Bio 30 Days – Fall 2010

Cormorant at Dore Lake, SK (Summer 2007)

Cormorant at Dore Lake, SK (Summer 2007)

> Aug. 31 – Tuesday, Day 2

  • Tomorrow:  Homework check: on hypotheses for pH investigation
  • Due Thursday: Blog introduction

> Sept. 1 – Wednesday, Day 3

  • We conducted Investigation 4.1 on Organisms and pH
  • Due Tomorrow: Blog introduction
  • Due Tomorrow: pH Investigation to hand in

> Sept. 2 – Thursday, Day 4

  • Handed in pH investigation/lab (note: the graphing question will be marked out of 6, 3 marks per graph)
  • We did a mini-quiz (pop-quiz) — for your final mark I’ll take your top 75% of mini-quizzes, so I’ll remove a quarter of your lowest-marked quizzes and won’t factor that in to your final mark
  • We took Notes 4.7-4.10
  • Due Tomorrow: Pg 98, questions: 1, 2, 3, 4, and 6
  • For Savannah: please also email me your blog introduction by going to Contact Me on the blog

> Sept. 3 – Friday, Day 5

  • We completed Notes 4.10 and 4.11
  • 24-hour food recall, recalling what we ate the previous day under the following categories: breakfast, lunch, supper & snacks, and comparing it to the recommended servings of food based on Canada’s Food Guide
  • Handed out My Diet handout to record diet for 2 days
  • PINEAPPLE DEMO: students predicted what would happen to a marble that fell in jello with fresh pineapple vs. jello with canned pineapple vs.the control ( jello with no pineapple)
  • Due Tuesday: Record your diet for 2 days and tally up your serving sizes according to the categories in the My Diet handout (and based on Canada’s Food Guide) — Note: prize(s) for student(s) having best diet (remember that the serving sizes differ whether you’re male or female)
  • For Savannah & Morgan: download the My Diet handout from the Biology 30 folder in the Downloads box at the right side of this blog page and print it TWICE. Then record two days of diet data over the long-weekend, they can be any two days (ie. don’t have to be consecutive)

> Sept. 7 – Tuesday, Day 6

  • Homework-checked Diet Data assignment
  • Swapped Canada’s Food Guides with photocopies, handed out “Fast Food Makeovers”
  • Took up Class Diet Data
  • Mini-Quiz #2
  • Reviewed jello demo and took notes on Bromelain, then independent, dependent and control variables
  • Handed out investigation: My Jello doesn’t jiggle, it runs!
  • Students were given rest of class to complete their experimental design to test the pH or concentration of jello tomorrow
  • For Savannah: I realize that you don’t have the rest of the data for the pH and Organism lab, in order to get it you must download it from the blog under the Bio 30 downloads. Then I’d like the graphs to consist of your data only (with the data your missing coming from the data table you downloaded). Then I’d like the downloaded data to be used for answering ALL other questions. So you only use your data for the graph, except for where you’re missing data. Let me know if you have any questions.

> Sept. 8 – Wednesday, Day 1

  • Remember to start claiming your portfolio topics for your reports
  • Game plan: Friday’s class will be a chance to finish up the pineapple experiment and then review for Monday’s unit exam
  • Handed out the “Class Diet Data” graph and the Diet Research assignment on the backside
  • Remainder of class time was given to treat the pineapples under various pHs & Temperatures to test for the runniness of jello for Friday’s class
  • Homework (Due Friday): Class Diet Data graph and Diet Research assignment

> Sept. 9 – Thursday, Day 2

  • Early dismissal day: is there a bio class? No sir/No ma’am!
  • Just remember Homework (Due Friday/ie. tomorrow): Class Diet Data graph and Diet Research assignment

> Sept. 10 – Friday, Day 3

  • Handed in Diet data graph and Diet research assignment
  • Reviewed results for enzyme/jello experiment and groups handed in a group assignment form (don’t worry about this Kyle…)
  • Handed back and discussed Organisms and pH Investigations and Mini-Quizzes 1 & 2
  • Completed Notes 4.12
  • Handed out Reviews for Monday’s Unit Exam
  • NO HOMEWORK, good luck studying!
  • For Kyle: go to the Biology 30 downloads folder and open the folder entitled, “Kyle” — I’ve got notes for you to download there and the review sheet with some added notes at the bottom for you that I mentioned in class

> Sept. 13 – Monday, Day 4

  • Unit Exam 1 – Biochemistry
  • Time was allowed afterward to work on portfolios

> Sept. 14 – Tuesday, Day 5

  • Introduced Voyage through the cell activity where groups will present aspects of the cell, reviewing the content covered in the unit
  • Watched Energy video and filled in blanks
  • Handed out Osmosis and Diffusion are Eggcelent
  • Conducted Egg Activity: weighing & measuring circumference and then put in vinegar
  • Note: I would like to invite you over to my place, 242 Rathgeber avenue (Mrs. T’s old place) after supper TONIGHT night for hot chocolate and slacklining, 7:00 – 8:00 p.m.

> Sept. 15 – Wednesday, Day 6

  • Egg Activity Day 2: weighing & measuring circumference and then put in vinegar again
  • Handed out Cells Alive assignment which will be due for Friday, but I’ll provide more time next class to work on this again in the computer lab

> Sept. 16 – Thursday, Day 1

  • Egg Activity Day 3: weighing & measuring circumference and then discussed and drew a diagram of what was occurring
  • Then put each egg in one of 5 new treatments: distilled water, 20% salt solution, blue tap water, corn syrup, and molasses
  • Worked on Cells Alive assignment in the computer lab
  • Homework: Cells Alive assignment for hand-in

> Sept. 17 – Friday, Day 2

  • Handed in Cells Alive assignment
  • Egg Activity Day 4: weighing & measuring circumference of each egg under one of the 5 treatments
  • Handed back and reviewed Unit Exam 1 – Biochemistry
  • Note: I was wrong about dipeptides… the bonds linking amino acids together are just plain peptide bonds, a dipeptide is just a fancy name for a molecule consisting of only two amino acids joined together by still just one peptide bond
  • No homework

For Morgan, Sarah, Jill & Kelsey – I can give you the Cells Alive assignment on Monday and we can review together what all you’ll need to catch up.

> Sept. 20 – Monday, Day 3

  • Egg Activity Day 5: Final results and discussion, I handed out the table of results with attached questions
  • Egg Activity questions Part A and Part B will be due for Wednesday
  • Note: Cells Alive assignment will also be due Wednesday for those who went to the SRC retreat
  • Diffusion demo with food colouring
  • Handed out and completed The Rate of Diffusion and Osmosis & Tonicity notes
  • Handed out and completed 6 examples of hypotonic, isotonic or hypertonic solutions
  • No homework but remember that the Egg Activity questions and Cells Alive assignment (for SRC peeps) are due for Wednesday

> Sept. 21 – Tuesday, Day 4

  • Tea bag demo
  • Mini-quiz #3
  • Watched video comparing passive vs active transport: LINK
  • Notes/Diagram on the plasma membrane, cytoplasm, extracellular fluid, phospholipid bilayer…
  • Passive vs. Active transport using our bodies
  • Homework: Egg Activity questions and Cells Alive assignment (for SRC peeps)

> Sept. 22 – Wednesday, Day 5

  • Glucose –> ATP crazy running around demo as I throw phosphates at people, becoming ADP
  • Handed out Fill-in-the-blank assignment on Energy – Glycolysis & Cellular Respiration
  • Watched video and completed Fill-in-the-blank assignment
  • Notes: 6 Main points (Take-Home-Messages) for cellular respiration
  • Tomorrow we’ll complete our notes on aerobic vs anaerobic respiration
  • No homework

> Sept. 23 – Thursday, Day 6

  • Reviewed yesterday stuff: ex. why I ran around crazy etc.
  • Notes comparing anaerobic respiration (ex. fermentation) to aerobic respiration (ex. cellular respiration)
  • Notes on Photosynthesis
  • Handed out Fill-in-the-blank assignment on Energy – Photosynthesis
  • Watched video and completed Fill-in-the-blank assignment
  • Compared the two photosynthesis stages: Light reactions to Dark reactions (Calvin-Benson cycle)
  • No homework, we’ll review this stuff tomorrow

> Sept. 24 – Friday, Day 1

  • Filled in 3 important adaptations that leaves have
  • Handed back and reviewed Cells Alive assignment and Eggsperiment lab
  • Add to review sheet: know how to compare prokaryotes to eukaryotes and give a living example of an organism of each type
  • know also how to compare the light to the dark reactions of photosynthesis
  • Good luck studying, no homework!
  • For Kyle: I gave Patrick your returned assignments so that you can use them to study from, you’ll have to get the notes that you missed from the last two classes (ex. aerobic vs anaerobic respiration etc.)

> Sept. 27 – Monday, Day 2

  • Unit Exam 2 – Cell Structure and Function

> Sept. 28 – Oct 4 – Tuesday to Monday, Day 3 – Day 1

  • I don’t have enough time to update this time-frame unfortunately
  • Mrs. Johnson covered for me during much of this period of time
  • Mr. G 2 Mr. G note: For details see Lesson Plans given to Mrs. Johnson

> Oct 5 – Tuesday, Day 2

  • Handed in reproduction planning sheet
  • Handed back How to Build a Human: Episode 1
  • Handed back and reviewed exams
  • Handed back Circulation Assignment
  • Homework checked Human Heart diagram and reviewed sheet questions (hear, lungs, kidneys, and liver)
  • Watched Respiration video <LINK>
  • The test on the Circulation System will be on Thursday

> Oct 6 – Wednesday, Day 3

  • Reviewed human heart diagram
  • Handed out and completed comparison of organisms with no circulatory system, those with an open one, and those with a closed one (backside of handout = visual diagram for organisms with a 2, 3, and 4 chambered heart)
  • Notes on Blood Types
  • Handed out diagram on different blood types with tomorrow’s test review on the backside
  • Study for tomorrow’s test by using the review sheet and answering each question one at a time
  • Tomorrow: Test #1 – Circulatory System

> Oct 7 – Thursday, Day 4

  • Test#1 – Circulatory System
  • Notes on Immune System
  • No homework

> Oct 8 – Friday, Day 5

  • Completed Immune System notes (problems with immune system etc.)
  • Started notes on Heart Donation and Transport
  • Handed out Heart Donation and Transport handout
  • Homework: Question 1 from Heart Donation and Transport handout AND textbook questions #1-6 from page 440

> Oct 12 – Tuesday, Day 6

  • Reviewed assigned questions
  • Handed back reproduction planning sheets for presentations and handed out presentation orders and marking sheets
  • Discussed presentation stuff – presentations will be next week (Thursday and Friday)
  • Immune system test will be Friday
  • Nervous system test will be late week on one of the presentation days likely
  • Notes on platelets
  • Continued notes on Heart Donation and Transplant
  1. Video 1: 30-second heart surgery: LINK
  2. Video 2: Actual human heart beating: LINK
  • Homework: Questions 2-6 from Heart Donation and Transport handout

> Oct 13 – Wednesday, Day 1

  • Finished notes on Heart Donation and Transplant
  • HIV/AIDS true/false quiz
  • Notes on HIV, T-cells & AIDS
  • Handed out article on HIV murder case, on backside is the review for the immune system test
  • Mini-quiz
  • Homework: Study for Friday’s Test #2 – Immune System AND finish all remaining questions from Heart Donation and Transport handout

> Oct 14 – Thursday, Day 2

  • No class due to early dismissal

> Oct 15 – Friday, Day 3

  • Test #2 – Immune System
  • Notes on Nervous System
  • Handout of Neuron diagram & notes
  • Video on Neurons: LINK
  • Handout: Reflex Actions
  • Homework: Part 3 Demonstration of the Pupil Reflex (from Reflex Actions) handout, do part (a), (b) and (c) with a friend or family member

> Oct 18 – Monday, Day 4

  • Notes on three types of neurons
  • Notes on Impulse Transmission
  • Handed out and did Parts A and C of Neuron activity
  • Homework: Questions 1-5 of Part C of Neuron activity (Pg. 463)

> Oct 19 – Tuesday, Day 5

  • Reviewed Immune System tests
  • Notes: Drugs
  • Mini-quiz
  • Reviewed yesterday’s neuron activity Parts C and A
  • Reviewed Reflex Action activity
  • Notes: Motor Neuron Diseases (MNDs)
  • No homework

> Oct 20 – Wednesday, Day 6

  • Finished and reviewed Part B of Neuron activity
  • Handed back neuron
  • Notes on Central Nervous System
  • Completed handout: Complexity of Nervous system in Planaria, Earthworm, and Human
  • Notes on Peripheral Nervous system
  • Drew Review diagram (web) of nervous system on Page 465
  • For your reproduction presentations tomorrow: bring your USBs if you’re doing a powerpoint!

> Oct 21 – Thursday, Day 1

  • Reproduction presentations Day 1
  • Handed out Reproduction Summary sheet which will be due for Monday

> Oct 22 – Friday, Day 2

  • Reproduction presentations Day 2
  • Homework: Reproduction Summary sheets due for Monday, remember that the nervous system test will be on Tuesday

> Oct 25 – Monday, Day 3

  • Handed in Reproduction Summary sheets & Student-2-Student presentation evaluations
  • Finishing up Reproduction presentations: Nicole’s presentation
  • Started review of neurons via review diagram pg 465 (just in-class review, no review handout)
  • Also considered brain left-right dominance by comparing the thumb-on-top test (right thumb on top suggesting left-brain dominance and vice versa) vs. that demonstrated in the video: LINK (girl turning clockwise suggests right-brain dominance, see also this LINK which we played muted)
  • Notes comparing Parasaympathetic vs Sympathetic division of PNS
  • Nervous system test is tomorrow!!

> Oct 26 – Tuesday, Day 4

  • Test #3 – Nervous system
  • We read paragraphs 1 & 2 in textbook about it (Pg. 469-470)
  • Notes: Hormones are Chemical Messengers
  • Diagram & Notes: Signals and Receptors
  • BBC documentary video (How to Build a Human: The Secret of Sex, time: 26:03-33:52, ie. ~8 minutes)
  • No homework

> Oct 27 – Wednesday, Day 5

  • Notes: Testosterone and Cardiovascular fitness
  • Fill-in-the-blanks handout on different endocrine glands and the hormones that they secrete
  • Handout on Melatonin
  • Began notes based on Insulin and Diabetes (Read paragraphs 1 & 2 on Page 470 under the heading Several Hormones Act Together to Control Blood Glucose Levels)
  • Homework: Read section 17.9 and answer Concept Review Questions on Page 477 #1-6

> Oct 28 – Thursday, Day 6

  • Handed back and reviewed Nervous System test
  • Random notes from student questions: Uvula and Rapid-Eye Movement
  • Reviewed assigned questions and section 17.9, Hypothalamus and Pituitary figure in text as well as Thyroxine feedback loop in thyroid gland
  • Showed backside of Melatonin handout which shows a quick review of hormones that are secreted from various endocrine glands
  • Finished notes on Insulin and Diabetes
  • Started Reproduction section (We read section 6.1 from Page 135-136) and began notes
  • Homework: Read section 6.2 (Pg 136-137) and answer questions 1-4 on Page 138

> Oct 29 – Friday, Day 1

  • Reviewed assigned questions
  • Handout on Reproduction, Types of Reproduction, External and Internal Fertilization, Human Male Reproductive System, & Human Female Reproductive System
  • As we went over the notes (We finished up until the Human Male Reproductive System) I showed some videos/pictures:
  1. Binary Fission: LINK
  2. Budding (ex. Hydra): LINK
  3. Regeneration (ex. starfish): LINK
  4. Conditions for fertilization – Example of estrous cycle in cat (cats in heat): LINK
  5. External fertilization (this shows the female releasing the eggs outside her body before the male ejaculates on them): LINK
  6. Internal fertilization (earthworm) – earthworm clitellum: LINK, earthworm reproduction: LINK
  • Handout on earthworms with some discussion
  • Homework: Page 143: #1-6

> Nov 1 – Monday, Day 2

  • Reviewed assigned questions
  • Handed out male reproductive system( with female on backside) & filled in parts
  • Read analogous section in text (Section 6.6 until “from the tubules in the testis to the collecting duct.”)
  • Filled in parts to female reproductive system
  • Read part of section 6.7 (until “the hormone interactions in females often are more complex”)
  • Handed out dual-sided handout on menstruation
  • Handed out birth control handout
  • Homework:
  1. Read remainder of section 6.7 (until 6.8) and try to “make sense” of dual-sided menstruation handout I gave you
  2. Read Birth Control portion on page 149
  3. Concept Review Questions #1-4 on page 152

> Nov 2 – Tuesday, Day 3

  • Handed back reproduction summaries and copy of everyone’s summary (though Kyle’s is too hard to read)
  • Finished definitions on male/female reproductive parts
  • Mini-quiz on Menstruation
  • Menstrual cycle reviewing via overhead etc.
  • Homework:
  1. Answer three questions for each person’s reproduction summary (except your own and Kyle’s), 1. What is the topic about?, 2. What are any ethical issues involved (if there are any…) and what is your opinion on them?, 3. Why is it important to know about this issue?
  2. Read sections 7.4 – 7.6 in text (including the Progress in Prenatal Diagnosis page), therefore Pgs 165-170
  3. Answer Concept Review questions 1-5 on Pg 170
  4. Do questions #1-3 on backside of notes package (these are also closed air column questions)

> Nov 3 – Wednesday, Day 4

  • Handed back yesterday’s mini-quizzes
  • Handed in Reproduction summary homework
  • Reviewed menstruation
  • Reviewed yesterday’s assigned questions
  • Handed out diagram entitled, “Fig 8. 15 – The first month of human development
  • Read “Human development”, backside of menstruation notes that I handed out on Monday
  • Handed out and read info package on the 3 trimesters of pregnancy
  • Handed out and read package on Giving Birth
  • Watched childbirth (7:07 minutes): Quicktime LINK, Real video LINK
  • No Homework
  • For those who were missing:
  1. Mrs. J will be in for me the next two days, hand in your reproduction summaries to her
  2. Ask her for yesterday’s handouts (read through them) and the mini-quiz that I handed out

> Nov 4 – Thursday, Day 5 – Mrs. Johnson sub day

  • Pig Dissection day 1

> Nov 5 – Friday, Day 6 – Mrs. Johnson sub day

  • Pig Dissection day 2

> Nov 8 – Monday, Day 1

  • Pig Dissection day 3
  • Handed out Amniote Egg Colouring handout
  • Homework: Complete the questions and colouring of the diagrams on the backside of the Amniote Egg Colouring handout

> Nov 9 – Tuesday, Day 2

  • Handed back reproduction presentation marks, student-2-student evaluations, and summaries
  • Pig dissection questions will be due for Tuesday
  • Reviewed Amniote egg-colouring assignment
  • Powerpoint presentation on amniotes, step-by-step development of chick embryo
  • Categorized birth control methods from handout as Barrier vs. Hormonal vs. Surgical
  • Handout on stem cells
  • Handed out review
  • Endocrine and Reproductive systems test for tomorrow

> Nov 10 – Wednesday, Day 3

  • Endocrine and Reproductive systems test

> Nov 15 – Monday, Day 4

  • Handed out Notes 4.12 (our notes from unit 1), adding the heading: Unit 4 – Genetics
  • Next time:
  1. here review the parts of DNA, comparing DNA to RNA, introducing Watson & Crick (& the statement at the pub etc.
  2. Hand out chromosme to DNA diagram, noting that DNA is polar (get them to add negative charges to the phosphate groups on the backside diagram)
  3. Hand out pbs online worksheet and assign page 1 (questions 1-8), noting answer to question 5
  • Reviewed a plant cell diagram on the board, including cell wall, plasma membrane (noting phospholipid bilayer and its hydrophilic heads and hydrophobic tails), nucleus (where the DNA is found), mitochondria for cell respiration (Glucose –> ATP), chloroplast for photosynthesis (making glucose), adding new material of nuclear membrane, membrane surrounding mitochondria & chloroplasts (and that they both also contain DNA)
  1. Question: If we want to access the DNA from a plant cell, what layers do we have to break? Answer: 1. The cell wall, 2. The plasma membrane, 3. the nuclear membrane/mitochondrial membrane/chloroplast membrane
  • Handed out Pea DNA extraction lab (& accompanying question sheet: How well do you understand this lab?, separated  by table partners
  • Next time:
  1. Have some of the pea soup filtered already (enough for them to add) and then just demo what I did [ie. adding the salt (get them to write down that I added this), blending the split peas (noting that this cuts up the cell wall), filtering them out (noting that cells are tiny enough to get through the pores of the filter paper, our proof: that the liquid is greeen at the bottom signifying that chloroplasts are in there and assuming that the plasma membrane wasn’t broken up)]
  2. Make sure they don’t invert there tubes! Just use a stir stick to mix them!, add that as a material!
  • Completed lab, leaving labelled groups’ DNA at back of room
  • Homework: Pig lab dissection, page 1 of pbs internet assignment, oofta!

> Nov 16 – Tuesday, Day 5

  • Handed in pig dissection labs (next time: give a quiz/test on them)
  • Reviewed page 1 of pbs internet assignment
  • Reviewed yesterday’s Pea DNA lab (I provided the resources and most answers for #1-6 of How well do you understand this lab? question sheet
  • Notes (Review): DNA vs. RNA
  • Notes: Three types of RNA
  • Notes & pic: Watson & Crick Model of DNA
  • Handed out DNA model lab and read a portion of intro section
  • HOMEWORK for FRIDAY:
  1. Remainder of pbs internet assignment
  2. Pea DNA lab questions (both sides)

> Nov 17 – Wednesday, Day 6

  • Completed DNA model lab and reviewed in class
  • Handed out Transcription & Translation Notes Package
  • Handed out Transcription & Translation GAME analogy package
  • Watched Youtube video on Transcription: LINK
  • Homework (FRIDAY):
  1. Remainder of pbs internet assignment
  2. pea DNA lab questions (both sides)

> Nov 18 – Thursday, Day 1

  • No class
  • Note: Check out the new section of the blog called “Class questions” where I’ll post answers to various class questions

> Nov 19 – Friday, Day 2

  • Handed in pea DNA lab questions
  • Homework-checked & reviewed pbs internet assignment
  • Played transcription video again: LINK
  • Did questions #1-3 of sheet together (assigned #4 & #5)
  • Filled in translation video: LINK
  • Did questions 1-8 of sheet together (omitting question 6 & 7, note 2 me: next time keep 7)
  • Assigned questions 1-11 on backside of this sheets package
  • Referred to handout entitled Genomics Analogy Model for Educators (G.A.M.E. package) and assigned package
  • Homework:
  1. Complete questions #4 & #5 of Transcription questions
  2. Complete questions #1-11 of DNA & RNA QUESTIONS sheets on backside of same package handout
  3. Complete whole package of handouts called Genomics Analogy Model for Educators (G.A.M.E. package)

> Nov 22 – Monday, Day 22

  • Reviewed assigned questions (Transcription questions #4 & #5 — we pretended 3 didn’t exist, then #1-11 on DNA, RNA & Proteins sheet of same package, then G.A.M.E. package)
  • Mini-quiz on based on G.A.M.E. package’s analogy of transcription and translation
  • Handed back and reviewed pea DNA lab
  • Handed out protein assignment & circled the proteins that we’re familiar with so far
  • Handed out beef insulin assignment
  • Homework:
  1. Beef insulin assignment #4 table

> Nov 23 – Tuesday, Day 4

  • Reviewed assigned homework
  • Handed back and reviewed Endocrine/Reproductive system test
  • Handed out the Cell Cycle package called Continuity in Cells and we added to this diagram as we read parts from section 5.9 in text on Page 125-126
  • Homework:
  1. Complete the remainder of the Beef insulin assignment with the help of the mRNA to protein table on Page 189 (OMIT question #1)
  2. Finish reading section 5.9, as well as reading 5.10 and 5.11 (use your notes package of this section to help you remember the most important elements)
  3. Answer concept review questions 1-6 on Page 131
  • Expect a mini-quiz tomorrow based on mitosis (section 5.10, see your notes of the same to help you out)

> Nov 24 – Wednesday, Day 5: Short class because of chem exam

  • Those not writing the chem exam went to the computer lab to work on their biology portfolios
  • In the last 15 minutes of class we:
  • Reviewed the Beef insulin assignment
  • Had a mini-quiz (questions included below) and corrected it
  1. What makes a cell divide?
  2. Finish the sentence: At the beginning of mitosis you have a parent cell that has two copies of every chromosome. At the end of mitosis you have…
  3. Name one of the four stages of mitosis
  4. What is cytokinesis?
  5. During which phase of the cell cycle does DNA replicate/duplicate/get copied?
  • Homework:
  1. Work on your biology portfolios as they are due on Friday, December 10

> Nov 25 – Thursday, Day 6

  • No class due to career day

> Nov 26 – Friday

  • No class due to Professional Development

> Nov 29 – Monday, Day 1

  • Handed back both mini-quizzes
  • Reviewed CR questions 1-6 (from text page 131)
  • Handout of a human male karyotype AND handout of mitosis simulation
  1. Questions: 1. What is this? (A: A profile of human male and his 46 chromosomes), 2. What do you notice about each chromosome’s size? (certain pairs have the same size while other pairs are of different size), 3. Why are they paired up? (A: one from mom, one from dad)
  2. Introduced terms on handout 1: karyotype, sex chromosomes, autosomal chromosomes, homologous chromosomes, centromere
  3. Introduced terms on handout 2: parent cell, daughter cell (already in), centromere, chromatid
  • Showed quick stick-diagram of replication (occurs at S phase of interphase) of each member of a pair of homologous chromosomes
  • Made bead simulation on our desks while following my youtube video: LINK (note: yellow = from mom, red = from dad)
  • Mitosis questions handout
  • Homework:
  1. All questions on mitosis handout
  2. Watch video link (see link above)

> Nov 30 – Tuesday, Day 2

  • Reviewed mitosis handout homework
  • My video of mitosis: LINK
  • Video song of mitosis: LINK
  • Handed out and went over Meiosis sheet:
  1. My video of Meiosis part 1: LINK
  2. My video of Meiosis part 2: LINK
  • Backside shows how gamete formation differs between males and females (better in text: Pg 144)
  • Homework:
  1. Watch both Meiosis videos above
  2. Write down a comparison between mitosis and meiosis for tomorrow

> Dec 1 – Wednesday, Day 3

  • We’ll review yesterday’s homework during tomorrow’s review class, went right away into the lab to work on:
  • Handout: Genetics Engineering PLATO assignment (Run-time ~35 mins for slides 1-38)
  • Homework:
  1. Finish Genetics Engineering PLATO assignment

> Dec 2 – Thursday, Day 4

  • Reviewed some questions from Genetics Engineering PLATO assignment
  • Compared mitosis to meiosis in a Venn diagram
  • Handed out review and gave rest of time to review
  • Genetics test 1 tomorrow

> Dec 3 – Friday, Day 5

  • Genetics Exam 1

> Dec 6 – Monday, Day 6 – Note 2 me: the timing for showing the BBC doc below is really good, keep it there for next time through

  • Sickle Cell Anemia assignment (leave ~50 minutes or a touch more to watch video below)
  • BBC documentary video (How to Build a Human: The Predictor, time: ~50 minutes)
  • Homework:
  1. Finish Sickle Cell Anemia assignment

> Dec 7-8 – Tuesday-Wednesday, Day 1 & 2

  • Reviewed Sickle Cell Anemia assignment
  • Normal Blood Cells: LINK
  • Sickle Cell Anemia blood: LINK
  • Sickle Cell Anemia notes
  • Gene vs Chromosomal mutation
  • Handout: Chromosomal mutation
  • Short tv video on chromosomal mutation (not quite non-disjunction)
  • Additional notes on non-disjunction
  1. Klinefelter’s syndrome: LINK
  2. Turner syndrome: LINK
  • Notes: gene-mapping
  • Handout: Inherited human traits & did some of the activity – due for Monday
  • Terminology handout and discussion

> Dec 9 – Thursday, Day 3

  • Discussed portfolios
  • Reviewed terminology from yesterday
  • Discussed Inherited human traits assignment and noted the various traits that are not simple Mendelian traits (due next Monday!)
  • Handout and reading on tongue rolling
  • Notes: Environmental triggers of genes
  • BBC documentary video (How to Build a Human: The Secret of Sex, time: ~10 minutes, the section on Jan the female who was genetically male having XY)
  • Handout on Mendel and discussed textbook Page 179
  • Homework:
  1. Biology Portfolios due tomorrow

> Dec 10 – Friday, Day 4

  • Handed in biology portfolios
  • Reviewed Mendel’s experiments
  • Reviewed terminology: added Pure-breeds in terminology sheet
  • Completed Monohybrid crosses 1-4
  • Homework:
  1. Assigned Monohybrid crosses 5-10 for homework
  2. Inherited Human Traits assignment

> Dec 13 – Monday, Day 5

  • Handed in Inherited Human Traits assignment
  • Reviewed assigned questions
  • Handed back pig labs
  • Handed back and reviewed Genetics Exam 1 (whole test) for remainder of exam
  • Homework:
  1. Read textbook sections 8.3 & 8.4 (Pgs 180-183)
  2. Complete Concept Review questions 1-6

> Dec 14 – Tuesday, Day 6

  • Question: What is the airspeed velocity of an unladen swallow?
  • Answer: LINK
  • Handout on incomplete dominance, linkage, sex determination, multiple alleles, and the future of genetics (added note by Exceptions to Mendel’s Laws where Mendel’s Laws suggest that each trait can have two versions (alleles), the dominant and the recessive version. If we have at least one dominant allele, you’ll express the dominant trait, if you have only recessive alleles, you’ll express the recessive trait
  • Read about incomplete dominance & example #1 (from handout named Pam)
  • Read about linkage and sex determination & sex-linked example #5 (from Pam)
  • Read about multiple alleles # blood-type example #2 (from Pam)
  • Note what a carrier is; only females can be carriers –> see question #7
  • Homework:
  1. Read textbook sections 8.3 & 8.4 (Pgs 180-183)
  2. Complete Concept Review questions 1-6
  3. Questions from Pam: #3, 4, 6, 7, and 8

> Dec 15 – Wednesday, Day 1 – Snow day, so majority of students were missing

  • Reviewed assigned questions
  • Handed out Mini-quiz (for take home)
  • Handout and reading on Genetics Screening (note: Predictive testing)
  • And backside: read Human Genetic Diseases
  • (Next time: handout on video and then watch video?)

> Dec 16 – Thursday, Day 2

  • Handed back Inherited Human Traits assignment
  • Added definition to terminology sheet: Carrier – an organism that carries a recessive allele whose effect is trumped by a dominant allele. A carrier will not express the trait but can pass it on to offspring
  • Did dihybrid cross examples 1 & 2 and some of 3 (note – FOIL method: First, Outside, Inside, Last to determine all possible types of gametes that a parent can give to its offspring)
  • Homework:
  1. Complete dihybrid crosses #3 & #5 for homework

> Dec 17 – Friday, Day 3

  • Reviewed assigned questions
  • Did question #9 from Sex Linkage, Multiple Alleles & Incomplete Dominance Problems (on Pam!)
  • Handed out Supplementary Genetics Problems for homework
  • Handout: Purebred Dogs and Genetics – Are We Breeding Misfits/Why is hemophilia called “The Royal Disease”
  • Genetic Facts and Fallacies quiz (for fun)
  • Genetics & Reproduction video handout and watched a portion of the video
  • Homework:
  1. Questions 4, 7, 16 & 23 from Supplementary Genetics Problems
  2. Read Purebred Dogs and Genetics – Are We Breeding Misfits/Why is hemophilia called “The Royal Disease”

> Dec 20 – Monday, Day 4

  • Completed Genetics & Reproduction video handout and reviewed answers together
  • Notes: Embryo Selection, Designer Babies
  • Handed out reviews
  • Homework:
  1. Hand in reviews for homework check mark
  2. **** If you get this in time: I just realized our list of different chromosomal mutations is not on the review, learn what each chromosomal mutation is as well!****

> Dec 21 – Tuesday, Day 5

  • Handed in reviews for a homework check
  • Genetics Exam 2
  • No homework

> Dec 22 – Wednesday, Day 6

  • No class: classes dismissed @2:00pm following banquet

> Jan 5 – Wednesday, Day 1

  • What is the most powerful/influential thing in the world?
  • An idea? –> examples… one of them being Evolution
  • Slides on Natural Selection: LINK (starts on slide 12)
  • Notes: Lamarck’s theory, Darwins theory of natural selection
  • Homework:
  1. Find 5 different definitions of evolution (one can be your own) and write each down for tomorrow’s class

> Jan 6 – Thursday, Day 2

  • Examined different definitions of evolution (pinpointing the misconception about it relating to progress or an increase in complexity, ex. hydra)
  • Provided a definition for us to use as a class
  • Notes: Natural Selection, Species, Survival of the Fittest (misses concept of heritability)
  • Reading: Text section 9.5 (Pg. 224-226)
  • Notes: How do we get variation in a population/individual?
  • Homework:
  1. Questions 2-4 from Pg. 226

> Jan 7 – Friday, Day 3

  • Reviewed homework
  • Notes: Darwin Awards
  1. Darwin Awards video: LINK
  • Mini-quiz
  • Evolution spiel
  • Watched video: Elements of Biological Evolution (from Discovery Streaming) noting points of learning that occur during the video
  • Did Video Quiz at end just orally
  • Discussion about learning points, things you learned/ found that were interesting
  • Handed out Evidence for Evolution WebQuest and briefly discussed what we’ll do Monday
  • No homework

Evidence for Evolution WebQuest

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Anatomists
Evidence Supporting Biological Evolution (see “Common Structures”)
Comparative Anatomy (see “Comparative Anatomy”)
Fossils Can Show How Certain Features Evolved
It’s a Bird, It’s a Dinosaur?

How does comparative anatomy support the modern theory of evolution?

Molecular Biologists
Evolution Makes Sense of Homologies
Axing the Family Tree
Evidence of Evolution
Chemical Clues to Darwin’s Abominable Mystery
Salvaged DNA Leads to Neanderthals’ Mystique

Chickens, relatives of the mighty Tyrannosaurus

Paleontologists
Fossils Can Show How Certain Features Evolved
Transitional Vertebrate Fossils FAQ
Shaking the Family Tree
Evolution Makes Sense of Homologies
The Nature of Fossils
Dating Fossils
Getting into the Fossil Record

> Jan 10 – Monday, Day 4

  • Randomly picked groups & roles (4 different groups of three people, each person being an anatomist, paleontologist, or molecular biologist)
  • 30 minutes in computer lab:
  1. Jot (Jot notes! So that it’s easier to write down afterward on big sheets!)down 4-5 evidences for evolution within your specialty (I want quality of quantity)
  2. Print off one diagram that you can use to explain
  • 15 minutes in class to synthesize/summarize information on big sheets
  • 10 minutes to present information as a group
  • Discussed rewrite tests
  • Handout: Comparative Embryology – The Vertebrate Body
  • Homework:
  1. Complete Comparative Embryology – The Vertebrate Body handout

> Jan 11 – Tuesday, Day 5

  • Lance & Patrick was the final group to present their evidence for evolution presentation
  • Homework checked Comparative Embryology – The Vertebrate Body handout
  • Notes & Powerpoint: Evidence of Evolution
  1. Fossil Record Evidence, speciation: gradualism model vs. punctuated equilibrium model (Pg. 235), transitional fossil example: Archeopteryx
  2. Comparative Anatomy: Homologous structures, Vestigial structures, Analogous structures
  3. Comparative Embryology
  • Handout on Comparative Biochemistry
  • Homework:
  1. Read handout on Comparative Biochemistry
  2. Read Section 9.6 of text (Pgs 226-228)
  3. CR question #1 from Pg. 238

> Jan 12 – Wednesday, Day 6 – Mrs. Juanita Brown visited our class today!

  • Reviewed assigned question
  • Handed back & reviewed mini-quizzes
  • Continued Notes & Powerpoint: Evidence of Evolution
  1. (really point 4 etc.) Comparative biochemistry
  2. Continental drift
  3. Climatic changes in Earth’s history
  • Handout & Reading: Nature of Science
  • Handout & Reading: Viewpoints on Evolution
  • Began watching video: Unlocking the Mystery of Life – The Scientific Case for Intelligent Design (allow time for: 0:00-11:25; Total program = 65:22)
  • No homework

> Jan 13 – Thursday, Day 1 – Staff meeting so Early Dismissal

  • No class due to early dismissal

> Jan 14 – Friday, Day 2

Finished watching video: Unlocking the Mystery of Life – The Scientific Case for Intelligent Design (allow time for: 8:34-65:22)

  • Notes: Misconception of Evolution: that Evolution is random
  1. Variations are random – ex. mutations & genetic recombination events are random)
  2. Natural selection, however, is not random – it selects those organisms that are best adapted for survival & reproduction for survival & reproduction (similar to how we select for traits in artificial selection, ex. dog breeding, only in such a case we select for desirable traits which are not always the most “fit” traits)
  • No homework

> Jan 17 – Monday, Day 3

  • Handout & Notes: Viewpoints on the Origin of Life, Population Genetics, Hardy-Weinberg Principle, Speciation, Premating & Postmating barriers
  • Video about Ligers: LINK
  • Homework:
  1. Read section 9.9 (Pg. 235) and answer CR questions #2-5

> Jan 18 – Tuesday, Day 4

  • Reviewed assigned questions
  • Reviewed material from yesterday (Ex. premating barriers among Western vs Eastern Meadowlarks)
  • Handout: Human Evolution
  1. Assignment = summarize Human Evolution article for hand in
  • No Homework

> Jan 19 – Wednesday, Day 5

  • The Bio 30 Xtranormal video: LINK
  • Handed out Evolution Reviews
  • Homework:
  1. Hand in your answers to the reviews

> Jan 20 – Thursday, Day 6

  • Handed in Evolution Reviews
  • Unit 5 Exam: Evolution

> Jan 21 – Friday, Day 1 – Last day of biology before exams

  • Showed link on my blog to Prototype Exams & briefly looked at the intro to one
  • Handed back and reviewed Evolution exams
  • Handed out class marks and collected all unit tests & stapled them together
  • Decided on a time do to rewrites
  • Went over Hardy-Weinberg Equilibrium calculations
  • Reviewed for biology quizzing-style — well we mostly just did fun questions 🙂

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