Website for the active class for 13/14: Quarks and Quirks Biology
Here’s the updated (8/13) version of my high school biology curriculum. I taught a version of this course in 2009/2010 to my older son, then 12, and his 13-year-old friend, and this year, I’ll bring it to my younger son, now 12, and his buddy. Throughout the year, I’ll develop question sets for some of the Campbell chapters that will emphasize what I wanted my students to learn. I’ll be rewriting tests, to which I’ll also provide links. We met for two to three hours a week, splitting our time between labs, review of end of chapter questions, and a bit of lecture on topics from the chapter, a step designed to foster note taking skills.
Biology is a huge, complex area of study. I’ve chosen a primary text (Exploring the Way Life Works) because it takes that complexity and organizes it into themes. I’ve complemented and supplemented that material with the Campbell book and numerous video links. This course is heavy in cellular biology, genetics, mammalian anatomy (with a bit of comparative anatomy), and evolution. It contains little invertebrate biology, botany, and ecology, not because those aren’t important but because there just wasn’t time. They are, to some extent, woven into other topics, but they don’t receive weeks of their own.
This is not intended to be a course heavy in massive memorization but rather a class to introduce the fundamentals of biology in a way that stresses comprehension of the themes of life. While we cover some challenging topics for a first-year (as opposed to AP level) biology course, such as cellular respiration and types of enzymes, memorization of molecular details and equations is never the goal. Deeper understanding of how life works is the focus, as is an ability to read science and understand what one is reading. If you have questions, I’m glad to answer them. Please report all broken links or errors to sdamacleod at sbcglobal dot com.
Blog Posts Specific to This Class:
- Exploring the Way Life Works: Chapter 1
- Campbell, Concepts and Connections: (Sections 1.7 and 1.8 )
- Cells Alive Take time with “How Big is a…?
- Powers of 10 and Negative Powers of 10 (if needed)
- Studying Cells Tutorial: Review the way different microscopes work, noting the size of particles and organisms best viewed by each instrument.
- Microscope Tutorial (Virtual Urchin) Read the notes at the bottom of the tutorial (concepts, misconceptions, and history)
- Powers of 10 How small is small? How big is big?
- Cell Size and Scale (Learn. Genetics)
- Bring in something to view under the microscope
- Print and read through the lab below, Microscope Lab. Bring it to class.
- Introduction to taking note, biology, and lab reports
- Microscope Introduction (Biology Junction)
- Controls and Variables (Biology Corner)
Topics: Microscope use, independent variable, dependent variable, controls, experiment design, hypothesis, scientific method
Materials: Microscope (4x, 10x, 40x. No oil immersion lens/100x needed), microscope slides, cover slips, pipettes, transparent ruler with millimeter markings, cork, razor blade or microtome to cut cork
- Exploring the Way Life Works, Ch. 2, Sections 1-7
- Campbell: Chapter 4 (A Tour of the Cell) This is optional but would be a fine way to understand the parts of the cell and their functions. Pick away at it over a few weeks, if you’d like.
- Cells Alive Cell Models (look at animal and plant cells, noticing the differences)
- Fractal Patterns in Trees and Forests
- Answer the questions at the end of Chapter 1 in “Exploring the Way Life Works”. Answers should be in complete sentences and typed.
- Complete the Inside a Cell handout carefully.
- Submit all of your microscope lab, including the answers to any questions not finished in class.
- Review your notes from the previous week.
Topics: Parts of the cell, cells size, surface area to volume ratio, DNA, patterns in living things
Materials: Microscope, slides, cover slips, toothpicks, pipettes, iodine
- Campbell: Passive transport (5.14), facilitated diffusion (pg. 5.15), Osmosis (5.16), Water balance (5.17) and Active transport (5.18). Also Osmoregularion (25.4)
- Exploring the Way Life Works, Chapter 2, sections 1 -7 (review if needed – no new material here)
- The Andromeda Strain (Michael Crichton), selection (from Biology Inquiry, pg 70) Think about this question: What do you think the point Leavitt is trying to make?
- Start working on the questions at the end of Chapter 2 — they’re due week 5!
- Continue to study the parts of the cell and their functions.
- Create your own model of either a plant or animal cell, either 2D or 3D, in whatever medium you like. Include a key. Be complete, and be ready to explain the function of every part of your cell model. DUE: WEEK 5
- Investigating Osmosis in Plant Cells (Biology Inquiry, pg 88)
- Discuss The Andromeda Strain selection
Topics: Cellular structure, osmosis, diffusion, active transport, passive transport, water’s importance in life, hypertonic, hypotonic, isotonic, semipermeable membrane
Materials: Elodea leaves (waterweeds, found at pet stores and aquarium shops or online) or purple onion, salt, distilled water, microscope, slides, cover slips, scale (weighs to the gram), graduated cylinder, pipettes or eye dropper
Readings: Exploring the Way Life Works — finish Chapter 2
- Diffusion and Osmosis (Biology Corner) Study this site — the bottom example defines and explains hypotonic, hypertonic, and isotonic solutions.
- Why are Cells Small? (bozemanbiology)
- Write up lab report on Investigating Osmosis in Plant Cells (full lab report)
- Exploring the Way Life Works, Chapter 2 questions, 1 -10
- Diffusion Lab (Biology Corner) or Diffusion Lab (Menlo School — more involved)
- Questions from chapter 2 reviewed
Topics: osmosis, diffusion, water’s role in life, feedback loops, optimization, cell size.
Materials: Plastic baggies, corn starch, water, iodine. If using Menlo School lab, also dialysis tubing, sugar, Benedicts Solution
Exploring the Way Life Works, Chapter 3, pg 87-107
- Crash Course Biology Lecture #1 (Chemistry review) NOTE: Carbon is portrayed as a tramp, which may not be acceptable language for some families. This comparison is brief and visually tame, but be warned.)
- NPR Carbon Series: Watch this series on global warming but focus on carbon – how it bonds, how life is based on it, what happens when bonds are broken and formed, and how carbon
- Diffusion lab full lab report
- Exploring the Way Life Works Chapter 2 questions, 11 -20
- Cell model is due. Remember to make a key to your model or label all the parts. Be ready to explain your model in class
- Chemistry review
- Discuss Chapter 2 questions
- Life or Death Food Chain Decision (Biology Inquiries, pg 174 – 177)
Topics: Ionic and covalent bonds, basic chemistry, nerve impulse conduction, food chains, trophic levels
- Exploring the Way Life Works, Chapter 3, pg. 108-117
- Plant Pigments and Photosynthesis Labs (Pearson LabBench virtual lab)Go through the whole thing– key concepts, lab, quiz. Take your time and LEARN from the process!
- Complete Chapter 3 questions
- Write a full lab report LAB PENDING.
- Photosynthesis demo (Home Science Supplies)
- Photosynthesis game (Ellen McHenry — free)
- Review Chapter 3 questions
Topics: ATP, herbivores, carnivores, photosynthesis
Materials: Game board prep for game, two identical plants, one kept in the dark for 24 hours, isopropyl alcohol, hot water bath
- Biology Concepts and Connections — If you want to read all the biochemical details about photosynthesis, cellular respiration, and glycolysis, read chapters 6 and 7. This is optional, but you will need some of this information to answer the questions on photosynthesis and cellular respirations below.
- Cellular Respiration Lab (Pearson LabBench virtual lab) Go through the whole thing– key concepts, lab, quiz. Take your time and LEARN from the process!
- Answer and submit both sets of questions on photosynthesis and cellular respiration using your notes and your textbooks.
- Start to study for your test, which is due at the start of class on Week 9. Review your notes, your labs, and your textbook, and make sure you understand all the terms listed under the ‘topics’ heading for each week. Bring your questions!
- Yeast/respiration lab (Bubbling Yeast from My Science Box)
- Review questions
Topics: Cellular respiration, glycolysis, fermentation, autotrophs, heterotrophs
Materials: Pipette (not micro tip), small washer, yeast, test tube large enough to hold pipette or centrifuge tubes or 100 mL graduated cylinder, sugar, bromthymol blue.
- Review previous read material
- Exploring the Way Life Works Chapter 3 questions
- Yeast and fermentation lab write up, with all questions answered
- Review Chapter 3 questions
- Review test material
- Elodea and Snail Lab (Chose from Cellular Respiration Virtual Lab or Photosynthesis vs Respiration Elodea/Snail Lab. The first is a simpler presentation, while the second adds plenty of detail about photosynthesis and respiration. Neither harm the snails.)
Materials: 4 glass beakers or vials, tape or Sharpie for labeling beakers or vials, elodea or other water plant, small snails, parafilm or sealing plastic wrap, bromothymol blue. Note: The snails are unharmed by this lab.
Week Nine — TEST 1 DUE
- Study your notes and review everything from the ‘topics’ section at the bottom of each lesson. When you’re ready, print out Test 1 in the files section. Take the test (no notes, no books, no website) in one sitting.
- Lab Report on Elodea and Snail due. Answer ALL associated questions in your conclusion.
- Chargaff’s DNA Data (Biology Inquiries, pg. 121-126)
Topics: DNA, genes, base paring
- Exploring the Way Life Works, 4.1- 4.7
- The Double Helix (selection) by Watson in The Nature of Life
- Genetics: A Tour of the Basics (Learn. Genetics)
- Build a DNA Molecule (Learn. Genetics.) Play with the animation and read the page
- DNA Extraction Virtual Lab (Learn. Genetics.) Work through the simulation and see how DNA extraction is done in the lab.
- How I Discovered DNA (TED-Ed)
- Answer the content and application questions from Double Helix reading. This is a tricky assignment. Take your time. We’ll discuss the Thinking Critically questions in class
- DNA Extraction lab (Learn. Genetics)
- Discuss Double Helix reading
Topics: spontaneous generation, Pasteur, genes, nucleotides, base pairs, Watson and Crick
Materials: Green split peas, blender, salt, water, liquid detergent (not soap), meat tenderizer, rubbing alcohol, straw or wooden stirrer to collect DNA
- The Way Life Works, 4.8 -4.15
- Answer the questions for Exploring the Way Life Works, Chapter 4
- Find a topic on genetics that interests you and submit that topic for approval. You’ll be researching the topic and writing a short essay about it, so find something you like. You may want to look around the Learn. Genetics. site we’ve been using, or start on the New York Times’ page of genetics links. Stem cells, gene therapy, cloning, genetic disorders, genetic counseling or just about anything current are fair game, but pick a subject with controversy and look for material to support the main arguments about the topic. Email me when you have a topic idea, preferably as early as possible. You each need a different topic.
- Review Exploring the Way Life Works Chapter 4 questions
- Discuss genetics project
- DNA: The Double Helix (Biology Corner)
Topics: DNA replication, genomes, DNA repair, mutations, RNA, mRNA, transcription
- Exploring the Way Life Works: Chapter 5
- Exploring the Way Life Works, Chapter 5 questions.
- Genetics outline and sources due. Provide the links (for online material) and/or source information (print) for your resources. You must have at least three resources for this assignment. Your outline can be formal or informal but should contain a thesis (what you’re writing about), at least three main areas of discussion.
- Finish the answers to the questions from DNA: The Double Helix if not completed in class
- The Selfish Gene (selection) by Richard Dawkins in The Nature of Life
- Campbell: Cloning and stem cells (11.10, 11.11, and 11.13), Cancer and mutations (11.16, 11.17, 11.18)
- Answer the content and application questions for The Selfish Gene.
- Bioethics of Cloning (Teach. Genetics)
- Discussion questions for The Selfish Gene
Topics: cloning, stem cells
- Campbell, Concepts and Connections, Chapter 8 with focus on 8.1 through 8.15
- What is a Chromosome? Tour of the Basics (Learn. Genetics.)
- Mitosis (Bozemanbiology)
- Meiosis (Bozemanbiology)
- Submit the first draft of your essay via Google Docs. If you’re done earlier in the week, send it along. I’ll send feedback quickly after receiving it.
- Observing Mitosis (Awesome Science Teacher Resources)
- Mitosis and Meiosis on the Table (ENSI) OR Phases of Meiosis (Biology Corner)
Topics: Mitosis, meiosis, haploid, diploid, chromosomes,
Materials: Allium root slide (Biology Set of slides from Home Science Supplies is an excellent purchase and will be useful throughout the course.) Prepare printed materials and pipe cleaner chromosomes from Mitosis and Meiosis on the Table lab.
- Campbell, Concepts and Connections, Chapter 9.1-9.13
- Inherited Traits, A Quick Reference
- How Mendel’s Pea Plants Helped Us Understand Genetics (Ted-Ed)
- Tour of Heredity (Learn. Genetics.)
- Tour of Traits (Learn. Genetics.)
- Final draft of genetics essay is due.
- Read through Inherited Traits, A Quick Reference (see readings). Then look at your family and family pictures. What do you see? Take a few notes on what you see, noting any trends. Also, if your immediate family knows their blood types, bring in that information.
- Share information or simply read your essays to each other.
- Blood typing
- Simple Genetics Practice Problems (just a few aloud for teaching purposes)
- Genetic Crosses that Involve Two Traits
Topics: Mendel, alleles, genotypes, phenotypes, recessive and dominant alleles
Materials: Blood Typing Test Kit
- Campbell, Concepts and Connections, 9.10 -9.24
- Start studying for Test 2 (Genetics), which will be due week 17
- Basic Genetics: Monohybrids and Dihybrids (Biology Corner): Use your textbook to work on these questions. You will likely need additional paper to draw out the punnett squares.
- X-Linked Traits in the Calico Cat (Biology Corner)
- Paper Pets (Biology Corner) (OR Dragon Genetics from serendip)
- Review of other topics for test
Topics: Incomplete dominance, intermediate phenotypes, crossing over, sex-linked disorders
Week 17: TEST 2 (Genetics)
- Exploring the Way Life Works, Chapter 6
- Study for your genetics test. Take the test without notes, books, or any references, then submit it in class.
- Potato Bubbles Lab (Biology Inquiries, pg 73)
- Campbell, Concepts and Connections, 15.10 and Chapter 16
- Three Domains of Life Video (bozemanbiology)
- The Phylogeny of LIfe: Take your time to explore this page and to explore the website. The organization and overlapping circles are the main idea.
- Microbe Evolution and Classification (Life Sciences/HHMI Outreach Program) — Found under Microbiology, scientific animations, headings in right-hand column.
- What is an Antibiotic? (Learn. Genetics.)
- Antibiotic Resistance (Learn. Genetics.)
- Do a bit of research on bacteria in the news on this page of The New York Times. Pick two articles no more than a year old and summarize them in under 100 words. Bring the articles and your summaries to class and be ready to discuss the articles you chose. If there are concepts in the articles you don’t understand, do some research to further your understanding.
- Potato Bubbles Lab full lab report
- Answer the Exploring the Way Life Works, Chapter 6, questions
- Using prepared agar plates, culture various places around the house (pet water bowl, kitchen floor, faucet handle, etc). Prepare two from each location. Label the plates and place one of each location in the incubator to be checked in a few days. On the others, add four to five squares soaked in different solutions you hypothesize with limit bacterial growth. Use the same four or five for every plate.) Then add those to the incubator. MAKE PREDICTIONS about where the most growth will occur and what solutions will be the most effective In a few days, examine the plates WITHOUT OPENING THEM. Draw and describe what you see — number of colonies, number of different colonies, amount of growth overall. Write a lab report about your lab, your findings, and what might be a way to study the bacteria in your home further. (For more information on safely studying bacteria at home and preparing plates, as well as for more support for this lab, see Bacteria Science Project Guide and Bacteria Experiment Kit Instructions)
- Go over questions from Chapter 6, Exploring the Way Life Works
- Discuss the articles you found
Topics: Domains of life, prokaryotes, bacteria, pathogens
Materials: Homemade incubator (In a warm home, this may not be needed, but be sure to keep everyone away from the petri dishes and expect growth to take a bit longer.), plastic petri dishes, liquid agar, sterile cotton swabs. Prepare petri dishes ahead of time.
Week 19: SCHEDULE A SECOND MEETING A FEW DAYS AFTER THE FIRST TO VIEW COLONIES
- Campbell, Concepts and Connections, The Immune System (Ch. 24.1-24.4, 24.16, 24.17)
- Killer Microbe (NOVA science NOW) Watch the 8 minute clip and read through the links. And then wash your hands.
- Your Bacterial Friends (Learn. Genetics.)
- The Human Ecosystem (Learn. Genetics)
- Flu Attack! How A Virus Invades Your Body
- Comparing Sperm Whales to Sperm: A Swimming Contest (Krulwich Wonders)
- Lab report for the lab on the survey of bacteria in the house. In your conclusion, note where you found the most growth and speculate why. Also, consider what actions might be taken based on the information you found. Include the definitions of antiseptic and antibacterial.
- Research assignments (antibiotic resistance, antibiotic use in farm animals, bacteria on and in our bodies, etc). Find three articles on your subject and write a one page informational essay about your topic.
- Prepare agar plates for antibiotic sensitivity lab. You can either use single bacterial cultures available at Home Science Tools (For antibiotic discs, see Home Science Tools, and for more ideas on experimentation, see their Bacteria Science Project Guide) or your own cultures from around the house, although you’ll not know what you were killing.
- Share your information from your research assignment.
Topics: neutrophils, macrophages, inflammatory response, lymphatic system, autoimmune disorder, immunodeficiency, allergy
Materials: prepared petri dishes (number varies depending on students) Antibiotic discs (Home Science Supplies) or antibiotic samples dissolved in water on small pieces of blotting paper, household cleaners (if exploring their efficacy — see link above), incubator, either a known bacteria (see home science supplies, and also buy an inoculating loop and have a source of a flame to sterilize it) or sterile cotton swabs. Bleach for disposal of plates.
- Campbell, Concepts and Connections (Chemical signals coordinate body functions, (26.1), Hormones affect target cells (26.2), Overview; The vertebrate endocrine system (26.3), Diabetes is a common endocrine disorder (26.8)
- Campbell, Concepts and Connections, Structural adaptations (20.1, Animals regulate their internal environment (20.13), Homeostasis depends on negative feedback (20.14)
- Self Assembly (TED-Ed)
- Deborah Gordon: The emergent genius of ant colonies (TED talks)
- Homeostasis of Glucose Animation (Life Sciences/HHMI Outreach Program)
- Lab report on antibiotics. Consider how the information you discovered in this lab might impact how a health care provider would choose an antibiotic for a patient.
- Activity — Feedback Loops (Life Sciences/HHMI Outreach Program) — Found under Physiology heading in right-hand column.
- Prepared slides of protozoa, algae and examination of pond water or aquarium water
Topics: Feedback loops, homeostasis, positive feedback, negative feedback, ecological feedback loops, asexual and sexual reproduction, thyroid and pancreas function, diabetes, basic intro to endocrine function, hormones.
Materials: Printed material from Feedback Loop PDF, pond or aquarium water, prepared slide set, microscope
- Campbell, Concepts and Connections: Unifying Concepts of Animal Structure (Ch. 20) and Nutrition and Digestion (Ch. 21)
- The Digestive System (Bozemanbiology)
- Cellular Specialization (Bozemanbiology)
- Why Calorie Counts are Wrong (Egghead Scientific American)
- Do a bit of research in your Campbell book and whatever sources you would like to answer your assigned question. Be prepared to briefly teach us about that topic during class. (Suggestions: Where is water absorbed and secreted in the digestive tract? What nutrients and vitamins are absorbed in the small intestine, and what would happen if your small intestine was damaged? Not all animal have exactly the same digestive tract or way of extracting nutrients. Discuss three very different animals and explain those differences.)
- Complete the questions for Chapter 20 and 21. (Google Documents)
- Look at different tissues under the microscope. Draw what you see.
- Digestive enzyme lab (Chose from the following: Cabrillo or Amylase on Starch)
Topics: Amylase, lipase, pepsin, digestion process, types of tissue (epithelial, muscle, connective, nerve)
- Callibro: Variety of foods and beverages that mix with water (no oily, dark, or acidic foods), pipettes, test tubes, test tube rack, 0.5% CuSO4, 10% NaOH, egg white, distilled water)
- Amylase on Starch: cornstarch, distilled water, saliva, vinegar, benedict’s qualitative solution, 3 graduated cylinders (10 mL) or three large test tubes, 250 mL beaker, stirring rod, test tube rack, source of hot and cold water and a container to serve as a water bath
- Campbell, Concepts and Connections, Ch. 22 (Gas Exchange) and 23 (Circulation)
- Path of a red blood cell (neoK12)
- Label and diagram the heart game (neoK12)
- How Breathing Works (TED-Ed)
- Label and diagram the respiratory system (neoK12)
- Research question of the week — be ready to teach us about your topic! (This week, each student should pick a disease of either the circulatory system or the respiratory system and be prepared to teach about it.)
- Complete lab report on digestive enzyme lab
- Study and complete the circulatory system with pages from the Biology Coloring Book on the heart, circulatory system, and respiratory system..
- Discussion of cardiovascular and respiratory system.
- Examine the effect of exercise on resting pulse rate. How fast does your pulse return to normal?
- Daphnia Heart Rate lab (choose: Biology Corner, Ward’s, or Nuffield Foundation. Daphnia are a small crustacean available via Home Science Tools and other scientific supply sites.)
Topics: Circulatory system (mammalian), respiration, gills, hemoglobin
Materials: Daphnia (eggs or live. If using eggs, prepare ahead according to directions), welled slides, microscope, distilled water. For Ward’s, also thermometer, ice, cover slips, petroleum jelly, access to warm water, petri dishes. For Nuffield Foundation, same as Ward’s plus ethanol (1% and 10%), any other chemicals that might affect heart rate, such as caffeine, epinephrine, or any number of prescription drugs. Be careful.)
- Campbell, Concepts and Connections, Control of the Internal Environment (Ch. 25)
- Printing a Human Kidney (TED talks)
- Web Anatomy: This page leads to various self-tests on anatomy. So far, we’ve covered the endocrine, respiratory, digestive, urinary, and circulatory systems. Clicking on those systems will take you to a page with a variety of quizzes. Use these for study of the anatomy of these systems. These are only human anatomy. We’ve covered variations on non-humans, so don’t forget to study those, too. There is no need to do them all. Do what helps you.
- WebAnatomy Single Player Games: (Require Java plug-in) Some of these games (the more general ones) may also be helpful as you study.
- Study the anatomy of the human kidney and excretory system by completing the corresponding pages in the Anatomy Coloring Book or the Biology Coloring Book.
- Start studying for Test 3 (Systems: digestive, circulatory, respiratory, excretory, a bit of endocrine, immune, and reproductive. Bacterial studies.). The test is due Week 25
- Daphnia heart rate lab report
- Sheep heart dissection. Fish dissection. Kidney dissection
Topics: Thermoregulation, osmoregulation, kidney/bladder anatomy and physiology
Materials: Sheep heart or pluck, perch, sheep kidney, dissection kit and tray (all at Home Science Supplies)
- Campbell, Concepts and Connections, Chapter 27
- Exploring the Way Life Works, Chapter 7 (Much of this information will seem familiar, as we’ve touched on it in other weeks.)
- Continue to study for your test, due Week 25
- Exploring the Way Life Works, Chapter 7 questions
- Answer the following questions on the reproductive system.
- Review of organ systems for test.
Topics: sexual and asexual reproduction
- Campbell, Concepts and Connections, The Nervous System, Ch. 28.1 and 28.2
- Anatomy of a Neuron (Khan Academy)
- Understanding: Brain Neurons (HowStuffWorks)
- The Nervous System (CrashCourse Biology)
- Study for and take Test 3 on the anatomy and physiology so far.
- Reflex studies (informally, try Neuroscience for Kids – Reflexes — note that reaction time is different than a reflex! or Lab 14 Reflexes from Ms. Franczyk)
- Reaction time lab
Topics: reflex arc, nervous system, CNS, PNS, spinal cord, sensory neuron, effector cells, motor neuron, interneuron, sensory receptor.
Materials: reflex hammer or other firm rubber or plastic for striking the knee or Achilles tendon, bright light, index card, pencil, ruler,stopwatch, eye shades or blindfold
- Campbell, Concepts and Connections, The Nervous System, Ch. 28 (the rest of the chapter)
- Reflex arc animation (BBC- GCSE) — Watch the animations a few times, read the text, and be sure to go through all three pages
- Diagnosing a zombie: Brain and Body (TED-Ed): Pay attention to the areas of the brain discussed!
- Diagnosing a zombie:Brain and Behavior (TED-Ed)
- Answer the following questions on the neurological system
- Lab report for Reaction Time Lab
- Mammalian brain dissection.
- Discuss nervous system
Topics: Synapse, parasympathetic and sympathetic systems, anatomy of the brain
Materials: Sheep brain, dissection pan and kit
- Campbell, Concepts and Connections, The Senses, Ch. 29
- Senses questions
- Review the senses and neurological system
- Senses Lab (This is more of an exploration of the senses than a lab. It can be used in whole or in part, with explanations of the senses as you go. Read through ahead of time and pick a few from each sense, unless you have tons of time.)
Topics: sight, hearing, touch, smell, taste, special senses
Materials: Snellen chart (printable online, although you may need to change the distance you stand from it), Ishiharsa’s color blindness tests, black paper, colored dots or pieces of paper (red, blue, green, orange, yellow), sheep’s eye for dissection, dissection kit, tuning fork, cotton to plug ear, substances to sniff and guess, three different flavored candies, 2 sharp pencils or pins,
- Exploring the Way Life Works, Chapter 8.1-8.
- The Descent of Man, selection (Charles Darwin) pg. 68-79
- Campbell, Concepts and Connection, How Populations Evolve (13. – 13.4)
- Answer content questions and application questions for the Darwin selection (and the last application question will take some research!) Look up terms you don’t know. Take your time, and work to find strong answers.
- Dissecting Frog Evolution (Biology Inquiries, pg 157)
- Discuss Descent of Man reading
Topics: Darwin, natural selection, origins of life,
Materials: Frog for dissection, dissection tray and kit
- Exploring the Way Life Works, Chapter 8.9- 8.16
- Campbell, Concepts and Connections, The Origin of Species, Chapter 14 (sections 1, 2, 3, 8, 9, 13)
- Evidence for Evolution (bozemanbiology)
- Evidence for Evolution II (bozemanbiology)
- Similarities and Differences (Understanding Evolution)
- Review your notes from the frog dissection and answer the explanation questions thoroughly.
- Evolution Questions (Google Drive)
- Finch Beak Lab
Topics: gene pool, genetic drift, causes of evolution
Materials: paper plate, cup, bird seed, raisins, rubber bands, paper clips, tools (tweezers, clothespin, toothpick, hair pin)
- Exploring the Way Life Works, Chapter 8.17 – end
- Campbell, Concepts and Connections, Interactions with animals have profoundly influenced angiosperm evolution (17.13)
- Finch Beak Lab write-up
- Exploring the Way Life Works, Chapter 8 questions
- Study for Neurology and Evolution test
- Discuss the Chapter 8 questions
- Briefly discuss whether humans are still evolving in preparation for Are Humans Still Evolving? (Biology Inquiries, pg 150) to be due week 31
Topics: Coevolution, convergent evolution, microevolution, macroevolution
- Are Humans Still Evolving? (Biology Inquiries, pg 150) essay due.
- Neurology test DUE
- Discuss essays
- Review ecology from the rest of the year in preparation for the NY Regents Living Environment exam, due in one week.