Sunday, January 2, 2011

Earth Science 2 (Gems and Minerals)


  • 1/6/14: Receive Course Syllabus, lecture and reading on "Dawning of Curiosity", Dawning of Curiosity HW (DUE Weds. 1/8):
1. List and describe 2 prescientific beliefs about the nature of fossils
2. Describe the major discoveries and contributions to our understanding of geology by each of the following people: William Smith, James Hutton, Charles Lyell, and Alfred Wegener
3. What is "uniformitarianism"? What does it say about the Earth?
4. What did Smith, Hutton, and Lyell's theories collectively say about the Earth?
5. What's the difference between dating a rock or fossil by relative time or absolute time?
  • 1/8: Lecture and reading on "Geologic Time"
Here are a couple of good websites with interactive timelines, good information, and good visuals on the Geologic Column:
...and this one is my favorite: http://paleobiology.si.edu/geotime/main/
  • 1/9: Finish "Geologic Time", begin Geologic Time Line Group Project, Geologic Time HW (DUE Mon. 1/13):
1. Define the terms "hiatus" and "unconformity"
2. What causes a hiatus or nonconformity to occur in rock strata?
3. Define the term "half-life". Also, if 20 grams of a radioactive substance decays over time and 2 half-lives have passed, how many grams would be left?
4. What kinds of materials is Carbon 14 dating good for? Why can't it be used to date the age of very old materials?
5. How can we say with any certainty that the Earth is 4.6 billion years old?
  • 1/13: Geologic Time Line Group Project continued
  • 1/15: Geologic Time Line Group Project continued
  • 1/16: Finish Geologic Time Line Group Project, begin lecture and reading on "Geologic History of Arizona"
  • 1/20: No School- Martin Luther King Jr. Day
  • 1/22: "Geologic History of Arizona" continued
  • 1/23: Finish "Geologic History of Arizona", begin lecture and reading on "Matter, Elements, and Atoms", receive Blank Periodic Tables, Periodic Table Classwork, Geologic History of Arizona HW (DUE Mon. 1/27):
1. Describe how the North American continent formed
2. What was responsible for creating the 30 million-year ice age in the Archaean Eon, and how? What were the consequences for life?
3. According to the article, what is coal made of?
4. What do we think caused the Mass Extinction at the end of the Permian Period?
5. Describe how the Rocky Mountains formed
6. Define each of the 3 geologic provinces of Arizona, and describe how the Basin and Range landscape formed
7. What do we think is responsible for causing the PETM, and how?
8. Describe 4 examples of how tectonic forces or rising magma can create or bring gems and minerals to the surface

Here's an awesome animation of paleomaps from 400 MYA until 200 million years from now, when Pangaea Proxima will form: http://www.youtube.com/watch?v=hSdlQ8x7cuk
This one shows just North America: http://www.youtube.com/watch?v=4Ach204Zsuw
A good rundown on the early Earth, geologic processes, and geologic time: http://www.youtube.com/watch?v=QDqskltCixA&feature=related
Other good videos of paleomaps: http://www.youtube.com/watch?v=1mQUkhMrRLY
  • 1/27: Finish "Matter, Elements, and Atoms", lecture and reading on "Metals", Periodic Table Classwork, Matter, Elements, and Atoms HW (DUE Thurs. 1/30):
1. Describe how matter changes its phase, from solid --> gas
2. What's the difference between a physical and a chemical change?
3. List and describe the 3 parts of an atom
4. What separates the atoms of different elements?
5. Niobium (Nb) has an atomic mass of 93. How many protons and how many neutrons does it have?
6. What are valence electrons? What do they do?
7. What does the Periodic Table tell you about the elements in a group?

Here's an awesome video about atoms and the Periodic Table (part 1 in a series): http://www.youtube.com/watch?v=bw5TE5o7JtE&NR=1
A great interactive Periodic Table that tells you everything about each element: http://www.chemicalelements.com
Another awesome interactive Periodic Table (check out Cesium and water!): http://www.chemicool.com
One more interactive Periodic Table, with good pictures: http://periodictable.com
  • 1/29: Watch "Amazing Earth"
  • 1/30: Finish watching "Amazing Earth"
  • 2/3: Lecture and reading on "Nonmetals and Metalloids", Alien Periodic Table Activity, Periodic Table HW (DUE Thurs. 2/6):
1. List and describe 4 properties of most metals
2. How does the reactivity of elements differ between the left and right sides of the Periodic Table?
3. If you pick an element on the Periodic Table at random, is it more likely to be a metal, nonmetal, or metalloid? Explain.
4. Where would element 119 be on the Periodic Table? Would you expect it to be a metal, nonmetal, or metalloid? What properties would you expect it to have? Explain.
5. Pick any element from the Periodic Table, research it, and record its name, symbol, atomic number, atomic mass, melting and boiling points, color, and uses.
6. Compare nonmetals to metals, describing at least 3 differences in their properties
7. What happens to the valence electrons when metals and nonmetals react?
8. What are diatomic molecules?
9. How do the Noble Gases differ from other elements?
10. What is the most useful property of metalloids?
  • 2/5: Alien Periodic Table Activity continued (DUE Thurs. 2/6 if not completed in class)
  • 2/6: Unit Quiz One, Binder Check, and Periodic Table Check, lecture and reading on "Chemical Bonding", Chemical Formulas Worksheet (DUE Mon. 2/10)
  • 2/10: Lecture and reading on "How Geology Affects Us", begin lecture and reading on "Minerals", Chemical Bonding HW (DUE Thurs. 2/13):
1. What are valence shells? How does the number of valence electrons in them relate to the process of bonding between elements?
2. Describe what happens in ionic bonding
3. Describe the differences between an anion and a cation
4. Describe 3 features of ionic compounds
5. Describe what happens in covalent bonding. Also, which types of elements tend to form covalent bonds?
6. Describe the differences between the 2 types of covalent bonds
7. How is a dipole similar to an ion or ionic bond?

Comparing atomic bonds to relationships with "Atomic Hook-Ups": https://www.youtube.com/watch?v=QXT4OVM4vXI
Chemical bonding explained by dogs: https://www.youtube.com/watch?v=_M9khs87xQ8
  • 2/12: "Minerals" continued
  • 2/13: Finish "Minerals", lecture and reading on "The Scientific Method", Salt Crystal Lab I
Here's a fantastic website that gives you info about every known mineral on Earth, including where to find them: http://www.mindat.org
Another fantastic website that will tell you everything about minerals: http://www.minerals.net
  • 2/17: No School- Presidents' Day
  • 2/19: No class- All-school work day
  • 2/20: Salt Crystal Lab II, Mineral Identification Lab
  • 2/24: No class- AIMS Exams
  • 2/26: Salt Crystal Lab III, begin Mineral Identification Lab II
  • 2/27: Finish Mineral Identification Lab II, begin lecture and reading on "Rocks and Rock Types"
  • 3/3: Salt Crystal Lab IV, finish "Rocks and Rock Types", begin Rock Cycle Group Poster Project, Rockin' Out With Rocks Worksheet (DUE Weds. 3/5)
Here's some good diagrams that might be useful visual aids for your projects:
This one packs everything possible into it: http://www.geologycafe.com/images/rock_cycle_big.jpg
  • 3/5: Rock Cycle Group Poster Project continued
  • 3/6: Rock Cycle Group Poster Project continued
  • 3/10: Midterm Exam and Binder Check, Rock Cycle Group Poster Project continued
  • 3/12: Rock Cycle Group Poster Project continued
  • 3/17: No School- 3rd Quarter Break
  • 3/19: Rock Cycle Group Poster Project continued (DUE Thurs. by the end of the day if not completed in class)
  • 3/20: Lecture and reading on "Common Uses of Minerals", Mineral Kit Lab
  • 3/24: Lecture and reading on "Mining", Mining HW (DUE Weds. 3/26):
1. Describe each stage in the development and life cycle of a mine
2. Describe the differences between placer deposits and lode deposits, and explain how each type is mined
3. Under what conditions would underground mining be used? Also, describe the differences between surface and underground mining techniques
4. How are placer and lode ores processed differently?
5. What factors are leading to an increase in metal recycling? What are some of the remaining challenges?
  • 3/26: Begin watching "Planet Earth: Caves"
  • 3/27: Finish watching "Caves", lecture and reading on "Overview of Modern Mining"
Good surface mining video: https://www.youtube.com/watch?v=4WbaONJEbRE
One on underground mining: https://www.youtube.com/watch?v=-4_tDoTvQ6A
And a video about processing: https://www.youtube.com/watch?v=q05P6lq5Tlw
A hilarious video from 1949 about copper mining: https://www.youtube.com/watch?v=E9V5umy5-98
And one about the most amazing pit mines in the world: https://www.youtube.com/watch?v=jI9zQm15ZjM
Here's a video from the Science Channel about how coal mining is done: http://www.sciencechannel.com/tv-shows/how-do-they-do-it/videos/how-do-they-do-it-coal-mining.htm

  • 3/31: Watch "Modern Marvels: Copper", Overview of Modern Mining HW (DUE Weds. 4/2):
1. Describe how mining companies restore and reclaim land once mining operations are complete
2. What is the Surface Mining Control and Reclamation Act? How does it work?
3. Summarize how modern mining benefits the economies of local communities
4. What kinds of materials and technologies are possible because of copper?
  • 4/2: Begin lecture and reading on "Environmental Impacts of Mining"
  • 4/3: "Environmental Impacts of Mining" continued
  • 4/7: Finish "Environmental Impacts of Mining", Environmental Impacts of Mining HW (DUE Thurs. 4/10):
1. What factors have been responsible for the increase in global ore reserves? Where is the use of metals concentrated, and what factors influence their trade?
2. Describe the 3 main methods of habitat destruction to the land that are caused by mining
3. How does mining compare to natural processes of erosion? What geomorphological hazards can occur from the deposition of mining wastes?
4. Compare the environmental impacts of large and small-scale mining
5. Describe how acid mine drainage, perpetual pollution, toxic releases, and cyanide use affect the environment
6. What was the 1872 Mining Law? What have the consequences of this law been?
7. Describe the potential solutions to remediating waste dumps and tailings, acid mine drainage, and mining pollutants
8. Summarize how each step in the mining process affects human and environmental health
9. What can be done to mine more sustainably? Whose main responsibility is it for these changes, and why?

Here's a documentary on the environmental and social costs of mining tin for smartphones: https://www.youtube.com/watch?v=u6KxzGMF4co
Blowing up Mountains: The costs of coal mining: https://www.youtube.com/watch?v=UvKe2LYy5pk
"Gold Rush in the Amazon", a documentary on illegal small-scale gold mining: https://www.youtube.com/watch?v=IUFg4AwUZZw
Environmental and human health impacts of fracking: https://www.youtube.com/watch?v=dEB_Wwe-uBM
And one about the mining of Coltan (an ore of tantalum) for cell phones and the environmental and social costs: https://www.youtube.com/watch?v=JQIsLqkuATY
  • 4/9: Science AIMS: Catch-up Day
  • 4/10: Lecture and reading on "Rosemont Copper: Mission Statement and Core Values" and "The Devastating Impacts of the Proposed Rosemont Mine"
  • 4/14: Finish "The Devastating Impacts of the Proposed Rosemont Mine", receive Rosemont Mine Debate Guidelines 
  • 4/16: Preparation for Rosemont Debate
  • 4/17: Unit Quiz Two and Binder Check, preparation for Rosemont Debate
  • 4/21, 4/23, 4/24: No School- Spring Break
  • 4/28: Preparation for Rosemont Debate
  • 4/30: Preparation for Rosemont Debate
  • 5/1: No class: All-school Event
  • 5/5: Rosemont Mine Debate
  • 5/7: Begin watching "National Geographic: Splendid Stones"
  • 5/8: Finish "Splendid Stones", begin lecture and reading on "Gemstones"
An intense documentary about conflict diamonds in Africa: https://www.youtube.com/watch?v=eThlmx7w9r0
25 things you should know about conflict diamonds: https://www.youtube.com/watch?v=b-vVAFWNTnA
  • 5/12: Finish "Gemstones", receive Mineral Research Project (DUE Weds. 5/21- presentations will begin in class on that day!), Gemstones HW (DUE Thurs. 5/15)
1. Describe the characteristics that separate a "gem" from other minerals. What are the defining characteristics of the 4 precious gems?
2. Explain how each of the 4 C's affect a gemstone's value
3. How is colored gemstone mining potentially less destructive to the environment than other types of mining? What causes environmental damage from colored gem mining, and why?
4. Why are most of the world's colored gem and diamond miners among the poorest people on Earth?
5. What are "conflict diamonds"? What is the Kimberley Process, and what are its flaws?
6. Summarize what can be done to create change in the diamond and gem industry
  • 5/14: Mineral Research Projects continued
  • 5/15: Mineral Research Projects continued
  • 5/19: Finish Mineral Research Projects
  • 5/21: Mineral Research Project presentations, receive Class Evaluation (DUE Tues. 5/27)
  • 5/22: Final Exam and Binder Check
  • 5/26: No School- Memorial Day
  • 5/28: All-school event
  • 5/29: NO SCHOOL- SUMMER BREAK
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Astro Biology 2 (Astrobiology)


  • 1/7/14: Receive Course Syllabus, lecture and reading on "How Many Worlds Might Harbor Life?"
Legit Astrobiology rap: http://www.youtube.com/watch?v=NL3lhm6oy5I
Cool video on Astrobiology from NASA: http://www.youtube.com/watch?v=1HCs2lT1Mmk
  • 1/10: Finish "How Many Worlds Might Harbor Life?", begin lecture and reading on "Pseudoscience and Skeptical Thinking", How Many Worlds Might Harbor Life? HW (DUE Tues. 1/14):
1. What is the Drake Equation, and what is its purpose?
2. Describe which values in the Drake Equation are largely unknown to us, and explain why
3. What are the characteristics of many of the newly-discovered solar systems? How do we believe their formation differed from that of our own?
4. Explain each of the 3 main reasons why we suspect life to be likely in the universe, using supporting evidence from the text
5. What places seem like good candidates for supporting life in our solar system, and why?
6. Do you think that the discovery of extraterrestrial life would be as significant as the Copernican Revolution or the theory of evolution? Why or why not? Would it make a difference if the life was microbial or intelligent, and why?
7. Which of the possibilities of Fermi's Paradox do you think is the most likely, and why? Defend your answer with evidence from the text
8. Research the coral model of galactic colonization, and explain what it is, how it works, and how long it would take. Cite your source. (3 PTS.)

Here's an interesting and comprehensive list of different examples of pseudoscience: http://en.wikipedia.org/wiki/List_of_topics_characterized_as_pseudoscience
  • 1/14: Finish "Pseudoscience and Skeptical Thinking", Pseudoscience Article Activity, begin watching "The Universe: Secrets of the Sun"
  • 1/17: Continue watching "The Universe: Secrets of the Sun"
Here's a link to NOAA's space weather prediction center (with great images and real-time solar footage): http://www.swpc.noaa.gov/
Great NOVA film about the sun: http://www.youtube.com/watch?v=wisdfag6WIQ
Another good film on solar weather and climate, entitled "Attack of the Sun": http://www.youtube.com/watch?v=fMUHkz5nx8g
  • 1/21: Finish "The Universe: Secrets of the Sun", begin lecture and reading on "What is A Star?"
Video on fusion and nucleosynthesis: http://www.youtube.com/watch?v=uKqvjEE0wFg
A couple great videos on the size comparisons of different star types: http://www.youtube.com/watch?v=Bcz4vGvoxQA
  • 1/24: Guest Speaker: Dr. Hugh Harris, Guest Speaker Reflection (DUE Tues. 1/28)
  • 1/28: Finish "What is A Star?", H-R Diagram Activity, What is A Star? HW (DUE Fri. 1/31):
1. Describe the factors that influence the habitable zone around stars
2. Describe what conditions are needed for nuclear fusion, and how the process of fusion works
3. What's the difference between apparent and absolute magnitude?
4. Summarize the potential for habitable planets around each type of star
5. What is the problem for life around A and F stars, and how could this issue be resolved?
6. What are the 2 problems for life around M stars, and how could these issues be resolved?
7. Describe the 3 orbital possibilities around binary star systems, and how that would influence the habitable zone for each
8. Summarize the information that the H-R Diagram tells us about stars
9. What factors influence a star's main sequence lifetime, and how?
10. Conduct some research on a star and describe its location, mass, type, color, surface temperature, radius, and main characteristics. Cite your source. (2 PTS.)

Here's a large color version of the diagram from your handouts: http://bork.hampshire.edu/~sam/extraordinary/HR%20Diagram.jpg
Here's a couple of websites that have good interactive H-R Diagrams with lots of info: http://sunshine.chpc.utah.edu/Labs/StarLife/starlife_main.html
http://www.astro.uni-bonn.de/~javahrd/
And a cool video on the H-R Diagram: http://www.spacetelescope.org/videos/heic1017b/
  • 1/31: H-R Diagram Activity, lecture and reading on "The Life Cycle of A Star", begin Star Life Cycle Projects
Good video on the life cycle of a low mass star, with nice music: http://www.youtube.com/watch?v=mZL7VBmeFxY&feature=related
More good life cycle videos, also with nice soundtracks: http://www.youtube.com/watch?v=YU6X3SPZAJo&feature=related
And one more good one, from the Discovery Channel: http://www.youtube.com/watch?v=4s7vyDLgk3M&feature=related
  • 2/4: Star Life Cycle Projects continued
  • 2/7: Unit Quiz One and Binder Check, Star Life Cycle Projects continued
  • 2/11: Star Life Cycle Projects continued
  • 2/14: Star Life Cycle Projects continued (DUE by the end of class on Tues. 2/18)
  • 2/18: Receive "Final Project Guidelines" (DUE Fri. 5/16!),  finish Star Life Cycle Projects
  • 2/21: Lecture and reading on "Galaxy Q and A", Galaxy Graphic Organizer, Galaxy HW (DUE Tues. 2/25):
1. Describe the structures of our galaxy
2. Why is it difficult to study the Milky Way galaxy, and how have we overcome these challenges?
3. Summarize the stages in the star-gas-star cycle
4. Why is the star-gas-star cycle important to the study of Astrobiology?
5. Describe why the interstellar medium is so important to the formation of planets and life
6. Describe 3 conditions that are necessary in order to have a habitable planet in our galaxy
7. Which type of galaxy seems the most likely place to have life in it, and why?
8. Research and summarize the connection between black holes and galaxy formation. Cite your source (2 PTS.)
9. Choose a galaxy and summarize the following: its name and distance from us, size, type, and distinguishing characteristics. Cite your source (2 PTS.)

A good video for putting the size of our galaxy into perspective: http://www.videojug.com/film/how-big-is-the-galaxy
Galaxies of the universe: http://www.youtube.com/watch?v=zCSSaDPxQls
The 3 main types of galaxies: http://www.youtube.com/watch?v=pOjZInwd5Ks
Awesome Hubble Telescope images of galaxies: http://www.youtube.com/watch?v=XRnsy8YYcq0&feature=related
Good video from the Science Channel about the Milky Way: http://www.sciencechannel.com/video-topics/space-videos/space-school-milky-way.htm
  • 2/25: Scale Model Solar System Activity, begin lecture and reading on "Basics of Our Solar System"
  • 2/28: Finish "Basics of Our Solar System", Basics of Our Solar System HW (DUE Tues. 3/4):
1. Explain how our solar system got its patterns of motion and became a disk
2. How did the Frost Line contribute to the formation of the 2 types of planets?
3. Describe the process of planet formation
4. How might stellar winds contribute to the differences in composition of other solar systems?
5. Describe the differences between asteroids and comets, as well as how they represent the "leftovers" of planetary formation
6. What do we think is responsible for creating the exceptions to our solar system's patterns, and why?

And a good National Geographic video on the solar system's birth, too: http://www.youtube.com/watch?v=B1AXbpYndGc
  • 3/4: Begin lecture and reading on "Terrestrial and jovian Planets"
Nice interactive websites on the solar system: http://www.pbs.org/wgbh/nova/space/tour-solar-system.html
Another good interactive solar system tour: http://nineplanets.org/tour/
Good Discovery Channel video on the solar system: http://www.youtube.com/watch?v=z_RAEESmsrs
Another good solar system video: http://www.youtube.com/watch?v=fmxi3HvK2Js
Good summary on each of the planets: http://www.youtube.com/watch?v=7xO7s0n6vAo
Why Mars died and Earth lived: http://www.youtube.com/watch?v=oC31pqk9sak
Carl Sagan explores the Jovian planets: http://www.youtube.com/watch?v=PxOioR0b_uk
  • 3/7: "Terrestrial and Jovian Planets" continued, begin watching "The Universe: Mercury and Venus"
  • 3/11: Midterm Exam and Binder Check, "The Universe: Mercury and Venus" continued
  • 3/14: No School- 3rd Quarter Break
  • 3/18: Finish ""The Universe: Mercury and Venus", begin watching "The Universe: Mars- The Red Planet"
  • 3/21: Finish "The Universe: Mars- The Red Planet", begin watching "Earth: The Biography- Rare Planet"
  • 3/25: Lecture and reading on "Terrestrial and Jovian Planets" continued
  • 3/28: Finish "Terrestrial and Jovian Planets", watch "The Universe: Jupiter- The Giant Planet", begin lecture and reading on "What is Life, Anyway?", Terrestrial and Jovian Planets HW (DUE Tues. 4/1):
1. Explain how planetary magnetic fields are generated, and compare the magnetic fields of different objects in the solar system
2. List and describe the 4 geologic processes, and explain whether each is present or absent on each of the terrestrial planets
3. Describe the role that size, distance from the sun, and rotation play in determining which geologic processes will be active on a terrestrial planet
4. Describe what caused Venus and Mars to lose their liquid water and habitability
5. How does the Earth maintain a stable temperature?
6. Contrast the terrestrial and jovian planets, describing 4 differences between them
7. Compare and contrast the jovian planets. How are they similar? How are they different?
8. Why do the jovian planets have rings and so many moons?
9. Summarize the potential for Mars, Europa, Callisto, Ganymede, and Titan to have life
10. Which of these do you believe is the most likely candidate for either past or present life, and why? Be specific.
11. Describe each of the arguments in support of ALH84001 containing  evidence of extraterrestrial life, as well as each of the counter arguments
12. Summarize the 3 arguments concerning how "lucky" life on the Earth is, and explain the counterpoints to each
13. Based on the evidence and information, do you believe that the conditions for complex life are highly unusual or not? Cite specific evidence from the text to support your claim.

Video on the habitability of Europa: https://www.youtube.com/watch?v=gpGVBWiUxL0
  • 4/1: Lecture and reading on "What is Life, Anyway?" continued
NOVA video on carbon as the basis of life with Neil DeGrasse Tyson: https://www.youtube.com/watch?v=EmzYs0SundU
  • 4/4: "What is Life, Anyway?" continued
  • 4/8: Finish "What is Life, Anyway?", What is Life? HW (DUE Fri. 4/11):
1. Describe how energy, metabolism, and reproduction are linked in a living organism
2. Describe what hydrogen, oxygen, carbon, nitrogen, phosphorus, and calcium are used for in a living organism
3. Why is carbon unique among all other elements?
4. Why is all other life in the universe likely to be carbon-based as well?
5. Why might silicon be a possible alternative to carbon in terms of being able to create life? Why do most scientists believe silicon-based life is not possible?
6. What are the requirements for the elements for life, and how probable is each?
7. What factors influence the available photosynthetic and chemosynthetic sources of energy, and how?
8. Describe each of the 3 main reasons why water is so critical to supporting life compared to all other liquids
9. Describe the role and function of carbohydrates, lipids, proteins, and nucleic acids
10. How do cells create such a wide variety of molecules from metabolic reactions?
11. Create a diagram linking the sources of energy to each of the metabolic classifications of life, and explain each step (2 PTS.)
  • 4/11: Lecture and reading on "From Soup to Cells: The Origin of Life"
  • 4/15: Unit Quiz Two and Binder Check
  • 4/18, 4/22, 4/25: No School- Spring Break
  • 4/29: Finish "From Soup to Cells", From Soup to Cells HW (DUE Fri. 5/2):
1. Describe the evidence indicating when life first emerged on the Earth. Why can't we know if life evolved earlier?
2. Evaluate the 4 potential locations of where life emerged, and explain how likely each location is
3. Describe each of the steps required in order to advance from nonlife to complex life
4. What was the purpose of the Miller-Urey experiment? Why do most scientists now question its accuracy?
5. Describe each of the 3 potential sources of organic molecules on the early Earth
6. Why is RNA the most likely candidate for a self-replicating molecule? What was the dilemma involved in this theory, and how was the problem solved?
7. How could complex organic molecules self-assemble in the "organic soup" of the early Earth?
8. What are the advantages of confining organic molecules within a membrane, and why?
9. Describe where pre-cells may have come from
10. Draw a diagram explaining (both visually and in writing) the sequence of steps by which chemistry could have lead to biology (2 PTS.)
11. What is the theory of "panspermia"? How could it have occurred?

Part one of an incredible series on the Origin of Life, starring David Attenborough: https://www.youtube.com/watch?v=leLpFwjjn8M
Another excellent NOVA video on the origin of life with Neil DeGrasse Tyson: https://www.youtube.com/watch?v=G8cRr3NkpLA
  • 5/2: Lecture and reading on "The Microbial World"
  • 5/6: "The Microbial World" continued
Great video on bacteria and how their evolution made our own existence possible: https://www.youtube.com/watch?v=qCn92mbWxd4
Interesting video on how a virus works: https://www.youtube.com/watch?v=cE0qdqoBFa8
A couple good videos on Archaea: https://www.youtube.com/watch?v=2IGKv8kiMqY
and one from the history channel: https://www.youtube.com/watch?v=-phrzkZ4hZs
  • 5/9: Finish "The Microbial World", The Microbial World HW (DUE Tues. 5/13):
1. Explain the reasons both for and against in the debate over whether or not viruses can be classified as life forms
2. Describe the differences between a bacterium and a cyanophyte
3. How are Archaea similar to other organisms? How are they different?
4. How might photosynthetic life look around type F/A, and M stars, and why?
5. Why would photosynthetic life on land not be possible around young red dwarf stars? How could life adapt? How could life evolve to survive the high UV radiation around stars more energetic than our sun?
6. Draw and briefly summarize the stages in the early evolution of microbial life, from the first organisms to the production of oxygen (2 PTS.)
7. Why did it take so long for oxygen to become abundant in the atmosphere? What was the crisis that this created?
8. Describe the important steps in the evolution of eukaryotes
9. Summarize each of the 4 possible factors that may have contributed to the Cambrian Explosion, and explain why
10. What factors influenced the late colonization of life on land?
11. What were the effects of the K-T impact for life on Earth? What about for the surviving species?
12. Describe the internal and external factors that can affect the mutation rate
13. What is cultural and technological evolution, and how is it different from biological evolution? What does it mean for advanced civilizations?
  • 5/13: Begin watching "Genesis: Where Are We Coming From?"
  • 5/16: Final Projects DUE, finish "Genesis", begin watching "Alien Planet"
Play the Alien Planet game: http://www.ndimedia.com/demo/alien/game/AlienPlanet_m2.html
  • 5/20: Finish "Alien Planet", receive Class Evaluation (DUE Tues. 5/27)
  • 5/23: Final Exam and Binder Check
  • 5/27: All-school event
  • 5/30: NO SCHOOL- SUMMER BREAK
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