Quarter Blog Project

There is a plethora of amazing, intriguing and outrageous news out there related to Biology. Most of it is even more exciting that what Mrs. Heitz will wow you with in class (hard to believe I know!). Our project will entail unearthing, interpreting and enlightening each other with this science news via posts on our blog. A word of caution however, before you know it you will be posting and commenting your way into some exciting discourse!

Here is how it works in detail

  • 30 points per Quarter.
  • Points can be obtained by any combination of posts & comments as long as there is a minimum of 1 post!
  • 5 pts per well-written comment.
  • 10 pts per well-written post.
  • No more than 1 post per week and 2 comments per day will be counted (this protects me from your procrastination)!
  • You can check the progress of your blog grade during the quarter with me.
  • You can receive 2 extra credit pts on each post if you send me the URL link to a COPYRIGHT free image to post with it, go to Wikimedia to find one!

10 steps to a 10-point post

  1. Find and read an article about a topic of interest in biology news (use the super sites provided to you by Mrs. Heitz to assure they are credible sources!).
  2. Create a catchy, original title that will grab your reader’s attention.
  3. Talk to us (the world) about your topic: why did you choose to read & write about it, how does it make you feel, what does it mean, why should we care about it? Just talk to us about it and be passionate!
  4. Include a hyperlink to the original article you read so others can read it!
  5. Include other hyperlinks to websites with more information regarding the topic you are discussing. Your readers must read about your topic to write well-written comments, so make it easier by providing links.
  6. No one likes dead ends…so ask your readers at least 2 science-based questions to encourage comments to your post.
  7. Long posts should be broken into multiple paragraphs. Don’t make a post too long or the reader will lose interest.
  8. Have someone review your post before sending it – you peers are great for this!
  9. Always check your spelling & grammar!
  10. Be sure to follow the rules in our Blog & Wiki Warranty – most importantly, don’t plagiarize!

Adapted from Miss Baker’s “Top Ten Ways to Write a Good Blog Post." http://missbakersbiologyclass.com/blog/?p=119

5 steps to a 5-point comment

  1. Read the article that the post is describing.
  2. Give your opinion on the post/topic AND explain why.
  3. Elaborate on & add new information that is related to the post. Be sure you link your sources when you add new info.
  4. Make your comment educated and well thought out. Your comment should continue the conversation that was started on the post!
  5. Check to make sure your comment does not contain the same information as someone else's comment?

Science News Sites



Check out cool science news articles that Mrs. Heitz has found here: http://groups.diigo.com/group/cordova



Phi Lab

The following is what you need to put on your Individual wiki page under the heading "Phi Lab" (remember use Heading 1). The required parts of the lab report should be under the separate headings below (don't use Heading 1 for these!):
1. Focus Question: - type in what our class focus question is (2pts)
2. Hypothesis - type what your original hypothesis is (4pts)
3. Procedure - insert the picture file of our class generated procedure (3pts)
4. Results - insert the picture file of our class generated data table (3pts)
5. Analysis/Conclusion - in a paragraph of complete sentences, think about the experiment & discuss the following: (9pts)
  • Explain what the lab was about (be sure to explain what phi is!)
  • State what the Manipulated Independent and Dependent Responding variables were in this lab.
  • Explain the data, compare the results so the readers can see differences.
  • Explain whether the data supports or rejects the hypothesis.
6. Reflection - in a paragraph of complete sentences, think about the experiment & discuss the following: (9pts)
  • Do you feel the data collected was accurate? Explain why or why not.
  • What did you learn from the experiment? Think about what skills you practiced.
  • What changes would you make if you were to do this experiment again, such as how could you improve the experiment or how could it be taken further?
Note: Title & Headings are correct and spelling & grammar are correct (5pts)


Dichotomous Keys

In learning how to classify organisms it is important to be able to understand and use dichotomous keys. Your task with your team members is to create a dichotomous key of 11 common fish species in Alaska. Follow the steps below to complete the task and receive the 30 pts for each member of your team.
  1. Go to this link to view the fish and learn more about their characteristics.
  2. Open your team page and insert a table of contents below your member names.
  3. Write the title "Alaskan Fish Dichotomous Key" and make sure it is Heading 1.
  4. Below the title, create a hyperlink to the site that your key refers to.
  5. Type your key below the hyperlink.
  6. Save your page and then go through the key to make sure it works!


Cell Analogies

“Life Organizes With Information.” A cell is organized and structured in order to efficiently carry out all the tasks for life! This project will challenge you to make functional analogies between an animal cell and everyday objects. This will enable you to see the cell as a working system despite it’s small size!
Analogy:
A comparison between 2 things that are similar in some respects, but otherwise are different. An analogy is an explanation of something by comparing it point by point with something else!

Procedure: 30 pts
1. Go to the websites here to match the cell structures with the correct functions on the sheet I gave you:
http://upper.usm.k12.wi.us/academics/faculty/rheun/organelle.html
http://www.biologyjunction.com/cell_functions.htm

2. Decide on an analogy theme to use for cell as you compare its structures & functions. Ideas to choose from include a town; a factory; the human body; a computer; a school; a car, etc. On your Individual Wiki page, your title should be: A Cell Is Like A ! Fill in the bank with the idea choose and be sure to make it Heading 1 so it shows in your table of contents.
3. Once you have a theme picked, make analogies of the structures of the cell that fit your theme. Use this format: The mitochondria is like the _ (part of your theme) because: _
4. Be sure to make an analogy that fits the theme you pick for each structure listed. Be creative, but also be logical and make sense!
5. Insert the Cell Labeling Photo using the File button. Below the Cell Labeling, identify each lettered part (A-I).
6. Save your Analogy & Labeling.

Cell Membrane Transport Lab

Notes/Background:
  1. The gelatin "cell" contains a chemical indicator that turns pink when it comes in contact with a base.
  2. Do not allow any ammonia to come into direct contact with the gelatin "cell."
  3. Keep ammonia away from skin and do not inhale its vapors.
  4. Note the color of the gelatin "cell" before placing it onto the filter and every 2 minutes after the "cell" is set up. Record your observations in a data table format and be specific. Include cut cell observations at 10 minutes.

The following is what you need to put on your Teamwiki page under the heading "Cell Membrane Transport Lab" (remember use Heading 1). The required parts of the lab report should be under the separate bold terms below (don't use Heading 1 for these!):
Focus Question: - type in what our class focus question is (2pts)
Materials: type a numbered or bulleted list of materials needed for the lab (2pts)
Procedure - take a picture of your set-up, RENAME it & upload/insert the picture (3pts)
Results - Type in your detailed results (NOTE: tables don't work well!) (4pts)
Analysis/Conclusions - copy & paste the questions below and then answer them OR answer in complete sentences that reflect the question (15pts)
1. Which cell transport process caused the gelatin "cell" to undergo changes without coming in direct contact with the ammonia? Be sure to include what evidence you have that this process occurred.
2. What acts as a selectively permeable membrane in this set up? EXPLAIN why it is selective!
3. Is ammonia an acid, a base or neutral? Support your answer. (HINT: look back at our lab background info carefully)
4. Insert the 3 Red Blood Cell pictures (RBC1, 2 & 3). Under each picture label the solution that the cell is sitting in as hypertonic, hypotonic or isotonic. ALSO, state whether the water moved into the cell, out of the cell or back & forth.

Reflection - in a paragraph of complete sentences, think about the experiment & discuss the following: (9pts)
  • Describe what you did in the lab and why you did it.
  • Explain what you learned from the activity, other than that the cell turned color.
  • How did this lab compare & contrast to the demonstration with the gummy bears? Explain the transport processes involved.

Note: Title & Headings are correct, directions are deleted and spelling & grammar are correct (5pts)


Enzyme Lab

The following is what you need to put on your Individual wiki page under the heading "Enzyme Lab" (remember use Heading 1). The required parts of the lab report should be under the separate bold words below (don't use Heading 1 for these!):
1. Focus Question: - copy & paste our focus questions below: (3pts)
• Will Lactase enzyme break down the disaccharide sugars in cow’s milk into glucose?
• Will Lactase enzyme break down the disaccharide sugars in soy milk into glucose?
• What will be the effect of heating the enzyme on its activity?
2. Hypothesis - type what your original hypothesis was (6 pts)
3. Materials - insert a picture file of your set-up (2pts)
4. Procedure - copy & paste the procedure we used from below (2 pts)
  • Add 10 mL of cow’s milk to 3 different test tubes.
  • Add 5 mL of water to the 1st test tube.
  • Add 5 mL of lactase solution the 2nd test tube.
  • Add 5 mL of heated lactase solution to the 3rd test tube.
  • Stir each tube gently & let them sit for about 2 minutes.
  • Dip a glucose-test strip into each test-tube, remove immediately and read after 30 seconds.
  • Record the amount of glucose present in each tube.
  • Repeat steps #1-7 with soy milk.
5. Results - type in your data in a table with a title and units(4pts)
6. Analysis/Conclusion - in a paragraph of complete sentences, think about the experiment & discuss the following: (9pts)
  • Describe what you did in the lab and why you did it.
  • Explain the data, compare the results so the readers can see differences.
  • Explain whether the data supports or rejects the hypothesis.
7. Reflection - in a paragraph of complete sentences, think about the experiment & discuss the following: (9pts)
  • Do you feel the data collected was accurate? Explain why or why not.
  • What did you learn from the experiment?
  • What changes would you make if you were to do this experiment again, such as how could you improve the experiment or how could it be taken further, what else could you test?

Note: Title & Headings are correct and spelling & grammar are correct (5pts)

Blood Typing Lab

On your Individual wiki page create a title "Blood Typing Lab" in Heading 1 under your Genetics with a smile.

My Blood Type (type this in bold)
Upload the picture of your Eldoncard here and below the picture copy & paste the information below under the picture and fill in the missing info.
My Blood Type =
My Possible Genotypes =
Antigens present on my Red Blood Cell’s =
Antibodies in my plasma =
I can donate to these types =
I can receive blood from these types =

Blood Typing Questions (type this in bold)
Copy & Paste the questions below under your heading & answer them.
1. List ALL the possible blood types for the children of the following parents: (NOTE: remember there are multiple genes) Use Punnett Squares to help!
  • Type O x Type B
  • Type A x Type AB

2. Why can't a person with type A blood receive blood from a person with type AB blood?

3. A wealthy, elderly couple die together in an accident. Soon afterwards, a man shows up to claim their fortune, saying he is their only son who ran away as a boy. Records show the couples blood types were O and AB. The mystery man's blood type is O. Do you think that the fortune is his to claim or not? EXPLAIN with evidence that you obtain via a Punnett Square.

4. Veronica has a baby & accuses Frank as being the father. Frank says he is not the father & that her friend Hank is! The court orders blood types on all four. Veronica's blood type is B, the baby's is A, Frank is AB and Hank is O. From this evidence, what would the court's conclusion be? EXPLAIN with evidence that you obtain via Punnett Squares.

5. As a beginning doctor you are accepting new patients at your clinic. A young couple, expecting their second child, comes to you for prenatal health care with no medical records. You determine the info below. Explain your concerns with Mrs. McBain and her 2nd child. Be complete & thorough in your explanation.
  • Tim McBain (Father) - Blood Type AB+
  • Ruth McBain (Mother) - Blood Type B-
  • Cara McBain (1st Baby) - Blood Type A+

Reflection (type this in bold)
Write a reflection of complete & thoughtful sentences with correct spelling & grammar that summarizes the genetics blood lab. Include what you learned, enjoyed, what you would change, and what questions you still have if any.

Reproduction Review:

Go to this link and complete the puzzle. When you are complete, take a screenshot and save it with your name and then drop box it.
http://www.armoredpenguin.com/crossword/Data/2011.12/2013/20134253.283.html

Ecology Collage Assignment

Your assignment is to demonstrate your understanding of the definitions of the ecology terms below by finding visual representations of each and creating a collage using Comic Life by following the steps below:

1. Find images to represent each of the terms below using the copyright free site Wikimedia.
  • Organism
  • Population
  • Biosphere
  • Community (be sure its an ecological community!)
  • Habitat
  • Ecosystem
  • Biome
  • Abiotic
  • Biotic
  • Niche

2. Open Comic Life and select a page template for your collage.
3. Be sure to include a TITLE somewhere on your page.
4. Drag the images you find (NOT the thumbnails!) to your Comic Life page.
5. Arrange them like a collage.
6. Add labels on the pictures to show which term each represents.
7. Save your collage (to be safe!)
8. Take a screen shot of your collage: Command or Apple, Shift & 4
9. RENAME the picture on your desktop with your first name followed by the word collage, ex: caracollage.
10. Go to your wiki page and create a title under your last entry on your page that says Ecology Collage - be sure it is Heading 1 so it shows up in your table of contents.
11. Then click the image to the left of the TV to upload an image. Select the image from your desktop folder and upload it, then insert it onto your wiki. BE SURE to size it down so it doesn't take up the entire page but is still viewable.

Note: You will be graded on the following criteria: (30 pts)
  • Do you have a different & relevant picture for each term?
  • Is each picture labeled?
  • Is your collage creative & easy to understand?
  • Is your collage different from your classmates?
  • Do you have a title?

Kaibab Deer: A Lesson in Population Ecology

Background: READ Carefully - you will be surprised at this TRUE STORY!
The environment may be altered by forces within the biotic community as well as by relationships between organisms and the physical (abiotic) environment. The carrying capacity of an ecosystem is the max number of organisms that an area can support on a sustained or continuing basis. The population density (number of individuals per unit area) may produce such profound changes in the environment that the environment becomes unsuitable for the continued survival of that species. Humans can also interfere with natural interactions of species with their environments with positive, negative, or neutral effects. This activity will show how these interactions affect a population of deer in Arizona.

In 1905, the deer population on the Kaibab Plateau in Arizona was estimated to be about 4,000 on 300,000 hectares of range. The average carrying capacity of the range was estimated to be about 30,000 deer. On November 28, 1906, President Theodore Roosevelt created the Grand Canyon National Game Preserve to protect what he called the "finest deer herd in America."

Unfortunately, but this time, the Kaibab forest area was severely overgrazed by sheep, cattle, and horses. Most of the tall, perennial grasses had been eliminated in the area. The first step in protecting the deer was to ban all hunting in the area. Then, in 1907, the Forest Service tried to exterminate the natural predators of the deer, killing approximately 800 mountain lions, 20 wolves, 7400 coyotes, and 500 bobcats between 1907 and 1939.

Signs that the deer population was out of control began to appear as early as 1920. The most important sign was severe & rapid deterioration of range grass in abundance and quality. The forest service then reduced the number of livestock grazing permits to allow more grass for the deer. By 1923, however, the deer were reported to be near starvation and the range conditions were described as "deplorable."

A Kaibab Deer Investigation Committee recommended that all livestock not owned by local residents be immediately removed from the range and that the number of deer in the herd be reduced by 50 percent (culling) as quickly as possible. Deer hunting was reopened and during the fall of 1924, about 675 deer were killed. These deer represented only 10 percent of the number that had been born that spring!

Today, the Arizona Game Commission carefully manages the Kaibab area with regulations geared to specific local needs. Hunting permits are issued and predators are protected to keep the deer in balance with their range so that the herd size does not exceed the carrying capacity.

Data: Deer Population of the Kaibab
Year
      • of Deer
1905
4,000
1910
9,000
1915
25,000
1920
65,000
1924
100,000
1925
60,000
1926
40,000
1927
37,000
1928
35,000
1929
30,000
1930
25,000
1931
20,000
1935
18,000
1939
10,000
Assignment Directions:
1. Go to Create-A-Graph and select a line graph.
2. Select the Data tab and input the following:
  • Create an appropriate graph title (what data is the graph going to show)
  • Type "Year" under the X-axis label
  • Type "Deer Population" under the Y-axis label
  • Type your name under the source
  • Under Data Set - change the Items to 14
  • Type the Years under each Item Label
  • Type the Deer Population for each year under the Value
  • Leave the Max/Min alone

3. Select the Preview tab to see your graph. If you want to adjust the Labels or Design you can to change the appearance.
4. Select the Print/Save tab.
5. Click the Download button and change the File Format to JPG in the pop-up box then select download.
6. Open the graph and then PRINT IT.
7. GET A RULER and draw a Horizontal line across the graph to represent the Carrying Capacity for the deer population AND label it. (NOTE: re-read the background above if you don't remember what it is)
8. On the BACK of the graph - put your name and Number and Answer the questions below on the back of the graph. BE SURE to explain your answers if it asks you to!
9. Turn the graph with answered questions into the BIN when you are complete.

Analysis Questions:
1. During 1906 and 1907, which 2 methods did the Forest Service use to protect the Kaibab Deer
2. Were these methods successful? Explain using data from the graph.
3. How many total predators were eliminated from the preserve between 1907 and 1939?
4. Describe the relationship of the herd population size & the carrying capacity of the range in 1915, 1920 & 1924? Explain using NUMBERS from the data chart or graph.
5. Did the Forest Service program appear to be successful between 1905 and 1924. Explain using data from the graph.
6. Why do you suppose the population of deer declined in 1925 despite the elimination of predators?
7. Do you think any changes occurred in the carrying capacity of the range between 1900 and 1940? Describe what you think occurred.
8. Why do you think the deer population size was 4000 in 1900 when the carrying capacity was actually 30,000 deer?
9. If the Forest Service had not interfered (in its well-meaning way) with the deer population, what do you think would have happened to the deer population?
10. List major lessons learned from the Kaibab deer experience.
11. Based on these lessons, suggest what YOU would have done in the following years to manage to deer herds: 1915, 1923 & 1939.
12. What future management plans would you suggest for populations (like the Kaibab deer) around the country?

Human Population & Carrying Capacity

Use the websites below to complete the Google Form. It is easiest if you open the links in a New Window so you can go back & forth between the sites and the form. NOTE: Work hard to get done - you cannot save the form and finish later!

Human Population & Carrying Capacity Sites:
1. http://www.census.gov/main/www/popclock.html
2. http://en.wikipedia.org/wiki/List_of_U.S._states_and_territories_by_population
3. http://www.worldfactsandfigures.com/complete_list.php
4. http://www.bbc.co.uk/news/world-15391515
5. http://howmany.org/environmental_and_social_ills.php