--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of freshwater resources, humans’ use of theses resources, and potential problems in our past and current management schemes for these resources by scoring 70% or better on the Unit 9 Exam
Warm-up: Receive Unit 9 Exam FRQ rubric and listen to directions [5]
- Unit 9 Exam FRQ scoring [25]
- Unit 10: Lecture 1: Indoor Air Pollution [20]
- scrAPESbook presentations [35]
- Remember to go to student bank to remit AP Test Payment before March 4th
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 481-489
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: What signs or indications can give you some idea of whether or not a particular source of information is credible? [8]
- Introduction to the Science Research and Symposium Project, continued [30]
- Research time and introductory interviews [45]
- Report score for TSOTS blog posts if you did not do it last week
- Turn in late Hominid Skull Labs for 80% credit
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
- Brainstorm topics you are interested and begin listing them in a document in your “Research” folder
---
--
-
Monday, February 29, 2016
Friday, February 26, 2016
Daily Summary 02-26
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: If there were a question you wanted to get a very thorough and detailed answer to or a topic you wanted to understand in as much depth as possible, how would you go about studying your topic? What would you do first and where would you start? [10]
- Scoring of TSOTS blog posts (#4 and #5) [30]
- Introduction to the Science Research and Symposium Project Last day to work on Hominid Skull Lab in class (DUE no later than TOMORROW, FRIDAY 2/26)
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: If there were a question you wanted to get a very thorough and detailed answer to or a topic you wanted to understand in as much depth as possible, how would you go about studying your topic? What would you do first and where would you start? [10]
- Scoring of TSOTS blog posts (#4 and #5) [30]
- Introduction to the Science Research and Symposium Project Last day to work on Hominid Skull Lab in class (DUE no later than TOMORROW, FRIDAY 2/26)
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE no later than TOMORROW, FRIDAY 2/26)
---
--
-
Thursday, February 25, 2016
Daily Summary 02-25
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of freshwater resources, humans’ use of theses resources, and potential problems in our past and current management schemes for these resources by scoring 70% or better on the Unit 9 Exam
- Warm-up: Head MC answer sheet + last-minute Q and A [10]
- Unit 9 Exam [55]
- AP Test Payment in student bank [15 - 20]
- scrAPESbook presentations [15]
OUTSIDE OF CLASS:
- Water Use Project data analysis (DUE FRIDAY by 3 pm)
- Lab: Water Quality Index: data analysis and write-up (DUE FRIDAY by 3 pm)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: If there were a question you wanted to get a very thorough and detailed answer to or a topic you wanted to understand in as much depth as possible, how would you go about studying your topic? What would you do first and where would you start? [10]
- Scoring of TSOTS blog posts (#4 and #5) [30]
- Introduction to the Science Research and Symposium Project Last day to work on Hominid Skull Lab in class (DUE no later than TOMORROW, FRIDAY 2/26)
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE no later than TOMORROW, FRIDAY 2/26)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of freshwater resources, humans’ use of theses resources, and potential problems in our past and current management schemes for these resources by scoring 70% or better on the Unit 9 Exam
- Warm-up: Head MC answer sheet + last-minute Q and A [10]
- Unit 9 Exam [55]
- AP Test Payment in student bank [15 - 20]
- scrAPESbook presentations [15]
OUTSIDE OF CLASS:
- Water Use Project data analysis (DUE FRIDAY by 3 pm)
- Lab: Water Quality Index: data analysis and write-up (DUE FRIDAY by 3 pm)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: If there were a question you wanted to get a very thorough and detailed answer to or a topic you wanted to understand in as much depth as possible, how would you go about studying your topic? What would you do first and where would you start? [10]
- Scoring of TSOTS blog posts (#4 and #5) [30]
- Introduction to the Science Research and Symposium Project Last day to work on Hominid Skull Lab in class (DUE no later than TOMORROW, FRIDAY 2/26)
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE no later than TOMORROW, FRIDAY 2/26)
---
--
-
Wednesday, February 24, 2016
Daily Summary 02-24
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of evolutionary biology concepts and your ability to use evidence-based arguments for justifying answers by completing the Evolution Unit Comprehensive Assessment
- Warm-up: Take out your assigned Chromebook and listen carefully to instructions for the Evolution
- Unit Comprehensive Assessment [5]
- Evolution Unit Comprehensive Assessment [60 - 90]
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY) [~30]
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of evolutionary biology concepts and your ability to use evidence-based arguments for justifying answers by completing the Evolution Unit Comprehensive Assessment
- Warm-up: Take out your assigned Chromebook and listen carefully to instructions for the Evolution
- Unit Comprehensive Assessment [5]
- Evolution Unit Comprehensive Assessment [60 - 90]
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY) [~30]
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY)
---
--
-
Tuesday, February 23, 2016
Daily Summary 02-23
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) State and describe the qualities/tests most commonly used in determining suitability of water for particular human uses as well as the reliability of these tests (2) Describe the major types of water pollution and how each type can be remediated and prevented (3) Describe wastewater treatment
- Warm-up: Which forms of water pollution do you think are the most difficult (technologically, politically, and/or economically) to address? Explain your answer. [10]
- Unit 9, Lecture 5: Water Treatment [20]
- Lab: Water Quality Index: Class data collection/analysis [30]
- Project: Water Use: Class data collection/analysis [10]
- Unit 9 Review and/or work time (AP Test Payment Reminder)
OUTSIDE OF CLASS:
- Water Quality Project data analysis (DUE FRIDAY by 3 pm)
- Lab: Water Quality Index: data analysis and write-up (DUE FRIDAY by 3 pm)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of evolutionary biology concepts and your ability to use evidence-based arguments for justifying answers by completing the Evolution Unit Comprehensive Assessment
- Warm-up: Take out your assigned Chromebook and listen carefully to instructions for the Evolution
- Unit Comprehensive Assessment [5]
- Evolution Unit Comprehensive Assessment [60 - 90]
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY) [~30]
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) State and describe the qualities/tests most commonly used in determining suitability of water for particular human uses as well as the reliability of these tests (2) Describe the major types of water pollution and how each type can be remediated and prevented (3) Describe wastewater treatment
- Warm-up: Which forms of water pollution do you think are the most difficult (technologically, politically, and/or economically) to address? Explain your answer. [10]
- Unit 9, Lecture 5: Water Treatment [20]
- Lab: Water Quality Index: Class data collection/analysis [30]
- Project: Water Use: Class data collection/analysis [10]
- Unit 9 Review and/or work time (AP Test Payment Reminder)
OUTSIDE OF CLASS:
- Water Quality Project data analysis (DUE FRIDAY by 3 pm)
- Lab: Water Quality Index: data analysis and write-up (DUE FRIDAY by 3 pm)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of evolutionary biology concepts and your ability to use evidence-based arguments for justifying answers by completing the Evolution Unit Comprehensive Assessment
- Warm-up: Take out your assigned Chromebook and listen carefully to instructions for the Evolution
- Unit Comprehensive Assessment [5]
- Evolution Unit Comprehensive Assessment [60 - 90]
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY) [~30]
OUTSIDE OF CLASS:
- Work on Hominid Skull Lab tables and analysis questions (DUE FRIDAY)
---
--
-
Friday, February 12, 2016
Daily Summary 02-12
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Describe the characteristics of fossils/fossilized materials and explain how fossils, along with modern DNA analysis can help us to determine the probable evolutionary path that resulted in the existence of our own species, Homo sapiens Warm-up: Which morphological features do we share with other apes (chimpanzees, bonobos, orangutans, and gorillas)? [5]
- Fossils and fossil formation [15]
- Hominid Skull Lab [60]
- Evolution Quiz #4 [20]
OUTSIDE OF CLASS:
- Consider the following question: who owns you?
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Describe the characteristics of fossils/fossilized materials and explain how fossils, along with modern DNA analysis can help us to determine the probable evolutionary path that resulted in the existence of our own species, Homo sapiens Warm-up: Which morphological features do we share with other apes (chimpanzees, bonobos, orangutans, and gorillas)? [5]
- Fossils and fossil formation [15]
- Hominid Skull Lab [60]
- Evolution Quiz #4 [20]
OUTSIDE OF CLASS:
- Consider the following question: who owns you?
---
--
-
Thursday, February 11, 2016
Daily Summary 02-11
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods
- Warm-up: Which part of the world uses desalinization of sea water as a significant source of freshwater and why is this economically feasible for the countries of this region? [8]
- Unit 9, Lecture 3: Reducing Water Use [15]
- Film: Cadillac Desert (segments 4-6, Mulholland’s Dream) [20]
- Unit 9, Lecture 4: Water Pollution [20]
- Lab: Water Quality Index: Introduction [30]
OUTSIDE OF CLASS:
- Film: Cadillac Desert (segments 7-9, Mulholland’s Dream) Water Use Project data collection
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Describe the characteristics of fossils/fossilized materials and explain how fossils, along with modern DNA analysis can help us to determine the probable evolutionary path that resulted in the existence of our own species, Homo sapiens Warm-up: Which morphological features do we share with other apes (chimpanzees, bonobos, orangutans, and gorillas)? [5]
- Fossils and fossil formation [15]
- Hominid Skull Lab [60]
- Evolution Quiz #4 [20]
OUTSIDE OF CLASS:
- Consider the following question: who owns you?
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods
- Warm-up: Which part of the world uses desalinization of sea water as a significant source of freshwater and why is this economically feasible for the countries of this region? [8]
- Unit 9, Lecture 3: Reducing Water Use [15]
- Film: Cadillac Desert (segments 4-6, Mulholland’s Dream) [20]
- Unit 9, Lecture 4: Water Pollution [20]
- Lab: Water Quality Index: Introduction [30]
OUTSIDE OF CLASS:
- Film: Cadillac Desert (segments 7-9, Mulholland’s Dream) Water Use Project data collection
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Describe the characteristics of fossils/fossilized materials and explain how fossils, along with modern DNA analysis can help us to determine the probable evolutionary path that resulted in the existence of our own species, Homo sapiens Warm-up: Which morphological features do we share with other apes (chimpanzees, bonobos, orangutans, and gorillas)? [5]
- Fossils and fossil formation [15]
- Hominid Skull Lab [60]
- Evolution Quiz #4 [20]
OUTSIDE OF CLASS:
- Consider the following question: who owns you?
---
--
-
Wednesday, February 10, 2016
Daily Summary 02-10
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: How do you think new species come into being? [5]
- Speciation [25]
- Evolution Review Questions [30]
- Evolution Quiz #3 [30]
OUTSIDE OF CLASS:
- Be ready to sign up for an ESLP spring project by the end of the week
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: How do you think new species come into being? [5]
- Speciation [25]
- Evolution Review Questions [30]
- Evolution Quiz #3 [30]
OUTSIDE OF CLASS:
- Be ready to sign up for an ESLP spring project by the end of the week
---
--
-
Tuesday, February 9, 2016
Daily Summary 02-09
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods Warm-up: Describe at least two potential drawbacks to damming rivers [10]
- Unit 9 Reading Quiz #2 [10]
- Unit 9, Lecture 3: Reducing Water Use [30]
- Film: Cadillac Desert (segments 4-6, Mulholland’s Dream) [20]
- Unit 9, Lecture 4: Water Use [20]
OUTSIDE OF CLASS:
- Water Quality Project data collection
- Water Quality Index Lab: Complete all pre-lab tasks in notebook (see introductory PowerPoint on WQI Lab)
- Film: Cadillac Desert (segments 7-9, Mulholland’s Dream)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: How do you think new species come into being? [5]
- Speciation [25]
- Evolution Review Questions [30]
- Evolution Quiz #3 [30]
OUTSIDE OF CLASS:
- Be ready to sign up for an ESLP spring project by the end of the week
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods Warm-up: Describe at least two potential drawbacks to damming rivers [10]
- Unit 9 Reading Quiz #2 [10]
- Unit 9, Lecture 3: Reducing Water Use [30]
- Film: Cadillac Desert (segments 4-6, Mulholland’s Dream) [20]
- Unit 9, Lecture 4: Water Use [20]
OUTSIDE OF CLASS:
- Water Quality Project data collection
- Water Quality Index Lab: Complete all pre-lab tasks in notebook (see introductory PowerPoint on WQI Lab)
- Film: Cadillac Desert (segments 7-9, Mulholland’s Dream)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: How do you think new species come into being? [5]
- Speciation [25]
- Evolution Review Questions [30]
- Evolution Quiz #3 [30]
OUTSIDE OF CLASS:
- Be ready to sign up for an ESLP spring project by the end of the week
---
--
-
Monday, February 8, 2016
Daily Summary 02-08
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods
- Warm-up: Listen to sub's instructions [2]
- Film: Cadillac Desert (parts 3, 4, 5, and 6) and questions [40]
OUTSIDE OF CLASS:
- Independent research project
- Water use project data collection for those who did not complete it during the summer
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Listen to sub's instructions [5]
- Finish evolution review sheets [40]
OUTSIDE OF CLASS:
- Finish evolution review sheets
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods
- Warm-up: Listen to sub's instructions [2]
- Film: Cadillac Desert (parts 3, 4, 5, and 6) and questions [40]
OUTSIDE OF CLASS:
- Independent research project
- Water use project data collection for those who did not complete it during the summer
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Listen to sub's instructions [5]
- Finish evolution review sheets [40]
OUTSIDE OF CLASS:
- Finish evolution review sheets
---
--
-
Friday, February 5, 2016
Daily Summary 02-05
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: What are some examples of changes that could happen to a population of organisms where the changes seem to have nothing to do with the organisms’ level of fitness? [5]
- Genetic drift [10]
- Driftworm activity [30]
- Evolution Quiz #2 [20]
- Finish “Who Wants to Live a Million Years” activity/questions (DUE Friday)
- Finish Student Blog Post Assignment #5 (DUE Friday)
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: What are some examples of changes that could happen to a population of organisms where the changes seem to have nothing to do with the organisms’ level of fitness? [5]
- Genetic drift [10]
- Driftworm activity [30]
- Evolution Quiz #2 [20]
- Finish “Who Wants to Live a Million Years” activity/questions (DUE Friday)
- Finish Student Blog Post Assignment #5 (DUE Friday)
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
Thursday, February 4, 2016
Daily Summary 02-04
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods
- Warm-up: Describe at least two potential problems/challenges large human populations (think Los Angeles) may encounter when they rely heavily on imported water for survival [10]
- Unit 9 Reading Quiz #1 [10]
- Unit 9, Lecture 1: Freshwater Resources (Review) [10]
- Film: Cadillac Desert (parts 1 and 2) and questions [20]
- Unit 9, Lecture 2: Water Use [20]
- Film: Cadillac Desert (parts 3 and 4) and questions [20]
- Independent research project interviews [10]
OUTSIDE OF CLASS:
- Miller LITE reading assignment and articles (see calendar)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: What are some examples of changes that could happen to a population of organisms where the changes seem to have nothing to do with the organisms’ level of fitness? [5]
- Genetic drift [10]
- Driftworm activity [30]
- Evolution Quiz #2 [20]
- Finish “Who Wants to Live a Million Years” activity/questions (DUE Friday)
- Finish Student Blog Post Assignment #5 (DUE Friday)
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Name and describe major sources of freshwater; (2) State the most common methods for accessing, moving/delivering, and storing water for human use as well as the costs/consequences of these methods
- Warm-up: Describe at least two potential problems/challenges large human populations (think Los Angeles) may encounter when they rely heavily on imported water for survival [10]
- Unit 9 Reading Quiz #1 [10]
- Unit 9, Lecture 1: Freshwater Resources (Review) [10]
- Film: Cadillac Desert (parts 1 and 2) and questions [20]
- Unit 9, Lecture 2: Water Use [20]
- Film: Cadillac Desert (parts 3 and 4) and questions [20]
- Independent research project interviews [10]
OUTSIDE OF CLASS:
- Miller LITE reading assignment and articles (see calendar)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: What are some examples of changes that could happen to a population of organisms where the changes seem to have nothing to do with the organisms’ level of fitness? [5]
- Genetic drift [10]
- Driftworm activity [30]
- Evolution Quiz #2 [20]
- Finish “Who Wants to Live a Million Years” activity/questions (DUE Friday)
- Finish Student Blog Post Assignment #5 (DUE Friday)
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
Wednesday, February 3, 2016
Daily Summary 02-03
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Why is a change (genetic or otherwise) in a single organism of a population not considered evolution? [5]
- Natural selection and adaptation [20]
- Evolution Quiz #1 [20]
- Who Wants to Live a Million Years [25]
- Finish Student Blog Post Assignment #5 (DUE Friday)
- Genetics Unit Exam corrections [~20]
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Why is a change (genetic or otherwise) in a single organism of a population not considered evolution? [5]
- Natural selection and adaptation [20]
- Evolution Quiz #1 [20]
- Who Wants to Live a Million Years [25]
- Finish Student Blog Post Assignment #5 (DUE Friday)
- Genetics Unit Exam corrections [~20]
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
Tuesday, February 2, 2016
Daily Summary 02-02
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Explain the general purpose of the field of environmental health; (2) Name and describe major categories of environmental health factors; (3) Explain most common methods for assessing relative toxicity of chemicals in the environment; (4) Describe risk assessment methods and applications; and (5) Explain how regulations can help reduce risks of human and environmental injury
- Warm-up: Unit 8 Exam FRQ Rubric Explanation [5]
- Unit 8 Exam FRQ scoring [20]
- scrAPESbook presentations [25]
- Unit 9, Lecture 1: Freshwater Resources [20]
- AP pre-registration
- Independent research project interviews
OUTSIDE OF CLASS:
- Miller LITE reading assignment: pp. 317-324
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Why is a change (genetic or otherwise) in a single organism of a population not considered evolution? [5]
- Natural selection and adaptation [20]
- Evolution Quiz #1 [20]
- Who Wants to Live a Million Years [25]
- Finish Student Blog Post Assignment #5 (DUE Friday)
- Genetics Unit Exam corrections [~20]
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Explain the general purpose of the field of environmental health; (2) Name and describe major categories of environmental health factors; (3) Explain most common methods for assessing relative toxicity of chemicals in the environment; (4) Describe risk assessment methods and applications; and (5) Explain how regulations can help reduce risks of human and environmental injury
- Warm-up: Unit 8 Exam FRQ Rubric Explanation [5]
- Unit 8 Exam FRQ scoring [20]
- scrAPESbook presentations [25]
- Unit 9, Lecture 1: Freshwater Resources [20]
- AP pre-registration
- Independent research project interviews
OUTSIDE OF CLASS:
- Miller LITE reading assignment: pp. 317-324
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Why is a change (genetic or otherwise) in a single organism of a population not considered evolution? [5]
- Natural selection and adaptation [20]
- Evolution Quiz #1 [20]
- Who Wants to Live a Million Years [25]
- Finish Student Blog Post Assignment #5 (DUE Friday)
- Genetics Unit Exam corrections [~20]
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
---
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Who Wants to Live a Million Years: A Natural Selection Simulation Game
Today you will be putting into practice some of the ideas we have been discussing with regards to biological evolution and natural selection.
Directions
Questions
Directions
- Open the Who Wants to Live A Million Years flash-based natural selection simulation game at http://coolsciencelab.com/who_wants_to_live_a_million_years.htm.
- Click the "Learn about Natural Selection" button to read about Charles Darwin's breakthrough idea on the basic mechanism of evolution.
- Read the questions below and keep them in mind as you play the game.
- Follow the instructions given in the game and play at least 20 times.
- Take the quiz at some point after you have played at least 20 times, then show your results to the teacher.
- Now, in a Google Document placed in your biology turn-in folder, respond to the questions below about the natural selection game. Review your answers with at least two other people in class. Use their feedback to improve the accuracy and quality of your responses. The title and file name of your document should be "Who Wants to Live a Million Years: Analysis of a Natural Selection Simulation"
Questions
- How many generations did it take for you to finally win a game? Why do you think it took this long? What do you think this means/suggests for most real species on Earth in terms of their species's chances of long-term survival?
- Which initial phenotypes/phenotype combinations did you select and why?Which starting/initial combinations seemed to allow you to continue/survive the longest (win the most games)? Why do you think this was so?
- Do you think this population of theoretical creatures would be greatly affected by genetic drift? What evidence of drift did you see as you played the game (simulation)?
- Which alleles/phenotypes seemed to be dominant and which seemed to be recessive? How could you tell?
- Match the environments/situations/conditions below with their corresponding adaptations:
(a) cold conditions; (b) hot conditions; (c) new large predator on the scene; (d) new tall food source - How would you improve this simulation to more realistically represent natural selection and biological evolution? Discuss at least three improvements.
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Monday, February 1, 2016
Daily Summary 02-01
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AP ENVIRONMENTAL SCIENCE
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AGENDA:
- Objectives: (1) Explain the general purpose of the field of environmental health; (2) Name and describe major categories of environmental health factors; (3) Explain most common methods for assessing relative toxicity of chemicals in the environment; (4) Describe risk assessment methods and applications; and (5) Explain how regulations can help reduce risks of human and environmental injury
- Warm-up: Unit 8 Exam Answer Sheet Set-up [1]
- Unit 8 Exam [50]
- Collect lab notebooks and check and stamp LC50 Lab
OUTSIDE OF CLASS:
- Make sure scrAPESbook articles #5 and #6 are in your book
- Work on independent research project (interviews this week)
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BIOLOGY
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AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Why is a change (genetic or otherwise) in a single organism of a population not considered evolution? [5]
- Natural selection [10]
- Natural Selection Puzzle activity [30]
- Genetics Unit Exam corrections [~20]
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
- Evolution Quiz #1 next class period
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AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Explain the general purpose of the field of environmental health; (2) Name and describe major categories of environmental health factors; (3) Explain most common methods for assessing relative toxicity of chemicals in the environment; (4) Describe risk assessment methods and applications; and (5) Explain how regulations can help reduce risks of human and environmental injury
- Warm-up: Unit 8 Exam Answer Sheet Set-up [1]
- Unit 8 Exam [50]
- Collect lab notebooks and check and stamp LC50 Lab
OUTSIDE OF CLASS:
- Make sure scrAPESbook articles #5 and #6 are in your book
- Work on independent research project (interviews this week)
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BIOLOGY
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AGENDA:
- Objectives: Explain the concept of natural selection and how this process, along with chance events, drives evolution of biological systems
- Warm-up: Why is a change (genetic or otherwise) in a single organism of a population not considered evolution? [5]
- Natural selection [10]
- Natural Selection Puzzle activity [30]
- Genetics Unit Exam corrections [~20]
OUTSIDE OF CLASS:
- Add details to your Student Blog Post Assignment #5 (Flower Dissection) post (DUE Friday)
- Evolution Quiz #1 next class period
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