Happy Winter Break!!

Hello Students!  Well, it happened, Snowpocalypse the Sequel!  I hope that all of you got home safely and are staying warm and safe during this freeze.  I just put in a turnitin.com assignment for IA procedure and materials.  I would love it if you could upload this in the next week (before Dec 24th) so that I can give you feedback and plan for the data taking we will be doing in January.  This is what I am thinking for January:

Tues, Jan 3:  Get situated for IA's.  In particular, get seeds planted and on the cart.  I will provide soil, various types of seeds like peas, beans, corn, and little pots that will fit well on the cart.  If you have specific seeds or soil or anything that you want, you can either try to request it with me now or bring it in yourself.  Remember also that it is mainly your job to figure out how to do your procedure.  I can help you by telling you what materials we have and give basic procedural advice, but you should also do your own research.  There are many helpful videos out there showing possible procedures.

Thurs, Jan 5:  Digestion Quiz and more IA set up.

After that, we will be doing IA's, writing up the lab, and preparing for the Semester Exam.  I will prepare a review sheet for the Semester Exam later during the break.

Please feel free to communicate with me over the break if you have anything you are concerned about, questions about the IA, or make up work.  And don't forget that Winter Break can be a great time to read extra credit biology books!

See you in 2017!!
Ms. Kenny

Snow Day Instructions

Hello Students!!  I know you are very disappointed that another snow day was called.  As I said earlier this week, the Circulation Quiz will still go on!  The only things we haven't covered yet are control of the heartbeat through the sinoatrial node, 2 nerves from the medulla, and adrenaline and a brief discussion of occlusion of coronary arteries.  A review sheet for this quiz and my notes are on the website.  Note that my notes (ha!) have some extra information that will not be on the quiz.  We will go over these concepts and play Kahoot on Tuesday.  The quiz will be on Thursday 12/15.

Also, I would love to get your Internal Assessment questions today or tomorrow.  I have put a turnitin.com assignment that you can submit it through.  I am doing it this way not because I am worried about plagiarism on this, but because I know how to give you electronic feedback this way and it is an organized way to keep track of who has turned in the question.

Finally, I had a great time with you on the Cadaver Field Trip!  I was very proud to have you as my students.  I hope that you enjoyed it or at least found it to be interesting in some way.  I got some photos that I will share with you next week in class.  Enjoy your week-end!!

Ms. Kenny

6.2 Questions: Do in your notebook after the Digestion Quiz. Due by Mon 12/5

1. What did William Harvey discover and teach people about the heart?  When was Harvey around?
2. What ideas of Galen did William Harvey help to overturn? (when was Galen around? you might have to look up)
3. Look at the Activity questions about William Harvey on page 291.  Pick one or two of them that you would like to discuss next week (and be ready to!).
4. Describe the structure and function of arteries.  Include the 3 layers of the walls.
5. Describe arterial blood pressure and how it is maintained.
6. Describe the structure and function of capillaries.
7. Describe properties and functions of veins.
8. Describe the function of valves in veins.
9. Study the chart on p. 294 that compares properties of arteries, capillaries, and veins.

December 2016

• Thurs 12/1:  Digestive System Quiz.  The blood system and blood vessels. Work on IA Question, due next Friday.   Read 6.2.
• Mon 12/5:   Cadaver Field Trip form due.  Structure of the heart and the path of blood.  
• Wed 12/7:  Cadaver Field Trip!!
• Fri 12/9:  Pacemaker and control of the heart beat. Atherosclerosis.   Internal Assessment question due.
• Tues 12/13:  Review for Circulation Quiz to be taken on Thursday.  Begin structure of the lungs.  Prep for Internal Assessment.
• Thurs 12/15:  Circulation Quiz.  More on the Respiratory System (structure of alveoli).  Are you ready for your IA to start in January?

Digestion Unit Outline: 6.1 in text

You should be able to:

1. Draw and label parts of the human digestive system (use coloring sheet to help)
2. Describe what happens to food as it goes through the system using appropriate vocabulary and describing the function of each part.  (use back of coloring sheet to help)
3. Identify tissue layers in transverse sections of the small intestine (p. 281 in book)
4. Describe the synthesis and contents of pancreatic juices.
5. Describe the digestion of food in the mouth (only 1 enzyme), the stomach (only 1 enzyme) and the small intestine (many enzymes)
6. Describe the structure and function and villi
7. Describe methods of absorption in the small intestine (see pp 284-285)
8. Use dialysis tubing to model the small intestine

Populations Lab Write-up Reminders

You should make sure you have the following in your Populations Lab.  Your first draft is due Monday 11/7 for Peer Review.

1.   Focused Question.  Typically you only have 1 focused question, but in this lab since we were pretty open-ended about looking at different factors to get more to talk about, you might have a multi-part focused question.
2.  Background.  This can be personal background, including why you chose the question, but could include class material, and will probably require some research.  Include citations for research!!
3. Variables.  Typically you have independent, dependent, and controlled, but as stated above, you may actually have more than one independent variable this time.  Controlled should be explained as to how you attempted to control them or why you didn't.
4. Methodology:  includes materials you used and specifically how you carried out the investigation.  Include number of subjects, number of trials, etc.  It is good to explain why you chose what you did.  Methodology is not just WHAT you did but HOW and WHY.
5. Data:  should be in a well-labeled and titled data table(s).  Must include uncertainty and qualitative data (observations).  
6. Data-processing:  calculations, graphs, charts of processed data.  Graphs should show uncertainty where appropriate.  Calculations should show the blank equation, equation filled in with numbers, and answer with units.  Use a good graphing program like LoggerPro for graphs!  If you need help with it, ask me or another student.
7. Conclusions:  interpret the data!  Use numbers to back yourself up.  Discuss relationships between variables.  Try to explain the data using science (possible evolutionary causes, maybe physics, etc).
8. Evaluation:  discuss causes of uncertainty or limitations, the degree to which that uncertainty impacts the data, and realistic suggestions for improvement.  This can be done in a chart if you would like. You should discuss at least 3 separate sources of uncertainty/limitations.
9. Communication:  Is your lab clear?  Does it have clear headings?  Are the units included?  Is it well-organized? Did you check for spelling and grammar errors?  
10. Personal Engagement:  Did you include your motivation for asking this question?  Do you show persistence in taking data and answering the question?  Are you thorough in your answers or somewhat dismissive or robotic?  

November 2016 (and October 31)

This is going to be a crazy month!  There will be some weeks when I see you once and one week when we have all of our classes!  

• Mon 10/31:  Start Hardy-Weinberg Activity.  Work on 10.3 questions and take data for Populations Lab.  Beak quiz on Wednesday!  Please Read 1.5.
• Wed 11/2:  Beak of the Finch Quiz.  You will have 20 minutes without your book and 10 minutes with your book.  You will have 1 short answer question from each chapter and have to answer 5 of them.  In addition, there will be 5-8 multiple choice questions.  The questions we discussed in class are on the website.   Check off 10.3 questions and go over them.  Finish Hardy-Weinberg Activity.  Packet due Mon 11/14.
• Mon 11/7:  Rough draft of Populations Lab due for Peer Review.  Final Draft due Fri 11/18.  Origin of Cells!
• Mon 11/14:  Review for Evolution Quiz to be taken on Wednesday.  Start digestion!  Start reading 6.1.
• Wed 11/16:  Evolution Quiz.  Digestion Coloring Sheet.  Finish reading 6.1.
• Fri 11/18: Final Draft of Populations Lab due through turnitin.com.  Parts of the digestive system, on-line activity, structure of small intestine and villi, synthesis of pancreatic juices.  Check off coloring sheet and worksheet on back.
• Tues 11/22:  Absorption in the digestive system.  Dialysis tubing simulation.  Start brainstorming Big IA!  You need to come up with a question by Monday 12/5.
• Tues 11/29:  Joe Eats a Burger and review for Digestive System Quiz to be taken on Tues, Dec 1st.  Start structure of blood vessels.

10.3 Questions

To be done in your notebook by Wednesday, 11/2.

1. What is a gene pool?
2. How can allele frequency be used to demonstrate evolution?
3. Describe these 3 patterns of natural selection and give an example of each:  stabilizing, disruptive, and directional.
4. Describe these 3 types of reproductive isolation and give examples of each:  temporal, behavioral, and geographic.
5. Distinguish between allopatric and sympatric speciation.
6. Discuss the 2 theories about the pace of evolutionary change:  gradualism versus punctuated equilibrium.
7. What is polyploidy?  How can it lead to speciation?  In what organisms is it most common?
8. Do the DBQ’s on p. 458 and 460 (this one starts on 459)

The Week of 10/24-10/28

• Tues 10/25:  Check off DBQ's on pp 244, 249, and 257 and go over.  Discuss Beak of the Finch, chapters 5+6.  Make graphs for beak lab, answer questions, and submit to me electronically.  Take data for Populations Lab?
• Thurs 10/27:  Discuss Chapter 7 of Beak of the Finch and review general themes of the book.  Quiz on Chapters 1-7 next Wednesday 11/2.  Methods of Speciation.  Read 10.3 in text.

The Week of 10/17-10/21

• Mon 10/17:  Discuss chapters 1+2 of Beak of the Finch.  Short notes on evidence for evolution.  Guidelines for Populations Lab.  Please have a proposal for your question and how you will take your data by Wednesday 10/19.  You need to turn it in to me.  Hand back poster grades.  Work on your Populations Question or data-based questions on pp. 244 and 249.  Read Chapters 3+4 of Beak of the Finch for Friday 10/21.
• Wed 10/19:  Speciation.  Main components of natural selection.  Antibiotic resistance.  Add DBQ on p. 257 to the earlier ones and get checked off.  Submit your proposed question and procedure (how you will take your data) to me.
• Fri 10/21:  Discuss Chapters 3+4 of Beak.  Beak Lab!  Take data, add to class database and then start to analyze.  Read Chapters 5+6 of Beak for Tuesday, 10/25.

Hey, what's on that short Biodiversity Test that we will do on Wednesday 10/12?

• About 10 multiple choice
• List Kingdom through species categories and list all 7 for two organisms from different kingdoms (we did humans and the Coast Redwood)
• Use a cladogram or dichotomous key to sort out 8-10 animals that I will give you.  Please use characteristics (i.e. has 4 limbs) and not previously determined classification categories (like mammals) to do the sorting
• You will be given a cladogram with numbers on it and be asked to use it to determine which organisms diverged the longest ago or most recently, etc.
• 2-3 short answer questions comparing organisms from various groups (like aves and reptilia),  using Uniprot and Jalview to make cladogram, the concept of molecular clocks, why we classify, etc.
• A data-based question on biodiversity that has 3-4 short questions

Animal Poster Project due Monday, 10/10

You will have 20-25 minutes on Monday to paste or tape parts onto your poster.  Remember that you need to submit parts 5, 6, 8, 9, and 10 through turnitin.com by Monday.

1. Pick a generic animal group that you are interested in, but no mammals!!   (ex:  oysters, starfish, grasshoppers, lampreys, nematodes, etc).  I encourage you to choose an animal that other students don’t know much about.  You may work with 1 other student.
2. Research your animal group.  We will have one day with the computers.  You need to have at least 3 resources.  Cite  your resources on  the bottom or back of the poster using full citation format. (3 pts)
3. List the classification categories of animals (Kingdom, Phylum, etc) in your group, including the scientific names of 3 separate species.  (3)
4. Sketch by hand a picture of an animal from your group and label its distinguishing features.  (8)
5. Describe common characteristics of the animals in your group (probably labeled in diagram above)  (3)
6. Describe the diversity of the animals in your group.  What types of habitats do they live in?  What types of food do they eat?  Is your animal found world-wide or in only a restricted location?  (8)
7. Draw and label a typical food web that a species of animal in your group would be in (include all sources of food and predators and name the particular species you are using.)  (4)
8. Describe the likely evolution of animals in your group.  How long have they been around?  What common ancestors?  What ecological niches do they fill? (What I am trying to get at here is where did your animal come from evolutionarily and how do they continue to evolve to fit different niches?).  (8)
9. Describe reproduction strategies for animals in your group (includes mating rituals, number of young, care of young, family structure, etc)  (8)
10. List 5 Fun, Interesting, Intriguing, and/or Surprising Facts about your group of animals  (5)
11. Present this information in a neat and organized fashion on a poster.  You may use bullet points, it does not have to be in paragraph form.  Please submit, 5,6,8,9, and 10 to me through turnitin.com.
12. Participate in class walk-around to read and evaluate posters.
13. Poster presentation and Overall Quality (10 pts)

Overall:  60 pts put into the Lab Category (20%)

10/3-10/14

• Tues 10/4:  Notes on cladistics and cladograms.  Attempt to make a cladogram in pairs using Uniprot and Jalview.  Work time on animal project.  Mesocosm assignment due today by midnight through turnitin.com.
• Thurs 10/6:  Making cladograms using Venn diagrams.  Work-time for Animal Projects.  Review for Biodiversity Test to be taken next Wednesday, 10/12.
• Mon 10/10:  Animal Poster Project due.  Walk around and evaluate.  Review for Biodiversity Test.
• Wed 10/12:  Biodiversity Test.  Start Evolution and Hand out Populations Lab.  Read 5.1.
• Fri 10/14:  No School!  Statewide Inservice Day.

Mesocosm Assignment, Due Tuesday, October 4, 2016

One of the 9 practicals required by IB in the syllabus is observations of a mesocosm.  For this assignment, I would like you to write a minimum of 3 solid paragraphs. 

1)  Summarize your observations, using dates, which mesocosm you are referring to, and describing plants, animals, and abiotic conditions.
2)  Suggest reasons for the changes you observed in terms of cycles occurring within the mesocosms.  You may do some minimal research as long as you cite your source(s).  
3)  Do you think the mesocosm has reached a stable state?  Why or why not?  What do you expect to see happen over time?


You'll need to add this class again for turnitin.com, as last year's class has expired. 

New class ID:  13644222
Password:  mesocosm

Here's a link to a video I took of 2 of the mesocosms last week:  Class Mesocosms in action

Turnitin.com information for this school year!

The class ID:  13644222
Password:  mesocosm

You will need this to turn in SPARK lectures and the Mesocosm assignment I will give you next week.  You need to add a new class every year.

Dichotomous Key Assignment due next Wednesday, 9/28.

• Can be done by yourself or with one other person
• Make a dichotomous key to separate out 10 items of your choice
• Clear pictures of each should be provided, either on a sheet of paper or on a single-screen of a laptop
• A clear dichotomous key separating the items should be provided.  Check to make sure that it makes sense and it works.  Questions should be based on visible characteristics, not the student's knowledge of the item.
• Statements should attempt to divide items into categories, not just eliminating one item at a time
• See Fish Key for a complex but good example!
• You need to be able to hand it in, either as a paper copy or digital so I can try it myself.

9/19-9/30

• Tues 9/20:  Observe mesocosms.  Ecology Test.  Start Biodiversity.  Fish dichotomous key.  Read 5.3 if not already.
• Thurs 9/22:  Observe mesocosms. Finish fish dichotomous key.  Make your own dichotomous key for Wednesday.  Binomial naming system.  Classification Systems. 
• Mon 9/26:  Observe mesocosms.  Mesocosm writing assignment.  Due next Tuesday through turnitin.com. Characteristics of animals.  Animal Phyla Lab.   Read 5.4
• Wed 9/28:  Observe mesocosms.  Exchange dichotomous keys and do them.  Notes on animal phyla and Chordate classes.   Animal poster project.
• Fri 9/30:  Observe mesocosms. Natural Classification and biochemical similarities between organisms.  Hand out Animal project and get started!  It is due Monday, October 10.  Remember that your Mesocosm assignment is due on Tuesday through turnitin.com.

What's Going to Be on the Ecology Test (to be taken Tuesday, September 20)

Ecology Test: Tuesday, September 20, 2016

1. 10-15 Multiple Choice Questions
2. 5-6 short-answer questions:  topics could include drawing and labeling an energy pyramid, drawing and labeling a food web, calculating and interpreting a chi-squared test, drawing and labeling a carbon cycle that includes relevant pools and fluxes, explaining how Greenhouse gases cause warming of the Earth, describing the relationship between carbon dioxide levels and rising temperatures, etc.!
3. A data-based question related to this topic
4. A longer question on describing the problem of climate change:  some history, the science, controversy, precautionary principle and what it means, and possible mitigation and adaptation strategies

Some important vocabulary:  species, population, community, ecosystem, abiotic environment, producer, consumer, decomposer, detritivore, saprotroph, autotroph, heterotroph, sustainability, mesocosm, trophic level, energy pyramid, carbon fixation, methanogenesis, peat, combustion, carbon flux, carbon pool, greenhouse gas,

4.4 Group Discussion Questions for Monday, 9/12

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 it!
4. How did scientists go about linking temperature to carbon dioxide levels?  Do you think this method is legitimate?
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.

Week 3

• Mon 9/12:  Observe mesocosms. Finish checking off 4.1 questions and go over.  Present 4.3 data-based questions to the class.  Video on Climate Change in politics.  Greenhouse gases and the greenhouse effect.  Carbon dioxide levels and temperature.  Industrialization and climate change.  4.4 data-based questions.
• Wed 9/14:  Observe mesocosms.  Share out 4.4 data-based questions.  AMS climate science websites.  The precautionary principle.  Group discussion on the ethics of climate change.  Ecology Test next Tuesday 9/18.
• Fri 9/16:  Review for Ecology Test to be taken next Tuesday.  

First Weeks of School

• Tues 8/30:  2nd year overview and reminders of class rules.  Group work with ecology concepts and types of nutrition.  Hand out Safety and Academic Honesty contracts to be turned in by next Tuesday.  Read 4.1 in text for Thursday 9/1.
• Thurs 9/1:  Go over group work questions.  In your table groups, create an illustrated food web with at least 10 organisms in it.  It should make sense as much as possible and show the direction of the flow of energy.  You do not need to put decomposers in the diagram.  Start individual bookwork questions listed on this blog.  Try to get at least to #5.  We will have more time on Tuesday for that one.  Read 4.2 in text for Tues 9/6.
• Tues 9/6:  Signed Safety and Academic Honesty contracts are due.  Go over quadrat activity and have some work time to finish the individual assignment.  Mesocosms.  Watch the Ted Talk on Biosphere 2 and make your class mesocosm in a bottle.  Make initial observations.  Energy transformations and energy pyramids.  Do DBQ on p. 216 in your notebook.  Get the work for today checked off.  Read 4.3 for Thursday.
• Thurs 9/8:  Observe the mesocosms (you may observe yours and those of other classes).  Carbon cycling.  Go through the processes involved in the carbon cycle.  At your table group make an illustrated diagram of the carbon cycle.  Make sure that you label all "pools" and all "fluxes".  Assign 4.3 data-based questions to different groups.  Read the questions, discuss at your table, and decide on answers.  Each group will then explain their questions to the larger group of the class.

Questions for Thursday, September 1

Please answer the following questions in your notebook! Each individual does this, although you can discuss some as a group.

1. Define the following terms and give examples of each:  species, population, community
2. Discuss the Galapagos tortoise activity at your table and write down whether you think the tortoises in the 3 situations represent separate species with a brief explanation why.
3. Do the data-based questions on Unexpected diets (p. 204).  Note that the number of points for question 3 is 4!! So explain it.
4. What is a quadrat?  What is it used for?  How is it used?
5. On page 209 do the Chi-squared testing data-based question.  This is done differently than we did it before, but they give an excellent example of how to do it on page 208.
6. What is an ecosystem?  Give examples of 4 different types of ecosystems.
7. What is included in the abiotic environment?  Why is it important?
8. What makes an ecosystem sustainable?
9. What is a mesocosm?  How would you go about making one?

(Data-based questions on p. 216 added on Tuesday 9/6)

Welcome to the 2016-2017 School Year!!

Hello students!  I hope you had a great summer!  I am excited to see you back in the classroom and to continue the work we started last year.  This year we will be studying the following topics, in pretty close to this order:

First Semester

Ecology

Biodiversity

Evolution

Digestion and Absorption

Circulation

Gas Exchange

Immunology

Second Semester

Muscles and Movement

The Kidney

Nerves, Hormones, and Homeostasis

Sexual Reproduction

Neurobiology and Behavior

In addition, we will be doing an inquiry lab this fall that will prepare you for the larger Internal Assessment that you will perform in the winter.   The IB Biology Exam is scheduled for May 1st and 2nd, 2016.  During and after testing, we will have time to do fun, biology-related projects.

The Not-So-Short Answer Test Questions for Your Exam

On the day of your Exam, we will choose 4 questions out of 1-6 and 4 questions out of 7-12, and you will answer 6 questions total.   (I am doing it this way to make sure that there are questions chosen from both quarters).  Once again, I have put some terms in parentheses below to help you prepare, but they will not be there on the day of the test.  6 pts each.
There will also be a multiple choice section with 40 questions and a data-based question with several parts. Scratch that. No data-based question!!

1. List the aim of the Human Genome Project and describe how it was carried out.  What was surprising about the project and what can we do with the information we obtained from it?
2. Outline 3 factors that promote genetic variation.  Make sure that you explain how they promote the variation and don’t just name them.  You may use drawings to help explain.
3. Describe the genetic cause, effect on the body, treatment, etc of either Huntington’s disease, Sickle Cell Anemia, or Down Syndrome.
4. Outline the process of DNA replication, including names and functions of all the enzymes, direction of replication  and other details about the process.  (leading strand, lagging strand, continuous, discontinuous, Okazaki fragments, replication fork, etc)
5. Outline the process of translation (protein synthesis) from start to finish.  (initiation, elongation, termination, mRNA, tRNA, large ribosomal subunit, small ribosomal subunit, translation initiation complex, exit, aminoacyl and peptidyl sites, translocate, peptide bonds, GTP, etc)
6. Outline the control of gene expression, including nucleosomes, epigenetics, promoters, enhancers, silencers, etc.
7. Outline the function of enzymes (including what they do, how they do it, inhibitors, etc).  Then list 3 enzymes that we couldn’t live without, including what function they serve in our bodies.
8. Outline a basic technique used for gene transfer involving plasmids, bacteria, and named enzymes.  Also, list 3 specific examples of gene transfer in action.
9. Discuss the pros and cons of the use of stem cells (at least 3 pros and 3 cons).  Also, list 3 examples of stem cell use in action.
10. Draw and label a diagram showing the internal and external structures of a dicotyledonous seed.  Also, give a brief function of each part.  You should label at least 6 parts. (testa, micropyle, hilum, cotyledon, plumule, radicle, etc)
11. Compare and contrast xylem and phloem in terms of their structures and their functions.  You may use a chart.  Include at least 4 similarities and 4 differences.  Be specific.
12. Plants are different from animals in that they are not mobile and have had to evolve adaptations to carry out functions of life like nutrition, reproduction, response, homeostasis, etc. from a fixed position.  DESCRIBE 3 good examples of ingenious adaptations by plants that allow them to get their needs met while being stuck in place.

Plant Investigation Assignment due 6/2 through turnitin.com

This is your last assignment of the year! Worth 15 points, so not life-changing, but don't blow it off! When in doubt, check with me to see if you have the right detail.

• Background (at least 2 paragraphs, including reason for doing it, background research w/ citations)
• Focused question (make it specific!!)
• Variables:  list independent and dependent.  List at least 5 controlled and HOW you will control them.
• Procedure:  include rationale for why you are choosing materials and amounts, how many trials, use specific amounts, etc. (a diagram can be very helpful!)

Options for Next Year

Please look at these Options for next year.  We will study ONE of them and it will be covered on Paper 3 of the IB Biology Test.  This past year we did Neurobiology and Behavior (A) and it went pretty well, but if the others have many merits.  Please review them and vote for one on Thursday 6/2!

A:  Neurobiology and Behavior (Subtopics:  Neural Development, The Human Brain, Perception of Stimuli, Innate and Learned Behavior, Neuropharmacology, and Ethology).
B:  Biotechnology and Bioinformatics (Microbiology, Biotechnology in agriculture, Environmental Protection, Medicine, Bioinformatics)
C:  Ecology and Conservation (Species and communities, communities and ecosystems, impacts of humans on ecosystems, conservation of biodiversity, population ecology, the nitrogen and phosphorus cycles)
D:  Further Human physiology (human nutrition, digestion, functions of the liver, the heart, hormones and metabolism, transport of respiratory gases).

2nd Semester Review Topics for Final Exam

These are the topics you will find on the Final Exam and the sections from the IB book that you have.  The test will be made up of 30-40 multiple choice questions, approximately 6 not-so-short answer questions, and a data-based question with several questions.

Genes, Chromosomes, Meiosis, and Genetics:

3.1, 3.2. 3.3, 3.4, 10.1, 10.2

Replication, Transcription, and Translation

2.7, 7.1, 7.2, 7.3

Enzymes

2.5 and 8.1

Biotechnology

3.5 and 1.1 (stem cells)

Plants

9.1-9.4

End of the Year!!

• Tues 5/24:  Check off Plant and Flower worksheet and go over.  Kahoot Review for Plant Test.  Finish plant video.
• Thurs 5/26:  Take Plant Test.  Brainstorm an investigation you could do with plants.  Due Thursday 6/2 through turnitin.com.  Include Background, Question, Variables, and Procedure.
• Tues 5/31:  Write up your plant proposals and review for the Final Exam.
• Thurs 6/2:  Plant investigation proposals due today through turnitin.com  More review for the final exam.  Late work and extra credit deadline is Friday 6/3!!! (tomorrow)
• Mon 6/6:  Big ole Review for the Final Exam!!
• Tues 6/7:  Finals 1, 2, and 4
• Wed 6/8:  Finals 5, 6, and 8
• Thurs 6/9:  Finals 3 and 7

HAVE A FABULOUS SUMMER!!!

Short-Answer Test Questions for Plant Test on Thursday, May 26

Short Answer Questions.  On test day, we will draw 6 from the hat, and you will answer 4.  I put some words in parentheses to help you now, but those words will not be included with the questions on the test day!! Keep in mind that each of these questions will be worth 6-8 points, so don't think too short in the answer. There will also be multiple choice questions and possibly a data-based question.

1. Describe the process of transpiration of water from leaf to root.  (evaporation, polarity, hydrogen bonds, cohesion, adhesion, hydrophilic xylem, pressure gradient, etc).
2. Describe at least 4 adaptations of xerophytes to conserve water and 2 adaptations of halophytes to survive in saline conditions.  Also, include 3 examples of xerophytes and 1 example of a halophyte.
3. Draw and label a cross-section diagram of a young dicotyledonous stem (6 labels: xylem, phloem, cambium, cortex, epidermis, pith).  Also, give a brief function for each thing labeled.
4. Describe the translocation of phloem sap from source to sink.  (companion cells, proton pumps, active transport, incompressibility, osmosis, hydrostatic pressure, phloem loading, sieve tubes, etc).
5. Describe how scientists use aphid stylets to study translocation rates in plants.  Be specific.  
6. Describe how auxin works to promote phototropism in plants (gene expression, PIN3 proteins, shady side, hydrogen ions, cellulose, cell expansion, etc).
7. Draw and label an animal pollinated flower (stigma, style, anther, filament, petal, sepal, ovary).  Also, give a brief function for each thing labeled.
8. Describe the concept of photoperiodism and how phytochromes PR and PFR control long-day and short-day flowers.  
9. Distinguish between pollination, fertilization, and seed dispersal in plants and give 3 methods of pollination and 3 methods of seed dispersal.
10. Describe the process of seed germination, including factors that affect germination and the role of gibberellin.

Plant Lessons 5/10-5/20

• Tues 5/10:  Observe and water your group's plants.  Turn in hard-copy part of DNA Fingerprinting Lab.  Turn in court testimony through turnitin.com by 11:59 pm tonight.  Overview of transpiration.  Work on 9.1 notes, due at the beginning of class on Thursday.   Look at demos for models of transpiration (capillary tubes and paper towel demo).  Go outside to get leaves and set up tests of transpiration.
• Thurs 5/12:  Check off 9.1 Notes.  Go over xerophytes.  Get a stem from outside and set up a potometer to measure transpiration.  While you wait, do the Virtual Transpiration Lab in your notes.  Fill in the 4X4 Data Table in your notebook and then answer the 7 questions from the simulation.  Take notes on 9.2 for class on Monday 5/16.
•  Mon 5/16:  Check off Virtual Transpiration Lab.  Overview of Translocation and aphid stylets.  Watch videos.  Do data-based questions on pp. 418 and 419 in your notebook.   When finished, start studying 9.3.  Finish reading 9.3 for Wednesday.
• Wed 5/18  Check off DBQ's and 9.2 notes and go over.  Plants growth concepts:  meristems, apical growth, mitosis, growth hormones, plant tropisms.   Hand out Plant and Flower Worksheet.  Read 9.4 for homework and finish Plant and Flower Worksheet.
• Fri 5/20:   Work on Plant and Flower Worksheet.  Plant reproduction.  Gene expression, photoperiodism, flowers, mutualism between flower and pollinator, fertilization, seed dispersal.  Structure of seeds and seed germination.  Watch half of plant video.

Plant Test on Thursday 5/26!!

Notes guidance and vocabulary for 9.1, Notes to be checked off on Thurs 5/12

1. Be able to describe transpiration from leaf to root.  Include properties of water and xylem that make it possible.  Vocabulary to include:  stoma (stomata), guard cells, hydrogen bonds, cohesion, adhesion, hydrophilic, xylem, transpiration stream, transpiration pull, and more!!
2.  Be able to describe the structure of xylem that allows it to withstand pressure and why transpiration through it must be passive.
3. Outline the process of active transport of minerals in roots and how it leads to osmosis.  Describe the role of fungi and mass flow in assisting with the movement of ions to and into roots.
4. Distinguish between symplastic and apoplastic movement of water from root hairs into xylem.
5. Describe adaptations for water conservation in plants, including xerophytes and halophytes.  Give examples of each.  Include C4 physiology.
6. Be able to draw and identify xylem vessels in sections of stems.  Draw pictures like Figures 14 and 16 and study figure 15 (p. 411)
7. Models of water transport done in class:  capillary tubes and filter paper (paper towel)  (Can you design a good porous pot demonstration?  Do it for extra credit.)  Describe what happens with each and any limitations you notice.
8. Describe how a potometer measures transpiration.
9. Describe how you would design an experiment with a potometer to measure the effect of temperature, humidity, surface area of leaf, or wind on transpiration.

DNA Fingerprinting Lab due Tuesday 5/10

Hard-copy of this:

1. Answer questions on back of hand-out
2. Beautiful complete data table!! With your distance measurement and estimated base pair amounts from your graph.
3. Make a HindIII ladder graph with labels, units, title, etc

Court Testimony: turned in through turnitin.com (see question on lab hand-out, p. 1)

4. Summarize the technique you followed as if speaking to an uninformed jury
5. Describe the evidence you have for who did it.  Be specific.
6. Discuss errors and uncertainty.
7. How certain are you of the results?

You will use these known lengths of the DNA fragments for the ladder graph made on semi-log paper to predict the lengths of the DNA fragments of the suspects and crime scene.

Band #            DNA Size (base pairs)
1                               23,130
2                                 9,416
3                                 6,557
4                                 4361
5                                 2322
6                                 2027