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:

http://www.bbc.co.uk/nature/history_of_the_earth
http://www.ucmp.berkeley.edu/help/timeform.php

http://science.nationalgeographic.com/science/prehistoric-world/prehistoric-time-line/

http://geology.com/time.htm

...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

http://www.youtube.com/watch?v=NYbTNFN3NBo&feature=related

• 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:

http://www.geolsoc.org.uk/ks3/webdav/site/GSL/shared/images/education_and_careers/RockCycle/Rock%20Cycle%20all%20labels.jpg

http://mrdaviesclass.weebly.com/uploads/1/7/7/6/17763065/1737255_orig.jpg

http://www.rocksandminerals.com/images/rockcycle.gif

http://www.infohow.org/wp-content/uploads/2012/11/The-Rock-Cycle.jpeg

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

Gold mining video from Discovery News: http://news.discovery.com/earth/videos/how-gold-mining-works-video.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"

How to find gemstones: https://www.youtube.com/watch?v=KSACqI1VHH4

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

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

More good videos (shorter, too): http://video.nationalgeographic.com/video/science/space-sci/solar-system/sun-101-sci/
http://www.youtube.com/watch?v=qZe5D3MSjOI&feature=relmfu
Good page on the structure of the sun, with nice links to images and movies: http://nineplanets.org/sol.html

• 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

http://www.youtube.com/watch?v=pLWkkx8VzdM&feature=related

• 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

http://www.youtube.com/watch?v=l0aGANf5YI8&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?

Good video on the solar system's formation: http://www.metacafe.com/watch/1111454/formation_of_the_solar_system_great_animation/

Another good one: http://www.youtube.com/watch?v=5l5mB-rFuGo

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/

And one more, from National Geographic: http://science.nationalgeographic.com/science/space/solar-system/

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

https://www.youtube.com/watch?v=y3GF3PFNx8Y

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

Plant Biology 1 (Ethnobotany)

• 8/13/2013: Receive "Course Syllabus", receive "The Ethical Wildcrafting of Native Plants of the Southwest", lecture and reading on "Foods That Changed the World"

Here's an article about potato plants, with a connection to the historical changes brought about by the potato as well: http://science.howstuffworks.com/environmental/life/botany/potato-info.htm

An interesting article on Andean potato varieties and maintaining diversity in our food supply: http://www.potato2008.org/en/potato/biodiversity.html

A great article on the ethnobotany of potatoes in Andean cultures, as well as their use as a way of preserving biodiversity in our food supply: http://news.nationalgeographic.com/news/2002/06/0610_020610_potato.html

Check out this picture of crazy Andean potato varieties!! http://www.isgtw.org/images/2009/Potatoes_L.jpg

Here's a great article about an expedition to find the wild ancestors of tomatoes: http://www.ars.usda.gov/is/pr/2005/051230.htm

A photo of wild tomatoes: http://www.scielo.br/img/revistas/rbzool/v20n3/17651f1.jpg

Here's a great article on chile peppers and their influence on history: http://freebeerforyorky.com/chilistory.html

A website about peanut plants, including instructions on how to grow your own: http://www.enchantedlearning.com/subjects/plants/pages/peanutplant.shtml

Unfortunately, one of the better websites about peanuts comes from wikipedia: http://en.wikipedia.org/wiki/Peanut

Here's a great ethnobotanical article about manioc and how it's processed by the Canela people: http://anthropology.si.edu/canela/manioc.htm

An article about Cacao (chocolate), including its botanical characteristics and methods of production: http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Theobroma/index.html

An article on vanilla, including its history and uses: http://www.theepicentre.com/Spices/vanilla.html

Another article on vanilla, including how to grow it: http://www.orchids-plus-more.com/vanilla-orchid-plant.html

A great database on Hawaiian ethnobotany (made by Native Hawaiians) that includes the uses of sweet potato: http://data.bishopmuseum.org/ethnobotanydb/ethnobotany.php?b=d&ID=uala

An interactive website called "the Great Corn Adventure": http://urbanext.illinois.edu/corn/

An article about Teosinte (corn's wild ancestor), with pictures: http://hila.webcentre.ca/research/teosinte/

• 8/16: Finish "Foods That Changed the World", lecture and reading on "Medicines That Changed the World", Foods and Medicines HW (DUE Tues. 8/20):

1. Please give an example of a food from another country that has its roots in the Americas (use the links above or below if you want), and describe the path it took to get there

2. List and describe 2 examples of foods from this article that have influenced culture or society

3. Describe why it's important to have diversity in our food supply

4. Describe the specific medicinal properties of 2 plants from this article

5. Describe why scientists are regaining interest in returning to the use of plant-derived medicines, as opposed to synthetic versions, giving at least 2 examples

6. Research another medicinal plant from the Americas and describe its medicinal benefits

To help you with question 1, here's a list of food crops that originated in the Americas (scroll down to the 'crops and ingredients' section): http://en.wikipedia.org/wiki/Native_American_cuisine

A pic of cinchona and cinchona bark: http://www.homeopathyandmore.com/med_images/CHINA_OFFICINALIS.jpg

Andean coca plants in their native habitat: http://www.rain-tree.com/Plant-Images/erythroxylum-pic.htm#.Ug7R3-BOTzI

Good page on the ethnobotany and indigenous use of coca: http://www.ethnoleaflets.com/leaflets/coca.htm

The ethnobotany of curare: http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Curare/

Ethnobotanical account of the preparation of curare: http://www.minelinks.com/ecuador/hunting_2.html

To help you with question 6, here's a huge database of medicines and the plants they're derived from: http://chemistry.about.com/library/weekly/aa061403a.htm

• 8/20: Receive "Final Project Guidelines" (DUE Fri. 12/13) and "How to Make A Plant Press", lecture and reading on "Tubers From the Andes", Tubers From the Andes HW (DUE Thurs. 8/22):

1. What is "pacha kuti", and how does it relate to this article?

2. Describe how Andean people created all of the different variations in their tubers that can be seen today

3. Why are many Andean farmers no longer growing these tubers?

4. Describe 2 specific reasons why scientists are interested in saving these tubers from extinction and promoting them commercially

5. How will the Andean farmers and people benefit from the renewed cultivation of their tubers?

Here's a website that describes the medicinal properties of Anu: http://www.naturalmedicinalherbs.net/herbs/t/tropaeolum-tuberosum=anu.php

Another article with pics about the health benefits of Anu and Maca, written by scientists who are propagating it: http://www.plantsciences.ucdavis.edu/quiros/lab/macaim.htm

• 8/22: Make plant presses, begin lecture and reading on "Introduction to Botany"
• 8/27: "Introduction to Botany" continued
• 8/30: Finish "Introduction to Botany", begin lecture and reading on "Life is Cellular", Intro to Botany HW (DUE Tues. 9/3):

1. Describe the advantages that plants with a vascular system have over non-vascular ones

2. Describe the differences between xylem and phloem

3. Describe what the benefits and challenges of colonizing the land were for the earliest ancestors of plants

4. Define the process of alternation of generations in your own words

5. Describe how alternation of generations and plant reproduction differs between mosses, ferns, conifers, and flowering plants

6. Describe the difference between mitosis and meiosis in your own words. Also, what is each process used for?

Good video about plant adaptations and characteristics: http://www.youtube.com/watch?v=fA4rpATxaHU&feature=related

Sweet computer-generated video about what it's like to travel through xylem tissue: http://www.youtube.com/watch?v=Ir9bm3fli90&feature=related

Another similar one about phloem sugar transport: http://www.youtube.com/watch?v=yNtDWIx213Y&feature=related

Clear explanation of alternation of generations, in song form!: http://www.youtube.com/watch?v=35vPjdTNRU0

Another explanation of alternation of generations: http://www.sparknotes.com/biology/plants/lifecycle/section1.html

Good, simple video of mitosis and meiosis, with sweet computer simulations: http://www.youtube.com/watch?v=2vsmT85nlzY&feature=related

• 9/3: Finish "Life is Cellular", lecture and reading on "Characteristics of Plants", Life is Cellular HW (DUE Fri/ 9/6):

1. List the components of the cell theory, and describe what each one means

2. Describe the differences between a prokaryote and a eukaryote. Which one are plants, and why?

3. Describe 2 structures that all cells have

4. Define "cell specialization", and state which kind of organisms it occurs in

5. Describe each level of organization in a multicellular organism

6. List and describe 2 major differences and 2 major similarities between plant and animal cells

• 9/4: Field Trip to San Xavier Co-op Farm
• 9/6: Lecture and reading on "Movement Through the Membrane", Movement Through the Membrane HW (DUE Tues. 9/10):

1. What does it mean when we say that membranes are "selectively permeable"?

2. What is the function of the cell membrane?

3. What are the effects of osmosis on cells?

4. Describe how water moves during diffusion (AKA osmosis)

5. How do plant cells avoid bursting when they're exposed to fresh water? Why is it that animal cells do not come into contact with fresh water?

6. Describe how active transport differs from diffusion

7. What is "facilitated diffusion"?

Good short animation about osmosis: http://www.youtube.com/watch?v=sdiJtDRJQEc

Time lapse video of osmosis in the kitchen: http://www.youtube.com/watch?v=H6N1IiJTmnc&feature=related

Food coloring diffusing in water: http://www.youtube.com/watch?v=o6nqYcrItiQ&feature=related

Good computer generated animation of diffusion: http://www.youtube.com/watch?v=s0p1ztrbXPY&feature=related

And one about active transport: http://www.youtube.com/watch?v=STzOiRqzzL4&NR=1

Red blood cells in a hypertonic solution: http://www.youtube.com/watch?v=IRQLRO3dIp8&feature=related

Now in a hypotonic solution: http://www.youtube.com/watch?v=EA_ss8ZkjAM&feature=related

Finally, in an isotonic solution: http://www.youtube.com/watch?v=plen79Fgmz0&feature=related

• 9/10: Celery and Diffusion Lab Part I, lecture and reading on "Cell Structures"
• 9/13: Unit Quiz One and Binder Check, receive "Benefits and Recipes of Two Native Foods", cooking with Native foods activity
• 9/17: Celery and Diffusion Lab Part II, finish "Cell Structures", receive "Characteristics of Cells Group Project Guidelines" (bring project materials with you to class on Fri. 9/20)

Here's a few videos and links that might help you with your projects and/ or homework:

Nice, clear overview of cell structures and functions: http://www.youtube.com/watch?v=vCqQLoRaTNA

Overview of plant and animal cells: http://www.youtube.com/watch?v=Jn9oJtXZYcU&feature=related

Great Discovery Channel video on cells: http://science.howstuffworks.com/life/28732-assignment-discovery-elements-of-cells-video.htm

• 9/20: Lecture and reading on "Chloroplasts and Mitochondria", Characteristics of Cells Group Project, Cell Structures HW (DUE Tues. 9/24):

1. Describe the functions of the following organelles: Endoplasmic reticulum, golgi apparatus, chloroplast, and mitochondrion

2. How are prokaryotic and eukaryotic cells similar? How are they different? How are plant and animal cells similar and different?

3. Describe the role and function of the nucleus

4. What are two functions of vacuoles? Why are plant cell vacuoles so large?

5. How is the cell like a factory?

6. If you examine a cell under a microscope and discover that it has chloroplasts, what can you guess about the organism from which the cell came from, and why?

7. Describe the theory of endosymbiosis

• 9/24: Finish Characteristics of Cells Group Project
• 9/27: Begin lecture and reading on "Finding Order in Diversity"
• 10/1: Midterm Exam and Binder Check, "Finding Order in Diversity" continued
• 10/4: No Class: Ribbon-Cutting Ceremony
• 10/7-10/11: No School- Fall Break
• 10/15: Finish "Finding Order in Diversity", Finding Order in Diversity HW (DUE Fri. 10/18):

1. Why do scientists use scientific names instead of common names?

2. Define "binomial nomenclature", and list the rules of writing a binomial name

3. Which category has more biological meaning- "all brown birds" or "all hawk-like birds", and why?

4. Describe the distinguishing characteristics of each of the following taxonomic groups: bryophytes, pteridophytes, gymnosperms, and angiosperms

5. What's the difference between a monocot and a dicot? What kinds of plants are examples of each type?

6. What are the differences between monoecious, dioecious, and hermaphroditic plants?

Here's a good explanatory website about taxonomic rankings: http://armadillo-online.org/taxonomy.html

This is an INCREDIBLY USEFUL website that you can use to look up the taxonomic ranking of any plant (good for your Final Project research): http://www.gardenguides.com/taxonomy/

Nice website devoted to bryophytes and their allies: http://bryophytes.plant.siu.edu/

Good website on pteridophytes: http://www.biologyreference.com/Po-Re/Pteridophytes.html

Another good one- the gymnosperm database: http://www.conifers.org/

One of the weirdest gymnosperms, the Welwitschia plant: http://www.plantzafrica.com/plantwxyz/welwitschia.htm

• 10/18: Lecture and reading on "Leaf Morphology", Leaf Morphology Lab, Common Ethnobotanically Significant Plant Families in the Sonoran Desert Worksheet (DUE Tues. 10/22)
• 10/22: Lecture and reading on "Leaf Tissues", Leaf Tissues HW (DUE Fri. 10/25):

1. Describe the 3 main functions of a leaf

2. Compare and contrast the leaves of angiosperms and gymnosperms. How are they similar? How are they different?

3. What are 2 main reasons plants shed their leaves? How does each process work?

4. Research a specific example of phytoremediation, summarize it, and cite your source. (2 PTS.)

• 10/25: Lecture and reading on "Root and Stem Morphology", begin Plant Morphology Lab
• 10/29: Plant Morphology Lab continued, Root and Stem Morphology HW (DUE Fri. 11/1):

1. List and describe 2 functions of roots

2. Describe the process of transpiration

3. What role does diffusion play in water uptake by roots?

4. How are herbaceous stems similar to leaves?

5. Technically speaking, what is "wood" and "bark"?

6. What is the difference between primary and secondary growth?

7. What is auxin? What does it do?

• 11/1: Finish Plant Morphology Lab, begin lecture and reading on "Photosynthesis"

Good visuals and explanations of photosynthesis, with footage of living chloroplasts: http://www.youtube.com/watch?v=mYbMPwmwx88&feature=related

• 11/5: Finish "Photosynthesis", Photosynthesis HW (DUE Fri. 11/8):

1. What are the reactants of photosynthesis? What are the products? What is the catalyst?

2. Describe what happens in each of the 2 reactions

3. Why does the Dark Reaction still depend on light?

4. Describe the role and function of ATP and NADPH

5. Why is chlorophyll green?

6. Describe how light intensity, temperature, and CO2 concentration affect the rate of photosynthesis

7. What is photorespiration? What causes it, and what are the consequences for plants?

8. Summarize the 3 types of photosynthesis. Also, what are the advantages and disadvantages of each?

• 11/8: Unit Quiz 2 and Binder Check, lecture and reading on "Linking Human and Environmental Health Through Desert Foods"
• 11/12: "Linking Human and Environmental Health Through Desert Foods" continued, receive "The Desert's Bountiful Harvest", Desert Foods and Health HW (DUE Fri. 11/15):

1. Briefly describe the nutritional and health benefits of the following foods: Mexican Oregano, Prickly Pear, Cholla, and Chia

2. How did the traditional diet of the O'Odham people change, and why?

3. What other factors are contributing to the poor health of the O'Odham?

4. How do traditional foods (such as mesquite, tepary beans, cholla, and prickly pear) help to reduce or prevent conditions such as diabetes or obesity? Be specific.

• 11/15: Lecture and reading on "Angiosperm Reproduction", "Pollination", and "Fruits and Seeds"
• 11/19: Flower Morphology Lab
• 11/22: Finish "Fruits and Seeds", begin lecture and reading on "The Work of Gregor Mendel", Angiosperm Reproduction HW (DUE Tues. 11/26):

1. Summarize the roles of the flower organ

2. Describe the role of mitosis and meiosis in the formation of gametes in angiosperms

3. Why do most plants try to avoid self-pollination? Under what circumstances might self-pollination become a benefit?

4. Describe the differences between wind and animal-pollinated flowers and their pollen

5. Why is seed dispersal important? How are seeds dispersed?

6. Summarize the advantages of each of the 4 environmental triggers of seed germination

• 11/26: Finish "The Work of Gregor Mendel", Tomato Genetics Activity (DUE Tues. 12/3)
• 11/29: No School- Thanksgiving Break
• 12/3: Lecture and reading on "Plant Breeding", begin watching "The Botany of Desire", Plant Genetics HW (DUE Fri. 12/6):

1. What are genes? What are dominant and recessive alleles?

2. When does segregation occur? What happens to alleles during segregation?

3. Why were true-breeding pea plants important for Mendel's experiments?

4. How are the principles of probability used to predict the outcomes of genetic crosses?

5. Summarize Mendel's principles in your own words

6. What is the difference between incomplete dominance and codominance?

7. Describe the difference between traits created by multiple alleles and polygenic traits

8. What is artificial selection? How is it different from natural selection?

9. Describe the process of hybridization, and explain the benefits of this process

10. How do scientists genetically engineer plants?

11. What is the genetic bottleneck, and how did humans create it? What are the consequences of this, and how can we avoid them?

• 12/6: Continue watching "The Botany of Desire"
• 12/10: Finish watching "The Botany of Desire"
• 12/13: FINAL PROJECTS DUE, Final Exam and Binder Check, Class Evaluations (DUE Tues. 12/17)
• 12/17: Watch "Planet Earth: Jungles"
• 12/20: No School- Winter Break

Eco-Biology 1 (Ecology)

• 8/12/2013: Receive "Course Syllabus", lecture and reading on "What is Ecology?", What is Ecology? HW (DUE Thurs. 8/15):

1. How was the field of ecology different from the traditional methods of studying nature in the mid 19th century?

2. How are ecology and environmentalism related?

3. What caused people to become concerned about the environment? Also, list and describe the 2 different views on conservation of the environment.

4. What is the biosphere? Also, describe how energy flows through the biosphere.
5. Create an argument in support of one of the 2 views on conservation, and defend your position using real-life examples and evidence (remember to cite any sources used).

• 8/14: Lecture and reading on "Levels of Organization"
• 8/15: "Levels of Organization" continued, School Transect Activity

A good website that explains the basic principles of ecology, with food chain diagrams: http://www.scienceclarified.com/Di-El/Ecosystem.html

A couple good pyramid diagrams: http://www.scienceparameter.com/museum/history/Tool-Timeline-images/16ecology_web.jpg

• 8/19: Begin Sky Islands Ecosystem Pyramid Group Project, Home Transect HW (DUE Weds. 8/21- include a list of species or descriptions and their trophic levels), Levels of Organization HW (DUE Thurs. 8/22):

1. What are the 2 main forms of energy that power living systems?

2. Describe the different processes that organisms use to extract the forms of energy listed in #1

3. Briefly describe the flow of energy among organisms in an ecosystem

4. What's the difference between an autotroph and a heterotroph? Which one are humans, and why?

5. Describe the difference between a food chain and a food web

6. What proportion of energy is transferred from one trophic level to the next? How does this affect the number of organisms that can be supported at each higher level?

7. Pick a biome and create a diagram to illustrate the food web, labeling each trophic level and identifying particular species

• 8/21: Sky Islands Ecosystem Pyramid Group Project continued
• 8/26: Sky Islands Ecosystem Pyramid Group Project continued
• 8/28: Sky Islands Ecosystem Pyramid Group Project continued
• 8/29: Sky Islands Ecosystem Pyramid Group Project continued
• 9/2: No School- Labor Day
• 9/4: Sky Islands Ecosystem Pyramid Group Project continued
• 9/5: Finish Sky Islands Ecosystem Pyramid Group Project
• 9/9: Lecture and reading on "What Shapes an Ecosystem?"

Good video from the Discovery Channel on abiotic and biotic factors: http://science.howstuffworks.com/life/30707-assignment-discovery-abiotic-and-biotic-factors-video.htm

A good, simple description of the niche: http://purchon.com/wordpress/ecology/?page_id=27

Videos on predator/ prey interactions and a bunch of other good concepts related to community interactions: http://education-portal.com/academy/lesson/interspecies-competition-and-predator-prey-interactions.html

And here's another one related to the different forms of symbiosis: http://education-portal.com/academy/lesson/symbiotic-relationships-mutualism-commensalism-amensalism.html

• 9/11: Finish "What Shapes an Ecosystem?", What Shapes an Ecosystem? HW (DUE Mon. 9/15):

1. Describe the difference between a biotic and an abiotic factor, and give an example of each

2. In your own words, define the term "niche", and describe a real-life example from an organism of your choice, citing your source.

3. Describe the differences between a generalist and a specialist, and give an example of each

4. What does the competitive exclusion principle state? Why is it important in an ecosystem?

5. Describe each of the 3 main types of symbiosis, and give an example of each that's not from the handout. Cite your sources (2 PTS.).

• 9/12: Unit Quiz One and Binder Check, Observing Symbiosis Activity
• 9/16: Lecture and reading on "The Concept of the Niche in Greater Detail", The Concept of the Niche HW (DUE Thurs. 9/19):

1. Describe why direct competition between 2 species for the same niche will result in a winner and a loser

2. Define "guilds", and describe how species within guilds avoid violating Gause's Law

3. What are ecological equivalents, and how do they relate to convergent evolution?

4. Describe how coevolution influences an organism's niche. How is this a form of symbiosis?

5. What is the difference between background and mass extinctions? What causes each?

6. Define "adaptive radiation", and describe each of the 3 triggers

7. Research and summarize one of the 6 mass extinctions in Earth's history. What caused it? What were the consequences for life on Earth? What happened to the adaptive radiation of life afterwards? Cite your sources (3 PTS.)

• 9/18: Watch "Planet Earth: From Pole to Pole"
• 9/19: Finish "Planet Earth: From Pole to Pole", begin lecture and reading on "Biomes and Communities in the Sonoran Desert Region"
• 9/23: Finish "Biomes and Communities in the Sonoran Desert Region", Biomes Within the Sonoran Desert Region Graphic Organizer (DUE Weds. 9/25)
• 9/25: Begin lecture and reading on "Sky Islands of North America"
• 9/26: Finish "Sky Islands of North America", begin watching "Life in the Undergrowth: Intimate Relations", Sky Islands of North America HW (DUE Weds. 10/3):

1. Describe each of the 4 biomes that intersect at the Sky Islands. What are the biological results of their intermixing?

2. Describe how elevation influences the ecosystems within the Sky Islands

3. What was responsible for species extinction and habitat destruction from the early stages of settlement until the 1900's, and why?

4. What is responsible for species extinction and ecosystem destruction of the Sky Islands today?

5. Summarize what must be done in order to preserve the Sky Islands ecosystem

6. Choose a mountain range in the Sky Islands region and describe its abiotic characteristics, including location, elevation, climate, weather, and ecosystems. Cite your sources. (2 PTS.)

• 9/30: Midterm Exam and Binder Check, continue watching "Life in the Undergrowth: Intimate Relations"
• 10/2: Finish "Life in the Undergrowth: Intimate Relations", begin watching "Planet Earth: Deserts"
• 10/3: Finish watching "Planet Earth: Deserts" 
• 10/7-10/11: No School- Fall Break
• 10/14: Lecture and reading on "Plant and Animal Adaptations to the Desert"
• 10/16: Finish "Plant and Animal Adaptations to the Desert", Desert Adaptations HW (DUE Mon. 10/21):

1. Describe the methods that organisms use to endure both lack of water and high temperatures

2. Describe "thermoregulation", and explain how torpor is a type of thermoregulation

3. Choose a specific desert species and describe how it uses a form of thermoregulation to survive. Cite your sources. (2 PTS.)

4. Describe the 3 ways that organisms lose water, and give an example of a specific adaptation for each

5. How is the color black an adaptation to desert environments?

6. Research the following species and describe a specific physical and behavioral adaptation to the desert environment for each. Include your sources. (4 PTS.): Palmer's Agave, Bark Scorpion, Couch's Spadefoot, Western Banded Gecko, Greater Roadrunner, Kit Fox

• 10/21: Lecture and reading on "How Populations Grow", Rabbits and Population Growth Worksheet (DUE Mon. 10/21)
• 10/21: Lecture and reading on "Limits to Growth", Predator-Prey Activity, Predator-Prey Graphs
• 10/23: Begin lecture and reading on "Ecological Succession"
• 10/24: No Class- Wash Clean-Up Day
• 10/28: Lecture and reading on "Ecological Succession", Plot Sampling Data Labs, Ecological Succession HW (DUE Thurs. 10/31):

1. Describe the process of ecological succession in detail

2. How are primary and secondary succession different?

3. What essential role does fire play in fire-dependent ecosystems?

4. How did succession occur following the Mount St. Helens eruption?

5. Explain whether Mount St. Helens and Krakatau are a case of primary or secondary succession, and describe the methods that species use to colonize island environments

6. Research "whale falls", and explain what they are. how each of the 3 stages of succession at whale falls work in detail, and what their connection to hydrothermal vent ecosystems is. Cite your sources. (4 PTS.)

• 10/30: Plot Sampling Data Labs continued
• 10/31: Finish Plot Sampling Data Labs, begin lecture and reading on "Biodiversity"
• 11/4: "Biodiversity" continued, Threats to Biodiversity Assignment (DUE Thurs. 11/7):

Pick an example of each of the following topics, research it, and write up a presentation that addresses the following points:

-Overhunting/ overexploitation of a species (alive or extinct):

1. How it was/ is being exploited

2. What it was/ is exploited for, and why

3. What the consequences have been

4. What conservation measures are underway, or the date and circumstances of its extinction

-An exotic/ invasive species:

1. How and where it was introduced, and when

2. Why it was introduced

3. What the consequences have been

4. What the methods of control are

-Cite all sources properly

-Be prepared to present on Thursday!

• 11/6: Field Trip to Saguaro National Park East
• 11/7: Unit Quiz 2 and Binder Check, Threats to Biodiversity Presentations
• 11/11: No School- Veteran's Day
• 11/13: Threats to Biodiversity Presentations continued
• 11/14: Finish "Biodiversity", begin lecture and reading on "Conservation of Biodiversity", Biodiversity HW (DUE Mon. 11/18):

1. Describe each of the different types of biodiversity, and explain why biodiversity is important to an ecosystem's stability

2. Describe each of the 4 threats to biodiversity, and give an example of each

3. Why must conservation efforts protect entire ecosystems to save a species?

4. What caused the hole in the ozone layer, and what were the consequences? How did we react?

5. What is global warming? What's causing it, and what will the consequences be?

6. Why does human society depend on a healthy and diverse biosphere?

• 11/18: "Conservation of Biodiversity" continued
• 11/20: Finish "Conservation of Biodiversity", begin lecture and reading on "The Philosophy and Ethics of Conservation", Conservation of Biodiversity HW (DUE Mon. 11/25):

1. What are the benefits of genetic diversity for both humanity as well as populations of species?

2. Describe each of the benefits to humanity that come with conserving biodiversity

3. How does ecotourism benefit people as well as conservation efforts?

4. How are threatened species evaluated? What factors may make a species more prone to extinction, and why?

5. What are the benefits and challenges of protected areas as a method of conservation?

6. What are the goals of captive breeding and re-introduction programs? What are the challenges?

7. Why are amphibians one of the most imperiled groups of vertebrates? What conservation measures are underway to protect them?

8. Pick an example of both an endangered species involved in the illegal trade across borders, and a species that has been captive-bred and re-introduced into the wild, and summarize the circumstances and current status surrounding each. Cite your sources. (4 PTS.)

This database allows you to search every single species listed under CITES: http://www.speciesplus.net/
A list of reintroduction programs from the AZA: http://www.aza.org/reintroduction-programs/

• 11/21: Finish "The Philosophy and Ethics of Conservation", begin Case Studies in Conservation Activity
• 11/25: Finish Case Studies in Conservation Activity, begin lecture and reading on "Local Case Studies in Conservation- The Upper Gulf of California", Philosophy and Ethics of Conservation HW (DUE Mon. 12/2):

1. Summarize each of the 5 ethical arguments for conservation

2. What are the aesthetic values of conservation?

3. Describe Aldo Leopold's concept of the Land Ethic, and explain which of the values of biodiversity it advocates

4. Research the following people and describe their contributions to the conservation of biodiversity (3 PTS.):

-Rachel Carson

-John Muir

-Steve Irwin

5. Pick a position between utilitarian and non-utilitarian arguments for protecting biodiversity and defend it, using as many vocabulary words and concepts from the handout as you can (2 PTS.)

• 11/27 - 11/28: No School- Thanksgiving Break
• 12/2: "Local Case Studies in Conservation- The Upper Gulf of California" continued
• 12/4: Finish "Local Case Studies in Conservation- The Upper Gulf of California", receive Species Profile Project Guidelines (BRING MATERIALS WITH YOU TOMORROW! Try using the links from this blog if you need help finding a species), Upper Gulf Conservation HW (DUE Mon. 12/9):

1. Describe the effects of water flow reduction on the CO River Delta ecosystem

2. Why have the levels of salinity increased in the Lower CO River and Upper Gulf?

3. What is Minute 319? What will it do?

4. What is CEDO, and what are their strategies for promoting conservation of the Upper Gulf?

5. Why are California Sea Lions an indicator species?

6. Summarize what caused the Totoaba to become endangered

7. What factors are affecting both the Least Tern and Yuma Clapper Rail populations? How can they be conserved?

8. Describe the threats to the remaining Vaquita population

9. What conservation strategies are underway to protect the Vaquita?

10. Describe how the needs of local fishermen are being balanced with the need to protect the Vaquita

• 12/5: Species Profile Projects
• 12/9: Species Profile Projects continued (DUE Weds. 12/11)
• 12/11: Species Profile Project presentations
• 12/12: Final Exam and Binder Check, Class Evaluations (DUE Mon. 12/16)
• 12/16: Watch "The Crocodile Hunter: Steve's Most Dangerous Adventures"
• 12/18: No Class: All-School Event
• 12/19: No Class: All-School Event

Astro Biology 1 (Astronomy)

• 8/13/2013: Receive "Course Syllabus", lecture and reading on "A Modern View of the Universe"

Here's a cool interactive website where you can zoom in and out to see the size and scale of the universe: http://www.newgrounds.com/portal/view/525347

Another website that explains not only scale, but time as well: http://www.krysstal.com/scale.html

Another good one, with lots of explanatory text: http://www.atlasoftheuniverse.com/

Here's a video that's part of a series called "Journey to the Edge of the Universe" (there's also a lot of good related videos to check out): http://www.youtube.com/watch?v=Zr7wNQw12l8&feature=related

And a host of photos of the famous "pale blue dot" that inspired Carl Sagan:

http://www.google.com/search?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&channel=s&q=pale+blue+dot&um=1&ie=UTF-8&source=univ&ei=hp52TNSdHIa4sAOjnbygDQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CFgQsAQwBw&biw=1440&bih=708&tbm=isch#q=pale+blue+dot&um=1&hl=en&client=firefox-a&sa=X&rls=org.mozilla:en-US:official&channel=s&tbm=isch&bav=on.2,or.r_gc.r_pw.r_qf.&fp=1&biw=1269&bih=702

• 8/16: Finish "A Modern View of the Universe", lecture and reading on "Spaceship Earth", Does it Make Sense? HW I (Handed out in class, DUE Tues. 8/20)
• 8/20: Guest Speaker Presentation- Joe Frennea from International Dark Sky Association, Guest Speaker Reflection (DUE Thurs. 8/22)
• 8/22: Watch "IMAX: Cosmic Voyage", begin lecture and reading on "Ancient Astronomy"
• 8/27: Finish "Ancient Astronomy", Archaeoastronomy Group Research Project (Research materials DUE Fri. 8/30)
• 8/30: Prepare Archaeoastronomy presentations (Be ready to present on Tuesday, 9/3!)
• 9/3: Archaeoastronomy presentations
• 9/6: Finish Archaeoastronomy presentations, lecture and reading on "Early Astronomers"
• 9/10: Finish "Early Astronomers", lecture and reading on "Matter and Energy in Everyday Life", Early Astronomers HW (DUE Fri. 9/13):

List and describe the major contributions that each of the following individuals made to the science of astronomy, and state why each was significant:

1. Ptolemy

2. Copernicus

3. Galileo

4. Kepler

5. Newton

6. Arrange each astronomer and the important dates from this handout in a timeline

7. Pick one person from the above list and describe how their discoveries transformed their society and/ or culture, or describe how their discoveries were hindered by their society/ culture, and why. Cite your sources (2 PTS.)

• 9/13: Unit Quiz One and Binder Check, "Matter and Energy in Everyday Life" continued
• 9/17: Finish "Matter and Energy in Everyday Life", begin lecture and reading on "Describing Motion", Does it Make Sense? HW II (DUE Fri. 9/20)

Good PBS video on "amazing atoms": http://www.youtube.com/watch?v=xqNSQ3OQMGI

Cool video on "Quarks: Inside the Atom": http://www.youtube.com/watch?v=SMgi2j9Ks9k&feature=related

Nice website with videos on how atoms work: http://science.howstuffworks.com/atom.htm

Good Discovery Channel video on energy and the 4 phases of matter: http://www.youtube.com/watch?v=88tK5c0wgH4

• 9/20: Finish "Describing Motion", Does it Make Sense? HW III (DUE Tues. 9/24)

Video on motion and force from NASA, with good explanations: http://www.youtube.com/watch?v=54fAE2iN2II

Painful demonstrations of Newton's 3 Laws of Motion: http://www.youtube.com/watch?v=cWOv7NyOnhY

Good video on the Inverse Square Law using sandwiches: http://www.youtube.com/watch?v=JW3tT0L2gpc

• 9/24: Motion and Force Lab I: Ball Drop (DUE Fri. 9/27)
• 9/27: Motion and Force Lab II: Rocket Launch
• 10/1: Midterm Exam and Binder Check, begin lecture and reading on "Light in Everyday Life"
• 10/4: No Class: Ribbon-Cutting Ceremony
• 10/7-10/11: No School- Fall Break
• 10/15: "Light in Everyday Life" continued
• 10/18: Finish "Light in Everyday Life", Light in Everyday Life HW (DUE Tues. 10/22):

1. Define each of the 4 ways that light interacts with matter, and give examples of each

2. What's the difference between "transparent" and "opaque"?

3. Explain how light can be made of both particles and waves

4. Between gamma rays and radio waves, which type of light has more energy, and why?

5. What happens to the electrons of atoms when light energy passes through them?

6. What do line spectra tell us about things like stars, gas, and planets? How?

7. Why is it more difficult for opaque objects to emit thermal radiation? What are the 2 rules of thermal radiation?

8. What is the Doppler Shift? How does the extreme redshift of distant galaxies provide evidence for the expansion of the universe?

• 10/22: Lecture and reading on "The Big Bang and the Evolution of the Universe"
• 10/25: Finish "The Big Bang and the Evolution of the Universe", begin lecture and reading on "Running the Expansion Backward", Big Bang Theory HW (DUE Tues. 10/29):

1. List and describe the 3 main lines of evidence for the Big Bang theory

2. What is "inflation theory"? What evidence exists to support it?

3. What is "funny energy" (AKA dark energy)? What is it doing to the universe, and what evidence supports its existence?

4. What does the Cosmic Microwave Background prove about the structure of the universe? How?

Having trouble visualizing all this stuff? Check out this awesome video: http://www.dvice.com/archives/2009/08/big-bang-animat.php

Good video from the History Channel on the cosmic microwave background: http://www.youtube.com/watch?v=9q7DbUCl6QU

Another good (and very British) Big Bang video: http://www.youtube.com/watch?v=0iqW7YS1Y7Y&feature=related

This is an EXCELLENT interactive website on the different eras of time in the universe's history (useful for upcoming projects): http://www.pbs.org/deepspace/timeline/

• 10/29: Finish "Running the Expansion Backward", begin Timeline of the Universe Group Poster Projects
• 11/1: Timeline of the Universe Group Poster Projects continued
• 11/5: Timeline of the Universe Group Poster Projects continued
• 11/8: Unit Quiz 2 and Binder Check, Timeline of the Universe Group Poster Projects continued
• 11/12: Timeline of the Universe Group Poster Projects continued
• 11/15: Timeline of the Universe Group Poster Projects continued
• 11/19: Timeline of the Universe Group Poster Projects continued (DUE Fri. 11/22), Does it Make Sense? HW IV (DUE Fri. 11/22)
• 11/22: Begin lecture and reading on "A New View of Gravity"
• 11/26: Watch "The Elegant Universe: Einstein's Dream", begin watching "The Elegant Universe: String's the Thing"
• 11/29: No School- Thanksgiving Break
• 12/3: Finish "A New View of Gravity", finish watching "The Elegant Universe: String's the Thing", A New View of Gravity HW (DUE Fri. 12/6):

1. What creates gravity? How does the amount of an object's mass affect the strength of gravity?

2. What role does density play in the strength of gravity?

3. How did we discover the existence of dark matter?

4. Describe what MACHOs are, and why they are potential candidates for dark matter. How can we detect them?

5. Describe what WIMPs are, and why they are potential candidates for dark matter

6. Why are nonbaryonic particles so difficult to detect?

7. What is the critical density, and why is it important to understanding the universe's fate?

8. What role does dark matter play in the fate of the universe?

9. Describe the 4 possible fates of the universe

10. State which fate we currently believe is the most likely, and explain why

• 12/6: Watch "The Elegant Universe: Welcome to the 11th Dimension"
• 12/10: Lecture and reading on "Star Death"
• 12/13: Final Exam and Binder Check, Class Evaluations (DUE Tues. 12/17)
• 12/17: Watch "The Universe: End of the Earth"
• 12/20: No School- Winter Break

Eco-Biology 2 (Zoology)

• 1/6/14: Receive Course Syllabus, lecture and reading on "Kingdoms of the Living World"

Here's a video on Carolus Linnaeus with Bill Nye: http://science.howstuffworks.com/life/29017-100-greatest-discoveries-classification-of-species-video.htm

A couple good videos on the different kingdoms: http://www.youtube.com/watch?v=TPZSoNY9vAo&feature=related

http://www.dnatube.com/video/5337/Biological-ClassificationKingdoms

Funny video on the taxonomy of the animal kingdom: http://www.youtube.com/watch?v=VOkQimDzr2Y&feature=related

And an awesome video on the Tree of Life, with David Attenborough: http://www.youtube.com/watch?v=H6IrUUDboZo&feature=related

• 1/8: Microscopic observations of each Kingdom, "Kingdoms of the Living World" continued
• 1/9: Finish "Kingdoms of the Living World", Taxonomic Groupings Activity, begin lecture and reading on "Modern Evolutionary Classification"
• 1/13: Finish "Modern Evolutionary Classification", begin Taxonomy Projects, Taxonomy HW (DUE Thurs. 1/16):

1. List and describe the defining characteristics of each Domain

2. Describe the characteristics of each Kingdom in the Domain Eukarya on a cellular level

3. Describe the characteristics that are common to all animals

4. Explain why scientists avoid using common names for species

5. What were the problems with traditional methods of classification, and why?

6. Describe the 2 new methods that scientists use to refine the classification system

7. Complete the "Quick Lab" on derived characters from your "Modern Evolutionary Classification" handout (5 PTS.)

• 1/15: Taxonomy Projects continued
• 1/16: Taxonomy Projects continued (DUE Weds. 1/22, and be ready to present your projects!)
• 1/20: No School- Martin Luther King Jr. Day
• 1/22: Project Presentations, begin lecture and reading on "Ecology of the Northern Gulf"
• 1/23: Project Presentations continued, "Ecology of the Northern Gulf" continued
• 1/27: Finish "Ecology of the Northern Gulf",  Ecology of the Northern Gulf HW (DUE Weds. 1/29):

1. Describe the characteristics of each region in the Sea of Cortez

2. How are the Sea of Cortez's tides created?

3. How do the tides influence the ocean's ecosystems?

4. Why are the waters of the Sea of Cortez renowned for their diversity?

5. Describe the 2 ecosystem services that estuaries provide

6. Describe the characteristics of each of the intertidal zones

7. What abiotic factors influence the intertidal zone?

Receive Timeline of Animal Evolution, lecture and reading on "Introduction to Porifera", Porifera HW (DUE Thurs. 1/30):

1. Describe the important function of archaeocytes

2. Describe, in general, the niche of a sponge

3. Identify and describe one symbiotic relationship involving sponges from the handout

4. Describe the 2 methods of sponge reproduction

5. Research the uses of sponges in medical research and summarize one example. Cite your source.

6. Describe the relationship between sponges and wedding shrimps. Cite your source.

7. Describe the relationship between sponges and snapping shrimps. Cite your source.

Spongebob on sponge reproduction: http://www.youtube.com/watch?v=4JIytOL-Q18

Great BBC video on "The Wonderful World of Sea Sponges": http://www.youtube.com/watch?v=BW05vMziy2o

Sponge filter feeding in real time: http://www.youtube.com/watch?v=T7E1rq7zHLc&feature=related

Good video on sponge reproduction: http://www.youtube.com/watch?v=mVavqt4Sbyo&feature=related

Good but technical video on sponge chemicals and medical research: http://www.youtube.com/watch?v=QbonY3-u06I

One last treat: http://www.youtube.com/watch?v=XWdCVzNcWdI

• 1/29: Begin lecture and reading on "Introduction to Cnidaria"
• 1/30: "Introduction to Cnidaria" continued, begin watching "Blue Planet: Coral Seas"
• 2/3: 

Plant Biology 2 (Food Biology)

• 1/7/14: Receive Course Syllabus, lecture and reading on "The Nutrients", introduction to the Food Journal (You must get a Food Journal and start recording entries by Tues. 1/14!)
• 1/10: Finish "The Nutrients", lecture and reading on "Nutrition and Healthy Eating" and "How to Read A Nutrition Label", receive Nutrient Puzzle Project Guidelines, Nutrition HW (DUE Tues. 1/14):

1. Go to http://caloriecount.about.com/tools/calories-burned and record your results

2. Bring in your favorite snack food (with nutrition information)!

3. Describe the differences between the 3 types of carbohydrates

4. Describe the differences between soluble and insoluble fiber

5. Explain how fats are both vital as well as harmful to health

6. Explain the relationship between fat and cholesterol

7. What are "free radicals"? How can they be eliminated from the body?

• 1/14: Nutrient Puzzle Project continued, begin recording Food Journals
• 1/17: Nutrient Puzzle Project continued
• 1/21: Finish Nutrient Puzzle Project, begin Food Additives Research Activity
• 1/24: Food Additives Research Activity continued

Here's a great website where you can find info and health concerns about pretty much any additive: http://www.cspinet.org/reports/chemcuisine.htm

• 1/28: Food Additives Presentations
• 1/31: Finish Food Additives Presentations, begin watching "Supersize Me"

Check out the 4 year-old cheeseburger from McDonald's: http://www.youtube.com/watch?v=4IGtDPG4UfI&feature=related

• 2/4: "Supersize Me" continued
• 2/7: Unit Quiz One, Binder Check, and Food Journal Check, finish "Supersize Me", Fast Food Nutrition HW- bring in the nutrition info from any fast food restaurant- DUE Tues. 2/11
• 2/11: Lecture and reading on "Metabolism"
• 2/14: Lecture and reading on "A Shopper's Guide to Pesticides in Produce", finish "Metabolism", begin lecture and reading on "Chemical Pathways", Metabolism HW (DUE Tues. 2/18):

1. Go to the following website: http://www.bmi-calculator.net/bmr-calculator/, enter your information, and record your BMR

2. Describe the stages of digestion from mouth to cells

3. Describe the differences between anabolism and catabolism

4. Describe what happens to each of the following macromolecules during the process of digestion and metabolism: cellulose, starch, protein, and lipids

5. What is insulin? What role does it play in metabolism?

6. What do all metabolic disorders have in common with each other?

7. Describe the differences between Type I and II diabetes

This enormous website has everything you've ever wanted to know about pesticides and food, and it's filled with info: http://www.pesticideinfo.org

This is their newer, updated page: http://www.panna.org

• 2/18: Finish lecture and reading on "Chemical Pathways", Chemical Pathways HW (DUE Fri. 2/21):

1. Summarize each stage of cellular respiration in your own words

2. Name the 2 types of fermentation, and describe the differences between them

3. What happens to the other 62% of energy from glucose that isn't converted into ATP?

4. Why is cellular respiration much more efficient at extracting energy from glucose than glycolysis alone?

5. Where in the cell do each of the pathways of cellular respiration take place?

6. Contrast photosynthesis and cellular respiration. How are they different?

7. Describe the connection between cellular respiration, long-term energy, and exercise

• 2/21: Begin lecture and reading on "Immune System", Diet Research Assignment (DUE Tues. 2/25- be prepared to present!):

Research any diet and summarize the following:

1. How it works

2. What the pros are

3. What the cons are

4. What your opinion of the diet is overall, based on your research and what you've learned in class

-Cite your source

-Be prepared to present your findings!

Here's a huge list of different diets to choose from: http://www.everydiet.org/diet

And a couple more: http://www.faddiet.com

http://www.buzzle.com/articles/fad-diet-list.html

And a "top ten" version: http://www.toptenz.net/top-10-unhealthy-fad-diets.php#!/exjun_

• 2/25: Diet Presentations, "Immune System" continued

Good immune system documentary (part 1 of 3): http://www.youtube.com/watch?v=0vdqby8I0Aw

Interesting video about leukocytes (part 1 of 3): http://www.youtube.com/watch?v=HNP1EAYLhOs

Nice animation of the immune response: http://www.youtube.com/watch?v=90hSVkaOG_w

Video on how viruses attack cells and create infections: http://www.youtube.com/watch?v=Rpj0emEGShQ

Another one specific to HIV: http://www.youtube.com/watch?v=l-2ilZA-_aw

• 2/28: Finish "Immune System", Immune System HW (DUE Tues. 3/4):

1. List and describe the components of the immune system

2. Describe the functions of the 3 main types of Leukocytes

3. Summarize the stages of the immune response

4. List and describe the main categories of immune system disorders

5. Describe how diet influences the immune system

6. How do we get enzymes? What causes our number of enzymes to decrease, and what are the consequences?

7. Why are beneficial bacteria important to our health? What causes them to decrease, and why?

• 3/4: Lecture and reading on "The Life Cycle of Cells", begin Mitosis Flipbook Projects, Life Cycle of Cells HW (DUE Fri. 3/7):

1. What must a cell do before it can divide?

2. What are chromosomes? What information do they contain, and how many of them do humans have?

3. Describe what is going on during each step of interphase

4. Explain why cells in a multicellular organism need to divide, giving at least 3 examples

5. Describe each phase of mitosis

6. Define "cyclins", and describe the 2 types

7. What is cancer, and what does it have to do with the cell cycle?

Sweet mitosis video in sped-up real time: http://www.youtube.com/watch?v=m73i1Zk8EA0

Actual mitosis footage (keep watching, it'll make sense): http://www.youtube.com/watch?v=aDAw2Zg4IgE

Nice 3D rendering of the stages of mitosis: http://www.youtube.com/watch?v=nPG6480RQo0

Intense video of a whole cell's life cycle: http://www.youtube.com/watch?v=yKW4F0Nu-UY

Another intense voyage inside a cell: http://www.youtube.com/watch?v=Ao9cVhwPg84

• 3/7: Mitosis Flipbook Projects continued
• 3/11: Midterm Exam, Binder Check, and Food Journal Check, Mitosis Flipbook Projects continued
• 3/14: No School- 3rd Quarter Break
• 3/18: Finish Mitosis Flipbook Projects (DUE Fri. 3/21 if not completed in class)
• 3/21: Lecture and reading on "Cycles of Matter", Cycles of Matter HW (DUE Tues. 3/25):

1. On 2 unlined sheets of paper, draw and label a diagram of both the nitrogen cycle and the carbon cycle

2. Describe how each step in both processes works

3. Describe why each cycle is important in terms of food and food biology

• 3/25: Lecture and reading on "Food System Background Information", begin lecture and reading on "Food Production", Food System HW (DUE Fri. 3/28):

1. Explain how each food system affects the environment and the economy (in terms of jobs, local merchants, etc.)

2. Describe how fossil fuels are used in food production

3. Draw and label a diagram of both a conventional and a local food system, and explain each step (3 PTS.)

4. Explain each of the soil management options, and describe the pros and cons of each

• 3/28: "Food Production" continued
• 4/1: "Food Production" continued

Here's an awesome old promotional video of modern food production from 1960 entitled "Miracles from Agriculture": https://www.youtube.com/watch?v=MZfFFUSsfEA

Here's some intense footage of modern food production, in this case chicken: http://vimeo.com/73234721

Comparing conventional vs. organic farming: https://www.youtube.com/watch?v=yEALImJMuRo

And an animated cartoon version, called "The True Cost of Food": https://www.youtube.com/watch?v=bO_XMq0bonA
"The Problem with Farmed Salmon", a video about sustainability issues relating to aquaculture: https://www.youtube.com/watch?v=miFMtgMcX58

• 4/4: "Food Production" continued
• 4/8: Finish "Food Production", lecture and reading on "The Green Revolution", The Green Revolution HW (DUE Fri. 4/11):

1. What was the Green Revolution? What are the components on Green Revolution farming?

2. Why has world hunger increased even though food production is at an all-time high?

3. Describe how agroecology methods in Cuba were able to feed the whole population

4. Based on the article, describe what the pros and cons of Green Revolution-style farming are

Also Food Production HW (DUE Tues. 4/15):

1. How has the expansion of food production changed from before and after the 1950's? How was this achieved?

2. What are the characteristics of modern chemical farming techniques?

3. What are the characteristics of modern livestock farming, and what are the environmental concerns?

4. Describe how chemical fertilizers can become pollutants

5. What are the environmental and health issues associated with modern irrigation technology?

6. What changing cultivation practices made increased pesticide use a necessity?

7. What causes resistance to pesticides, and what are the consequences?

8. How do pesticides affect non-target organisms and the environment, and what are the consequences?

9. What is "Integrated Pest Management", and how does it work?

10. How does genetic engineering compare to conventional breeding? What can it be used for, and how does it work?

11. What are the concerns of genetic engineering for developing countries and the environment?

12. What are the environmental concerns regarding aquaculture, and what are some possible alternatives?

Here's an informative video that shows the history of the Green Revolution: https://www.youtube.com/watch?v=HucSCNQ01X4

• 4/11: Lecture and reading on "The GMO Debate"
• 4/15: Unit Quiz Two, Binder Check, and Food Journal Check, "The GMO Debate" continued
• 4/18, 4/22, 4/25: No School- Spring Break
• 4/29: Finish "The GMO Debate", GMO Foods Research Assignment (DUE Fri. 5/2- Be Prepared to Present!)

Here are a few websites that may help you with finding information for your projects:

http://www.gmo-compass.org/eng/database/plants/

http://www.isaaa.org/gmapprovaldatabase/cropslist/default.asp

http://www.organicconsumers.org/ge/GMonMarketUS.pdf

http://www.shiftfrequency.com/comprehensive-list-of-gmo-products/

• 5/2: GMO Foods Presentations, begin watching "The Future of Food", The GMO Debate HW (DUE Tues. 5/6):

1. What are the benefits of GM crops in terms of each of the following: human health, economics, and the environment?

2. What are the dangers of GM crops in terms of each of the following: human health, economics, and the environment?

3. What are the claims that glyphosate is more environmentally friendly than other herbicides? What evidence suggests that these claims are false?

4. What are the drawbacks to using Bt crops instead of pesticides?

5. Why are scientists concerned about hybridization between GM crops and their wild relatives?

6. How could Bt crops affect nontarget organisms?

7. What are the arguments against organic farming being able to feed the growing human population? What are the criticisms of these arguments?

8. Based on the information, do you support the use of GM foods? Why or why not? Be specific.

• 5/6: Finish GMO Foods Presentations, "The Future of Food" continued

For the full "con" debate over GMOs, check out "Seeds of Death": https://www.youtube.com/watch?v=eUd9rRSLY4A

A video on the recently-passed "Monsanto Protection Act": https://www.youtube.com/watch?v=62P7CFf5Dnc

Check out Monsanto's website for yourself: http://www.monsanto.com/pages/default.aspx

• 5/9: Guest Speaker Presentation: Becky Cable of ARBICO, Guest Speaker Reflection (DUE Tues. 5/13)
• 5/13: Finish watching "The Future of Food", begin lecture and reading on "DNA"
• 5/16: "DNA" continued, How Does A Cell Read DNA? Activity (DUE Tues. 5/20)
• 5/20: Finish "DNA", receive Class Evaluation (DUE Tues. 5/27), DNA and RNA HW (DUE Fri. 5/23):

1. Explain how DNA is replicated

2. Where and in what form is eukaryotic DNA located?

3. Describe how the long DNA molecules found in eukaryotes are packed into chromosomes

4. How is the structure of chromosomes in eukaryotes different from the structure of chromosomes in prokaryotes?

5. List and describe the 3 main types of RNA

6. What happens during transcription?

7. What happens during translation?

8. Describe the 3 main differences between RNA and DNA

• 5/23: Final Exam, Binder Check, and Food Journal Check
• 5/27: All-school event
• 5/30: NO SCHOOL- SUMMER BREAK