using physical characteristics for a set of 10 objects.  Do Thurs/Fri.
• Thurs/Fri 11/7-11/8:  Exchange dichotomous keys and do them.  Turn in Animal Phyla Lab.  Check off 5.3 questions.  Some notes on animal phyla.  Do the ones on vertebrate classes and plant divisions on your own.  Take data for Populations Lab.  Read 5.4.
• Tues/Wed 11/12-11/13:  Notes on the universality of biological molecules and how to make a phylogenetic tree.  Do Cladogram Activity Part I in pairs.  Take data for the Populations Lab.
• Thurs/Fri 11/14-11/15:  More on how to make cladograms, the concept of molecular clocks, etc.  Do Cladogram Activity Part II.  Take data for Populations Lab.
• Mon/Tues 11/18-11/19:  Peer Review of Populations Lab.  Review for Biodiversity Test.  Play Kahoot.
• Wed/Thurs 11/20-11/21:  Biodiversity Test.  Start Reading 6.2 on the Circulatory System and work on the Circulation Worksheet.
• Fri/Mon  11/22 and 12/2:  Structure of the human heart.  Blood vessels.  New models overtaking old.  Keep working on Circulation Worksheet, due next class.

Lesson Plan for 11/4 and 11/5/2019

1. No Early Work!  We will start a new sheet and add up the old set on Wed/Thurs.
2. Dichotomous Key of Fish Assignments.  Mr. Plies will give you some tips and go over how to do the first fish.  You can do this assignment in pairs and then turn in 1 fish sheet with both of your names on it.  You can give the Fish Key sheet back to Mr. Plies when you are done so we can reuse them.
3. Now you can design your own dichotomous key to separate at least 10 items from the theme of your choice.  Some ideas include movies, fruits, sports, etc.  There are many ways to do it, but you should include at least 10 images and write your key based on observable characteristics.
4. When done, work on your pre-write for your Populations Lab.  We will start taking data on Wednesday.  First draft is due next week, so make sure you have plans to take your data.  
5. 4th Period:  You can also work on completing the Animal Phyla Lab.

5.3 Questions!

Here are some questions to answer in your notebook after the Evolution Test:

1. Why do scientists use the binomial system for naming species?
2. How was this method developed?
3. List the common names of 10 organisms that interest you and then list their scientific names using the proper format.  You should include a diversity of organisms, including at least one animal, plant, fungus, and bacteria.
4. List the 3 domains of life and then compare them to each other in terms of their characteristics (see chart on p. 261).
5. Which domain do humans fit into?
6. Which of the other 2 domains is ours most similar to?  Explain giving evidence from the chart.
7. List the principle taxa for classifying eukaryotes and figure out a way to memorize them.  Do you have a good mnemonic (memory aid)?
8. What does it mean to call the classification of an organism "natural"?
9. List several advantages of using natural classification.
10. Looking at the charts on pages 266-268, identify the category that:  a)  has vascular tissue but no pollen  b)  has bilateral symmetry and a mouth but no anus  c)  bilateral symmetry and segmented bodies with jointed appendages   d)  lungs with extensive folding and soft-shelled eggs   e)  Lungs with alveoli and teeth of different types

Will be checked off 11/6-11/7

The Week of 10/7/19

• Mon/Tues 10/7-10/8:  Evidence for Evolution.  Take notes and watch whale video.  Read 5.1 and do 2 of the DBQ's.  If time, read 5.2.  Pick a Science article to read.  Mesocosm write up due Thursday 10/10.
• Wed/Thurs 10/9-10/10:  Scientific Journal Assignment (due October 22).  Darwin and the principles of natural selection.  Watch Video on the Theory of Evolution and take some notes.  Do DBQ's on p 253 and 255-256 and get them checked off.   Mesocosm write-up is due today.
• Mon/Tues 10/14-10/15:  Take beak lab data and enter your data into the website.  Notes on speciation.  Read 10.3.
• Thurs/Fri 10/17-10/18:  Process beak lab data and introduce Populations Lab inquiry.  Brainstorm what you will do for Populations Lab.  Work on Journal Review.  Read 1.5.  Do 3 of the DBQ's in 10.3 by Wed/Thurs of next week.
• Mon/Tues 10/21-10/22:  Hardy Weinberg Simulation.  Notes on Origin of the first Cell.  Submit science journal review to turnitin.com by the end of the day on Tues 10/22.
• Wed/Thurs 10/23-10/24:  Check off 10.3 DBQ's.  Turn in Hardy-Weinberg packet. Notes on Origin of the First Cell and a little bit on Human Evolution.  Submit your Populations Lab proposal to me by today through turnitin.com
• Fri/Mon 10/25-10/28:  Review for Evolution Test to be take Tues/Wed 10/29-10/30.
• Tues/Wed 10/29-10/30:  Take Evolution Test.  Start Biodiversity.  Read 5.3.

Finishing up the Ecology Unit and Taking the Test

• Mon/Tues 9/23-9/24:  Review Whitaker Ponds Field Trip Assignment.  Notes on Climate Change.  Work time for 4.4 questions and mesocosm observation.
• Wed/Thurs 9/25-9/26:  Whitaker Ponds Field Trip due through turnitin.com Thursday 9/26 by 11:59 pm.  Go over lots of DBQ's.  Review for Ecology Test next week (see document on this website).  Go over Carbon Cycle (in 4.3 of book).  Mesocosm Observation.
• Fri/Mon 9/27-9/30:  Notes on the Carbon Cycle components.   Finish going over DBQ's from Option C.  Practice chi-squared test and Simpson's Diversity index.  Mesocosm Assignment due 10/10, but you can certainly turn it in earlier.
• Tues/Wed 10/1-10/2:  Examples of Invasive and Keystone species.  Kahoot review.  Ecology Test next class.
• Thurs/Fri 10/3-10/4:  Ecology Test!  Start Evolution.  Read 5.1 and do 2 of the DBQ's in that section.

Climate Change Questions! To be done in class 9/19 + 9/20 or for homework

Climate Change:  4.4 in the Oxford Text Book

1. List the 4 most significant greenhouse gases and their main sources.
2. Describe the 2 factors that determine the impact of a gas on its warming impact.
3. Describe how greenhouse gases warm the Earth (the process).  

Draw a diagram to help explain.

4. How did scientists go about linking temperature to carbon dioxide levels?
5. What other factors have an impact on global average temperatures 

(besides greenhouse gases)?

6. Describe the correlation between rising levels of atmospheric carbon dioxide and 

industrialization.

7. Some people argue that climate change is not occurring (or is not due to human action).   

Give 4 reasons why individuals might be skeptical about climate change.  

8. Give your 4 best arguments for getting climate change doubters to change their minds.
9. Read about the Precautionary Principle on p. 235 and discuss why it should be 

used in the case of Climate Change.

And now the fun part!  Please do 3 of the 4 data-based questions on pp 233, 234, 236, and 237 

(because these charts and graphs are just so darn important to understand, really they are ☺).

Beginning of the Year!

Welcome back!  Usually I update the blog sooner than this, so apologies on the delay.  Listed below is what we have done already and what we will be doing for the next week:

• Wed 8/28:  First Day of School!  Quick intro to class and Bingo Mingle.
• Thurs/Fri 8/29-8/30:  IB Learner Profile Characteristics.  Pick your top 3, share with your group, come up with your group's top 3, and then share out.  Start work on Ecology by doing 4.1 bookwork.  Read 4.1.
• Tues/Wed 9/2-9/3:  Go over Ecology concepts, especially how to do Chi-squared test.  Go outside to take some quadrat data on the school lawn.  Read C1.  Start C1 questions in your notebook.  Hand out Whitaker Ponds field trip forms to get signed.
• Thurs/Fri 9/4-9/5:  Go over C1 concepts and work on C1 DBQ's.  Introduce quadrat data-processing assignment.  Read C2.
• Mon/Tues 9/8-9/9:  Finish checking off C1 work.  Introduce mesocosm assignment and build class mesocosm using Whitaker Ponds "muck".  Testing water through macroinvertebrate sorting using Whitaker Ponds "muck".  Fill in the Field Trip prep worksheet as you go.  Work on Quadrat Data-processing poster.  Mesocosm Observation.
• Wed/Thurs 9/10-9/11:  Water quality testing using chemical tests.  Go outside and measure the height of 3 trees using a clinometer and tape measurer.  Mesocosm observation.
• Fri/Mon 9/12-9/16:  Check off C2 work.  Field Trip permission forms should be turned in.  Hand out field trip assignment.  Simpson's Diversity Index.  Finish the last part of the field trip prep hand-out.  Finish quadrat data group posters.  Read C3 and C4 and do 4 of the DBQ's in those 2 sections.  At least one of them should be from C4.  These are due Thurs/Fri 9/19-9/20 because the field trip is before that.  Pack up supplies for Field Trip.  Mesocosm observation.  Jane Poynter video on Biosphere 2.
• Tues/Wed 9/17-9/18:  Whitaker Ponds Field Trip!  Make sure that you come to Room 214 (11:45 for PM field trips and 8:10 for AM field trip) so that we don't miss you.  When we return from the field trip. bring supplies back to the classroom and enter your data in the class database.
• Thurs/Fri 9/19-9/20:  Debrief Whitaker Ponds field trip and make sure that everyone understands the assignment.   Check off C3 and C4 DBQ's.  4.4 questions on Climate Change.    Mesocosm observation.  I expect that many students in Periods 6 and 7 might miss this class due to the Climate Strike.  I will make the Climate Change Assignment available on-line so that students can do it on their own.
• Whitaker Ponds Field Trip Assignment is due 9/25-9/26 through turnitin.com!

C2 Work

You'll notice that C2 has many concepts in common with 4.2, but it goes into more depth.  As you read through the section, answer/do the following in your notebook.

1. How can an owl pellet be used to determine information about the owl's community?
2. Use the information in the sidebar on p. 615 to construct a food web.
3. Do the DBQ on p. 616.
4. Explain how food conversion ratios can be used to eat more sustainably.  Use numbers to back yourself up.
5. Examine the Whittaker climograph on p. 617 and describe what it shows.
6. Examine the net primary productivity listings on p. 618 and propose why some are very high and some are very low.  Use specific examples.
7. Do Question #2 in the Activity listed on p. 618 (draw 2 energy pyramids, compare, and explain).
8. Examine the Gersmehl nutrient cycle diagrams on p. 619 and do the Activity questions related to it on p 620.
9. Do the George Vancouver DBQ on p 621!
10. Read about respiration rates and biomass accumulation and do the question on p. 622.
11. Do the secondary succession question on p. 623.
12. Describe how humans can interfere with nutrient cycling.

Mesocosm Assignment

One of the 7 required practicals for IB Biology is to study a mesocosm in the classroom.  

The write-up will be due in 2-3 weeks (will be finalized after I see how the mesocosms are doing) through turnitin.com and should include:

1. Detailed observations from at least 6 separate days.  Include water clarity, condition and growth of plants, types of animals, behavior of animals, condition of muck and other debris, etc. Make it clear which mesocosm goes with each observation and which day.  You can include details about the classroom conditions (temperature, light, etc) if you think they are relevant.
2. Use vocabulary from the ecology unit to try to explain what you think is happening in the mesocosms.  For example, information about cycles, energy, and types of nutrition would be appropriate.  You don't have to know exactly what is going on or know the names of the organisms, but do your best to give reasonable explanations.  If you use outside information in your explanations, state where or how you got the information.
3. Predict what you think will happen in the mesocosms, giving a reason for your predictions.

C1 Terms to Cover in your Notebook (in addition to the C1 dbq's)

1. What is a limiting factor?  Give examples of some limiting factors that can affect the distribution of species.
2. Describe how you would use a transect and a quadrat to correlate the distribution of a plant or animal species with an abiotic variable.
3. Explain what is meant by "zone of stress" and "limit of tolerance" and how they impact populations.
4. What is an ecological niche?
5. Outline the competitive exclusion principle.
6. Distinguish between a fundamental ecological niche and a realized ecological niche.
7. Define and give examples of the following types of interspecific interactions:  a)  herbivory   b)  predation  c)  mutualism    d)  commensalism    c)  parasitism
8. Define keystone species and explain its importance.  Give an example of a keystone species and what happens when it is removed.

C1 DBQ's can be found on p. 607, 608, 609, and 610.

All of these should be done in your notebook to get checked off next week.

Ecology Book Work for 8/29-8/30

Using 4.1 in your text, answer the following questions in your notebook. Discuss with group members as you go!

1. What are     a) producers?     b) primary consumers?    c) secondary consumers?   d) detritivores? e) saprotrophs?       If possible, include an example of each of the above.
2. What are   a) autotrophs?    b) heterotrophs? Examples?
3. What is an ecosystem?  Give 3 examples.
4. How does an ecosystem remain sustainable?
5. What is a mesocosm and what are they used for?
6. Do the Chi-squared DBQ on p 209.  There are instructions about what is happening in the DBQ and how to do the calculations on pp. 207-208.
7. If you get this far, then start reading C1!!

Added on Tues 9/3:

8. What is a population?

9. What is a community?

Welcome Back for IB Biology HL 3-4!

Welcome back for your senior year (except for a couple of you) of IB Biology!  I think you will enjoy the material for this year as we have saved the best for last!  At the same time, it will also take a lot of effort and perseverance.  It can be very challenging to juggle college aps, extended essays, portfolios, athletics, activities, and just having a social life!  You will probably find that you can't do it all and you will have to make some choices so that you can navigate the year.  Here is the proposed outline of topics for this year: 

Ecology (Chapter 4 and Start of Option C)

Biodiversity (5.3 and 5.4)

Evolution (5.1, 5.2, 1.5 and 10.3)

Circulation (6.2)

Respiration (6.4)
Digestion (6.1)

Carry out Individual Investigation (IA)

Semester 1 Final Exam

Immunology (6.3 and 11.1)

Muscles and Movement (11.2)

The Kidney (11.3)

Sexual Reproduction (6.6 and 11.4)

Neurons and Synapses (6.5)

Finish the Option

Review for the IB Exam!

Late April:  Practice IB Exam on Papers 1, 2, and 3

May:  take IB exams and work on end of year projects

Now Until the End of the Year

• Tues 5/14:  Notes on Translocation.  Measure your transpiration lab data and complete the Transpiration Activities worksheet.  Do DBQ on p. 418 in your notebook.  Read 9.3
• Thurs 5/16:  Turn in Transpiration Activities hand out.  Notes on Plant Growth and tropisms.  Finish 418 DBQ and get it checked off today or next Monday.
• Mon 5/20:  Finish plant growth and start Flowering.   Hand-out Partner Data Processing and Analysis.  Read 9.4.
• Wed 5/22:  Flower Dissection.  Wrap up the unit.  Plant Video.
• Fri 5/24:  Finish Plant Video if necessary and play Kahoot for Plant Test next Wed 5/29.  Work on Partner Data-Processing, due next Friday 5/31.
• Wed 5/29:  Plant Test.  Work on partner data-processing.
• Fri 5/31:  Submit partner data-processing.  Review for the Final Exam.
• Tues 6/4:  Review for Final Exam.  Play Kahoot.
• Thurs 6/6:  Review for Final Exam.  Last day to turn in late work and/or Extra Credit.
• Mon 6/10:  Finals periods 1,2, 4
• Tues 6/11:  Finals periods 5,6,8
• Wed 6/12:  Finals period 3,7 

May Update

These are the activities that we did and will be doing in the next week or so:

• Mon 4/22:  Part I of DNA Fingerprinting Lab.  Notes on Genetic modification will we wait for samples to incubate.
• Wed 4/24:  Part II of DNA Fingerprinting Lab.  Load the samples into the gel!  Work on 194-195 DBQ and list Benefits and Risks of GMO crops while we wait.  Final Enzyme Lab due through turnitin.com
• Fri 4/26:  View the gels!  Process the data by measuring the bands on your screen with a ruler and recording the results.  Notes on Cloning.  Work on DNA Fingerprinting write-up, due Monday 5/6 through turnitin.com
• Tues 4/30:  Overview of Biotech and Enzyme Unit.  Kahoot review.  Time to work on DNA Fingerprinting Lab.
• Thurs 5/2:  Biotech and Enzyme Test.  Pick up Leaf Worksheet when you are done and do it.  Read 9.1 on Transport in the Xylem of Plants.
• Mon 5/6:    Notes on transport in plants.  Start seed germination.
• Wed 5/8:  No School.
• Fri 5/10:  DNA Fingerprinting Lab due by 4:00 pm through turnitin.com.  More on transpiration, including how to use potometers.  Plant your seeds!  Read 9.2 on Transport in the Phloem of plants.

Overview of DNA Fingerprinting Lab: to be done on Monday, Wednesday, and Friday of next week

Day 1: (Monday, April 22).  Label 4 microfuge tubes.  Add 5 microliters of one of the DNA samples (crime scene, suspect 1, suspect 2, suspect 3).  Add 5 microliters of restriction enzyme (EcoR1) into each of the tubes.  Restriction Enzyme must be kept on ice!  Put your tubes in your styrofoam "floatie" and put in the water bath for an hour!  After an hour, remove your labeled tubes and put them in the designated rack, which will be refrigerated until Wednesday.

Day 2 (Wed, April 24):  Take your samples from Monday and warm them up in your hands.  Add 2 microliters of dye to each of the 4 samples and spin in the centrifuge.  Carefully load 10 microliters of each of the 4 samples into a gel.  Make sure that you make a key so that you know which sample is where.  After both groups have loaded their samples into the gel, one group needs to load the "ladder" in one of the leftover lanes in the middle.  The gels will be hooked up to the power source and turned on.  You can watch bubbles form and then watch the blue dye migrate across the gel.  You should label the baggy that your gel was in with your groups' names and then put it near your gel.  This will ensure that I will put your gel in your labeled baggy after the gels are done running (because they will be done after you leave).

Day 3 (Fri, April 26).  You will get the baggy with your gel.  Go into the microscope room with your gel and put it in the "illuminator".  Turn the lights off, turn the illuminator on, and view your gel!  Have a few different people take photos of the gel.  When you leave the room, determine which photo works best and share it with your group numbers.  You can also send it to me!

Write up details to follow.

Boston Children's Hospital Virtual Stem Cell Laboratory

This activity can be done in pairs.  Go to the Boston Children's Hospital Virtual Stem Cell site and do the following.  Answer on a separate sheet of paper and turn in during class on Friday 4/12 or Tuesday 4/16.

1. Go to the Boston Children's Hospital Virtual Stem Cell Laboratory (linked on my website)
2. Read the Introduction and about Embryonic Stem Cells
3. Start the simulation by choosing a coaxing agent (one of the 5 colors).  If that coaxing agent works in the ES cells, you will see movement along a pathway.  If not, try a different coaxing agent until you get some movement.
4. Write down the coaxing agent that you chose and what new cell type you went to.  Read about that cell type.
5. Continue with the coaxing agents until you reach the end of a pathway.  Write down the ending stem cell and what it can be used to treat.
6. Start over with a whole new pathway (or just back up one step to get to another), writing down the coaxing agents and products as you did above.
7. Repeat this process for 5 different complete pathways.
8. Summarize what you learned about embryonic development and how these early cells can be used to treat different disorders.
9. If time:  Discuss the ethical pros and cons of using embryonic stem cells for treating patients and write down 2 pros and 2 cons.

Enzyme Lab Details

We will be discussing the lab write-up this coming week (Wed, 4/10), but for those of you who want to get ahead, here is what you will be required to include in the Enzyme Lab (first draft due Tuesday, 4/16).  Final Draft due Wednesday 4/24 through turnitin.com

1. Focused Question (1 pt)
2. Background Information.  Should be relevant to your lab.  For example if you are changing pH, you should include background about pH and pH buffers.  Start with general information and get specific by the end.  2 paragraphs approximately.  (4 pts)
3. Variables (manipulated, responding, controlled--describe how you control at least 5 variables)  (3 pts)
4. Procedure/Methodology.  Most people include a materials list and many people include a diagram or photo of their set up.  Procedure can be written step by step or in paragraph form.  It needs to be specific and clear enough that another person could follow it.  You should include how you measured things, specific amounts, etc. (4 pts)
5. Data Table (neat, organized, labeled, includes uncertainty).   Observations need to be included as well.  Some students put in the same table, others put as notes under the data table, and some have a whole table just for observations)  (4 pts)
6. Data-Processing:  Calculate averages and uncertainties.  Where appropriate calculate rate.  Show work for 1 sample calc of each type.  (2 pts)
7. Graph:  good title, labels, units, uncertainty bars, line of best fit, annotation  (4 pts)
8. Conclusion:  Refer back to question, use data to back yourself up, discuss patterns, how uncertainty impacts results, refer to scientific context (what does science say should happen and why?)  (5 pts)
9. Evaluation:  Discuss strengths of your investigation.  Outline weaknesses (at least 3 good ones).  Many people present weaknesses/limitations in a chart.  Suggest realistic improvements to the procedure for each weakness/limitation.  Do NOT just say something like, we need more time.  You need to explain specifically what you would do differently to get better results.  (5 pts)
10. Communication:  Up to 3 points for clarity, spelling/grammar, and overall presentation.

Total Points:  35

April 2019

• Mon 4/1:  4 Levels of Protein Structure.  Basic Enzyme Notes.  Work on Enzyme Worksheet.  Due at the beginning of class on Wed 4/3.  Read 2.5.
• Wed 4/3:  Check off Enzyme Worksheet.  Introduce Enzyme Lab.  Groups will work with 3 protocols, determine which protocol they want to do, and determine which manipulated variable they will change.  Make sure you tell me which you will be doing before you go.
• Fri 4/5:  Data-taking day for the Enzyme Lab.   Carefully take enough data, clean up when you are done, and start processing data.  When everyone is done, we will discuss how to process the data and write a conclusion.
• Wed 4/10:  Discuss the Enzyme Lab.  Enzyme inhibitors.  Read 8.1.  First draft of Enzyme Lab due Tues 4/16 for Peer Review.
• Fri 4/12:  Finish up enzymes.  Introduce stem cells and do stem cell computer activity.  
• Tues 4/16:  First draft of Enzyme Lab due for color-marking (peer review).  Polymerase chain reaction.  Discuss gel electrophoresis.
• Thurs 4/18:  Micropipetting practice for the DNA Fingerprinting Lab.
• Mon 4/22:  Start DNA Fingerprinting.  While you are waiting, learn about Genetic Modification.
• Wed 4/24:  Part II of the DNA Fingerprinting Lab.  

Now Until Spring Break!

• Tues 3/5:  Structure of DNA and RNA.  Discovery of the double helix.  Work on 2.6 and 7.1 questions, to be checked off on Thursday.  Read 2.6 and 7.1 if not already.  
• Thurs 3/7:  Check off questions and go over.  Process of DNA replication.  Do simulation in groups and get it checked off.  Start Transcription.  Read 2.7.
• Mon 3/11:  Science Testing for Juniors.
• Wed 3/13:  Transcription to Translation.  The genetic code.  Read 7.2. and 7.3.
• Fri 3/15:  Review the whole process of translation.  Short video on Epigenetics.
• Tues 3/19:  Review of DNA Replication, Transcription, and Translation.
• Thur 3/21:  Replication, Transcription, and Translation Test.  Start Reading 2.5 on Enzymes and work on Enzyme Worksheet, which is due after break on Wed 4/3.

2.6 and 7.1 Work for After the Test on 3/1/19

When you finish the test on Friday (and/or for homework), please do the following questions in your notebook about material in Sections 2.6 and 7.1.  I will check them off on Thurs 3/7, but get them started now!

1. (Starting in 2.6) What are the 3 parts of a nucleotide?
2. Describe 3 differences between DNA and RNA.
3. Do the DBQ on Chargaff's rules on p. 107.
4. Draw and label a simplified diagram of DNA.
5. Outline the structure of DNA
6. (Moving to 7.1)  What were Hershey and Chase trying to determine in their experiment?
7. Outline the Hershey-Chase experiment, including the results.
8. Who was Rosalind Franklin and how did her work influence the discovery of DNA structure?
9. What  is the semi-conservative model of DNA replication?
10. What is a nucleosome and what is its role in DNA packing?
11. Do the DBQ on p. 349 (this one is tricky, but I will give some background on it in class)

Genetics Test Update

Due to the Snow Day on Wed 2/27, the Genetics Test has been moved to Fri 3/1.  Prepare yourself by learning about 2 single gene genetic disorders, review how to set up a dihybrid Punnett Grid and complete it, review how to do a chi-squared test, calculating expected values, plugging into the equation, and interpreting the results.  Much of this information is in 10.2 and can also be found in the Genetics Notes on-line.  We will start Sections 2.6 and 2.7 right away after the test because we will have to cover the next unit before Spring Break!

Information about the Genetics Test and Assignments for Monday 2/25

On Monday 2/25, we will be reviewing for the Genetics Test (including Kahoot!), checking off some assignments, and going over the genetics problems.  This is what I will check off:

1.  DBQ's from pp. 452-454.  On pp. 452-453, pretty much ignore the directions and do 2 things with the 2 sets of data that you get.  1)  Calculate the recombinant frequencies using the smaller numbers for recombinants and 2) Calculate the expected results if these genes were not linked.  For the DBQ on p 454, you can do it as instructed.  The contingency table is basically a chart showing the observed and expected numbers for all 4 phenotypes.
2. For the Card Lab:  1)  Your observed results for all 3 phenotypes  2)  Your expected results for the 3 phenotypes, showing work   3)  the Chi-squared calculation, showing work    4)  the critical value (see chart on p. 454)  and 5)  Your interpretation of the result

This is what will be on the Genetics Test on Wednesday 2/27.  There is a bit more on the Review Sheet in the documents section of this blog:

For the Test, Know how to:

1. Draw Punnett Grids to predict genotypes and phenotypes of monohybrid and dihybrid crosses
2. Apply Laws of Probability to predict genotypes and phenotypes of crosses
3. Analyze a Pedigree to determine genotypes of a family and to determine whether a family trait is dominant, recessive, autosomal, or X-linked
4. Do problems involving the ABO blood groups in humans
5. Make predictions involving sex-linked traits
6. Calculate chi-squared results and determine whether hypothesis should be accepted (you will be given equation and chart for determining significance)
7. Identify which of the offspring are recombinants in a dihybrid cross involving linked genes and calculate recombinant frequencies
8. Explain the genetic causes, symptoms, and potential treatments and interesting facts for 2 single-gene disorders.  Some examples include sickle cell anemia, Huntington’s disorder, cystic fibrosis, maple syrup urine disease, galactosemia, phenylketonuria (PKU), and many more!

Mid-February

• Tuesday 2/12:  Questions on Harder Genetics Problems so far?  Pedigrees.  Sex-linked Disorders.  Hand out Pedigree worksheet and complete it.  Continue working on Harder Genetics Problems, now both sides.  Problems should be done on separate paper, showing work, and are due Tues 2/19.
• Thurs 2/14:  Genetic mutation and disorders.  Polygenic inheritance.  Research a genetic disorder.  Work on genetics problems.  Get Pedigree worksheet checked off.  Read 10.2.
• Tues 2/19:  Turn in genetics problems.  Linked genes and gene mapping.  DBQ's.  
• Thurs 2/21:  Chi-squared test.  Card simulation for chi-squared test.
• Mon 2/25:  Review for Genetics Test.
• Wed 2/27:  Genetics Test.  Start DNA Transcription.  Read 2.7 and 7.1.

What's On the Short Meiosis/Genes Test?

• Be able to describe all the phases of meiosis, in particular, make sure you understand the difference between Meiosis I and Meiosis II
• Be able to identify phases of meiosis in simple diagrams or pictures
• Be able to draw and label the stages of crossing over making clear the before, during, and after.  I recommend 4 stages as they showed in the book in 10.1.  Be able to distinguish between homologous chromosomes, sister chromatids, and nonsister chromatids.
• Be able to describe the significance of independent assortment and how it adds to the variety of gametes.
• Basic vocabulary involving genes and chromosomes.  In addition you should be able to distinguish between genes, chromosomes, and genomes
• Be able to describe how nondisjunction occurs and be able to describe two disorders caused by nondisjunction
• Be able to discuss some ethics of prenatal genetic testing

The New Semester!

Here is an outline of what we will be doing at the beginning of the 2nd semester:

• Wed 1/23:  Final Exams back, look at them, and recollect.  Notes on Meiosis.  Read 3.3 on Meiosis.
• Fri 1/25:  Review Meiosis, including Higher Level Material.  Hand out Meiosis Worksheet.  Do first side and then work on the back side with your group.  Start Drawing Creatures.  Read 10.1.
• Tues 1/29:  Finish Creature Posters.  Genes and chromosomes basics.  Compare number of genes of different species (chart on p. 142), sickle cell, Human Genome Project, comparing chromosome number.  DBQ's on p. 153 and p. 156 done in notebook.  Read 3.1 and 3.2.
• Thurs 1/31:  Nondisjunction and disorders that come from it.  Genetic testing and Karyograms.  DBQ on p. 159.  Continue to read 3.1 and 3.2.
• Mon 2/4:  Review of Meiosis and Basic Gene Information.  Play Kahoot.  Short Test on Wednesday 2/6.
• Wed 2/6:  Short test on Meiosis and Basic Gene Information.  Simple Genetics Problems Worksheet.  Start Genetics Vocabulary.  Start reading 3.4.
• Fri 2/8:  Probability rules and genetics.  Make Punnett Grids for simple and more complicated problems.  Start Genetics Problems from old textbook.  Do problems 1-11 on separate paper, showing work.  You can skip #6 for now.

Final Exam Guidelines

1. Bring paper and pencil to the exam
2. No phones out at any time.  
3. Bring something to do quietly for when you are done.
4. No restroom breaks!  You need to go before you start the test.
5. No talking or interacting with others during or after.  Maintain a calm quiet environment.
6. Any form of cheating results in a 0 on the exam.  Don’t do it!

Final Exam Schedule:

Wed 1/16: Periods 1, 2, and 4

Thurs 1/17: Periods 5, 6, and 8

Fri 1/18: Periods 3, 7, and Make Up (Must be pre-arranged)

Mitosis Quiz on Wednesday, 1/9/2019

The quiz is going to be 12 points and this is what is on it:

1. Outline the 4 phases of mitosis (what happens at each named phase) and include the main purpose of mitosis and why it occurs the way it does.  10 pts
2. I will send you to one of the microscopes, you will look at the onion root tip cell that is indicated by the pointer, and you will write down what phase of mitosis or interphase you think it is with a brief justification.  2 pts.

Happy New Year!

Hello students!  Welcome to 2019 and the last 2 weeks of Semester 1!  This time will go by very fast.  We will do a quick unit on Cell Division and review for the final exam.  The last day before finals is Tuesday, 1/15/2019 and that will also be the drop deadline for any late work or extra credit that you want to submit.  If you are doing a book group, you can meet during FLEX next week or the one lunch I will stay in for each week.  Listen for announcements of those days coming up.

• Thurs 1/3/2019:  A few notes and work on Cell Division Worksheet.  We will start the group simulations to be done with yarn and string at your table group.  Read 1.6 if not already.
• Mon 1/7/2019:  Finish up Yarn and String simulations and calculate mitotic index using photos.  Get Worksheet checked off.  Short Cell Division quiz on Wednesday!
• Wed 1/9/2019:  Cell Division Quiz.  Start reviewing for final exam.
• Fri 1/11/2019:  More review for final exam.  Play Kahoot!
• Tues 1/15/2019:  All late work and extra credit due by today.  This is a Full 8 Day, so we have very short classes.  We will wrap up any lose ends and go over expectations for the Final Exam.
• Wed-Fri 1/16-1/18:  Final Exams!  1,2,4 on Wednesday, 5,6,8 on Thursday, and 3 and 7 on Friday.  
• Mon 1/21:  Martin Luther King Day.  No School.
• Tues 1/22:  Teacher Work Day.  No School.