Mr. Bursch's Science Site: 2020

Monday, May 4, 2020

Biology Credit Recovery Packet

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BIOLOGY
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ATTENTION ALL STUDENTS CURRENTLY NOT PASSING MR. BURSCH'S BIOLOGY COURSE:

As you probably have heard by now, all San Jose Unified Schools have temporarily switched to a credit / no credit (pass / no pass) grading system for the COVID19-shortened second semester of the 2019-2020 school year. All assignments given and completed during the school closures cannot be counted for official grade credit, which means that if you had an F in my course and cannot get to a D or higher by turning in a few late assignments that were due before the closure, you have one final option--the document below offers all students who are not passing a pathway to a passing "credit" score. The document must be completely filled out--all questions must be answered--with a minimum accuracy of 60%. I must receive the complete document via email by May 29th in order for it to count.

Biology Credit Recovery Packet

(https://docs.google.com/document/d/1-svcIFj7yLA_bhiKwHIp8hwW0pVHGf8aigK32qNIEs8/edit?usp=sharing)

If you have any questions, please email as soon as possible.

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Friday, April 3, 2020

CRITICAL 2020 AP EXAM INFORMATION

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AP ENVIRONMENTAL SCIENCE
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Please follow the link below for the latest information on 2020 AP testing:

https://apcoronavirusupdates.collegeboard.org/educators

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Thursday, April 2, 2020

AP ENVIRONMENTAL SCIENCE Google Classroom Information

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AP ENVIRONMENTAL SCIENCE
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Due to the COVID-19 school closure, all of Mr. Bursch's classes have transitioned to distance learning via the internet. For AP Environmental Science, we will continue to use the AP Environmental Science page on mrbursch.blogspot.com as a repository for links to most course materials, but some functions will be provided by a new Google Classroom established just for WGHS APES 2019-2020. Below is the Google Classroom join code for my APES class. Please use this code to join your class as soon as you can. Log in to your school Google account and navigate to the Google Classroom app. Click the plus (+) symbol in the upper righthand corner and choose “Join a Class” and enter the class code. If you have any difficulties joining, please email me anytime.

Class Code: tksmic7

For questions regarding any course content in your Google Classroom, it is best to email me, but you may also use the comment function on each post in the Stream.

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Tuesday, March 31, 2020

Joining Mr. Bursch's Biology in the Dynamic Earth Google Classrooms

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BIOLOGY / HONORS BIOLOGY
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Google Classrooms

Due to the COVID-19 school closure, all of Mr. Bursch's biology classes will switch to using Google Classroom as their primary instructional platform. Below are Google Classroom join codes for each of my four biology sections. Please find your class period's code and use it to join the online version of your class. Log in to your school Google account and navigate to the Google Classroom app. Click the plus (+) symbol in the upper righthand corner and choose “Join a Class” and enter the class code. If you have any difficulties joining, please email me anytime.

Period 1: owq3pbf

Period 3: inib6ch

Period 4: cvhsyxz

Period 5: c5vj26j

For questions regarding any course content in your Google Classroom, it is best to email me, but you may also use the comment function on each post in the Stream. I am going to leave student comments enabled to see how it goes for the first few days. If need be, I will disable the function, but I trust that we can make responsible use of this feature.

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Friday, March 27, 2020

AP Environmental Science 2019 - 2020 Course UPDATE: Instruction to Resume Online on Monday

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AP ENVIRONMENTAL SCIENCE
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Hello Budding Environmental Scientists (and Parental Units),

Here is a brief update on how I will be proceeding to complete your instruction for AP Environmental Science this school year. Over the weekend I will send out a detailed email explaining how the WGHS APES class will get instruction (including getting help on assignments), turn in assignments, and do tests for the remainder of the shutdown.

First, I have amended the Independent Research Project directions to include a purely secondary research-based report option. Please see the following blog post for a more detailed explanation:

https://mrbursch.blogspot.com/2020/03/apes-independent-research-project-update.html

Second, I have posted additional links in the "Instruction" section of the AP Environmental Science page. I will continue to add online resources from College Board and other organizations to our AP Environmental Science web page in the coming days. Please avail yourselves of these resources as you prepare for the AP exam--yes, College Board is still planning on administering the AP exams starting in May--please see College Board's AP Central: About AP: News and Changes section for the AP Updates for Schools Impacted by Coronavirus page.

Third, I will be assigning regular readings and practice assignments that were originally planned for these last couple of weeks. I will update instructional calendars to reflect our new timeline.

For all unit 10 assignments that were in progress, please complete them to the best of your ability using your notes and online resources:

Lung Volume and Air Pollution Lab
Auto Exhaust Lab

If you have questions about how to proceed with your independent research project, please email ASAP.

I will score and enter your Household Water Use projects this weekend as well--look for those scores in the IC grade book during the next few days.

That's all for now--more to follow by Sunday evening, so stay tuned!

Mr. Bursch

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Biology / Honors Biology 2019 - 2020 Course UPDATE: Instruction to Resume Online on Monday

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BIOLOGY / HONORS BIOLOGY
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Hi Bursch Bioscientists and Parental Units,

Here is a brief update on how I will be proceeding to complete your instruction for Biology in the Dynamic Earth this school year. Over the weekend I will send out a detailed email explaining how my biology classes will get instruction (including getting help on assignments), turn in assignments, and do tests for the remainder of the shutdown.

First, I will most likely need to simplify our Science Research and Symposium project (which I had not yet assigned when school was closed) since we will not be at school until May at the earliest--for now I want to focus on transitioning to fully online instruction, so let's not worry about this project for the time being.

Second, I will waive (excuse) the co-teaching requirement for any students who had not yet completed it. For those who completed this requirement earlier in the year, you have already received credit.

Third, I will not be assigning The Story of the Seed blog post #9 at all this year, but I will be assigning blog post #8 next week. In the email I sent a few days ago I was referring to blog post #6 and #7 and was informing students and parents that, for those who had not yet gotten them checked for points, those posts are still due and need to get checked by me ASAP and no later than the last week of May 2020. If you already finished the flower dissection lab needed to do blog post #7, use your photos and research to complete the post--if you did not finish the dissection and get your own photos, use pictures from the internet which show the anatomical structures you were supposed to photograph. Let me know if you have questions about either post.

For all genetics (unit 6) assignments that were in progress, please complete them to the best of your ability using your notes and online resources:

Incomplete Dominance and Co-dominance practice problems (online: Google Doc)
X-linked genetics practice problems (on paper--take a picture, place in Google Drive folder)
Meiosis Modeling activity (For bio students only, you may simply draw a detailed step-by-step color diagram and send me a high-quality photo via email--honors bio should have been done before closure)
Flower Dissection Lab, TSOTS blog post #7 (directions on TSOTS website, students post on their team's TSOTS website)
Genetics Virtual Triathlon Legs 2 and 3 (online: Google Doc)

For online assignments that would have been stamped on your stamp sheet, place them in your Google Drive folder for biology in a subfolder called "Genetics Assignments" and I will put a score directly on them. For on-paper assignments, you have to photograph and place in your Google Drive folder--for these photographed assignments, I will only put the assignment score in IC so you will have to check the grade book to see your score (you could email me as well to inquire about any assignment score). To expedite scoring of any assignment you have just placed in your Google Drive folder, email me immediately after placing the file in your folder to inform me that it is ready for scoring.

That's all for now--more to follow by Sunday evening, so stay tuned!

Mr. Bursch

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Wednesday, March 25, 2020

APES Independent Research Project UPDATE

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AP ENVIRONMENTAL SCIENCE
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Hi Guys,

I realize that many of you had your independent research project experiments interrupted by the school closure. That being the case, I am now giving all APES students the option of doing second-hand research (which can be done mostly online) on an environmental topic / question and (as we were already going to do) preparing a written formal report as well as a summarizing slideshow / talk. You may choose to continue working on your own already-teacher-approved original experiment if you are able, or you may simply compile, analyze, and refer to data from multiple studies by other scientists on the question you were already investigating. If you want to change direction completely and ask / research another question entirely, you may do that, but you will need to fill out another Independent Research Project outline and submit it to me ASAP.

If we are still not back at school in May, we will use Zoom to deliver the summary presentations from home. If you still have not had your first-round interview for this project, please email me to discuss and include a link to your completed outline in your Google Drive APES folder.

Please let me know if you have any additional questions / concerns regarding this change to the project or any other APES content.

Stay safe and healthy,

Mr. Bursch

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Friday, March 20, 2020

What to Do for Mr. Bursch's Biology/Honors Biology During the School Closure

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BIOLOGY and HONORS BIOLOGY
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Hello Students and Parents,

The school district is making some educational resources available through their (sjusd.org) website--using those resources is recommended but still optional. The last thing we teachers were told by the school district leadership team was that no assignments should be given or graded by any teachers during the three week quarantine period. Hopefully we will resume classes in 2 - 4 weeks, and if we do, then I will just remove the symposium research project from our calendar and we should have enough time to finish our last two units and do our final exam. During this time away from school, Biology students may wish to work on missing / late assignments, and Biology and Honors Biology students may want to to use this time to work on / complete any already assigned work (from the genetics unit, TSOTS, or the ESLP project) that would have been due during the mandated closure period. Completing at least some of this work now will make the transition back to normal school routines a bit less stressful and should offer something to (temporarily, at least) take students minds off of the anxiety-inducing happenings going on around the planet right now. If we don't return this school year, there is a good chance we will use an online learning platform to complete classes for this school year--that would probably start up in two weeks. As soon as I have more information, I will post a blog post on our class website. Until then, stay safe and feel free to reach out to me via email anytime.

Take care,

Mr. Bursch

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What to Do for WGHS AP Environmental Science During the School Closure

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AP ENVIRONMENTAL SCIENCE
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Hello Students and Parents,

I can’t tell you how the end of the school year is going to play out, but the last thing we teachers were told by the school district leadership team was that no assignments should be given or graded by any teachers during the three week quarantine period. Hopefully we will resume classes in 2 weeks, and if we do, then we'll push hard to finish reviewing content from units 10, 11, and 12 before we do our final exam in preparation for the AP Environmental Science exam from College Board. In any case, I have unlocked units 11 and 12 (our final two units) on the class website (http://mrbursch.blogspot.com/p/ap-environmental-science.html) and strongly suggest working your way through the lectures, articles/readings, and practice assignments from these two units. I have also unlocked the AP Classroom resources on College Board’s My AP website (https://myap.collegeboard.org/). If you still have not registered for our class on the College Board’s My AP website, please go there as soon as you can and use the join code JRXER2. College Board’s My AP website has multiple progress checks (tests you can use to quiz yourself) as well as unit study guides (these are different than those I have already given you on mrbursch.blogspot.com For now I will suspend all labs, unit exams, and projects.

With that said, College Board sent out a public communication recently declaring that AP Exams will still be given for this school year, but they will be online, significantly shorter (only 45 minutes) than traditional exams and offered on two different dates (to be announced later on April 3). Below is an excerpt from the AP Updates for Schools Impacted by Coronavirus page on the College Board website:

March 20, 2020

As schools and communities navigate the unprecedented challenges posed by the coronavirus (COVID-19) outbreak, the health and safety of educators and students are the AP Program’s top priorities. Here’s how we’re supporting schools:

We’re providing free remote learning resources.
We’re investing in the development of a new at-home testing option.

Through our members across the country, we understand the new time constraints on everyone in the education community. These solutions are meant to be as simple and lightweight as possible for both students and teachers — without creating additional burdens for school leaders during this time.

Traditional face-to-face exam administrations will not take place. Students will take a 45-minute online free-response exam at home.
Some students may want to take the exam sooner rather than later, while the content is still fresh. Other students may want more time to practice. For each AP subject, there will be 2 different testing dates.

The full exam schedule, specific free-response question types that will be on each AP Exam, and additional testing details will be available by April 3. We'll also unlock any relevant free-response questions in AP Classroom for digital use so students can access all practice questions of the type that will appear on the exam.

About This Year’s AP Exams

Students remain eager to take AP Exams and to have a chance to earn credit and placement. We surveyed 18,000 AP students and 91% indicated they want to complete this important step, urging us not to cancel this opportunity they have been working toward.

We’ll continue to support students with free resources through exam day. And while we encourage students to wait until closer to the test date to decide, any student already registered for an exam can choose to cancel at no charge.

The AP Program will invest heavily over the next month in the following ways:

For the 2019–20 exam administration only, students can take a 45-minute online free-response exam at home. Educator-led development committees are currently selecting the exam questions that will be administered.
AP curricula are locally developed and we defer to local decisions on how best to help students complete coursework. To be fair to all students, some of whom have lost more instructional time than others, the exam will only include topics and skills most AP teachers and students have already covered in class by early March.
Colleges support this solution and are committed to ensuring that AP students receive the credit they have worked this year to earn. For decades, colleges have accepted a shortened AP Exam for college credit when groups of students have experienced emergencies.
Students will be able to take these streamlined exams on any device they have access to—computer, tablet, or smartphone. Taking a photo of handwritten work will also be an option.
We recognize that the digital divide could prevent some low-income and rural students from participating. Working with partners, we will invest so that these students have the tools and connectivity they need to review AP content online and take the exam. If your students need mobile tools or connectivity, you can reach out to us directly to let us know.

For more information, please visit the AP Updates for Schools Impacted by Coronavirus page at:

https://apcentral.collegeboard.org/about-ap/news-changes/coronavirus-update?SFMC_cid=EM288604-&rid=47643057

Please feel free to email me anytime at either email address. If anything changes in the coming days, I’ll post details here on the class website and send you an announcement through Remind. Until then, stay safe and feel free to reach out to me via email anytime.

Take care,

Mr. Bursch

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Friday, March 13, 2020

Daily Summary 03-13

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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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HONORS BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: Be able to (1) explain how the theoretical probability of an organism inheriting a particular allele combination from its parents (and trait) can be determined using a Punnett Square and (2) how these odds can be used in breeding and family planning

Warm-up: With most fruits, you are eating the flesh of the plant organ responsible for oogenesis. What are you eating? [5]

Discussion of Incomplete Dominance, Co-dominance, and X-linked genetics plus practice problem sets [40]

Finish Meiosis Modeling activity [40]

Finish Flower Dissection Lab and work on TSOTS Student Blog Post #7

Get Genetics Virtual Triathlon Legs 2 and 3 checked / stamped

Genetics Quiz on Monday

OUTSIDE OF CLASS:

Finish TSOTS Student Blog Post #7 (complete by 3/20)

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AP ENVIRONMENTAL SCIENCE
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IN CLASS:

Objectives: Discuss the major known causes of global climate change and, using multiple publicly available vetted data sets, make a determination as to what our present understanding is of the likely impacts to the biosphere and humanity during this century

Warm-up: Take out and head a sheet of lined paper, titling it “Air Pollution Quiz 2” [1]

Air Pollution Quiz 2 [15] (POSTPONED)

Stamp Labs write-ups [~15]

Unit 10: Lectures 3, 4, & 5: Climate Change Cont’d, Other Air Pollution Issues [35] (POSTPONED)

Climate Change / Global Warming open discussion [25 - 35]

Work/Study Time

OUTSIDE OF CLASS:

Reading Assignment: Determining Who Is Releasing Greenhouse Gases

Study for Unit 10 exam!

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Thursday, March 12, 2020

Daily Summary 03-12

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BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: Be able to (1) explain how the theoretical probability of an organism inheriting a particular allele combination from its parents (and trait) can be determined using a Punnett Square and (2) how these odds can be used in breeding and family planning

Warm-up: With most fruits, you are eating the flesh of the plant organ responsible for oogenesis. What are you eating? [5]

Discussion of Incomplete Dominance, Co-dominance, and X-linked genetics plus practice problem sets [40]

Finish Meiosis Modeling activity [40]

Finish Flower Dissection Lab and work on TSOTS Student Blog Post #7

Get Genetics Virtual Triathlon Legs 2 and 3 checked / stamped

Genetics Quiz on Monday

OUTSIDE OF CLASS:

Finish TSOTS Student Blog Post #7 (complete by 3/20)

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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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Wednesday, March 11, 2020

Daily Summary 03-11

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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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HONORS BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: Be able to (1) explain how the theoretical probability of an organism inheriting a particular allele combination from its parents (and trait) can be determined using a Punnett Square and (2) how these odds can be used in breeding and family planning

Warm-up: What is an allele? How does the concept of alleles allow for different traits/genetic diversity? [7]

Probabilities for dominant/recessive genetic inheritance patterns and Punnett squares [20]

Start Bikini Bottom Genetics Practice (DUE FRIDAY)

Meiosis Modeling activity—complete by end of day for full credit

Work on Flower Dissection Lab and TSOTS Student Blog Post #7

Get TSOTS Student Blog Post #6 checked for points

OUTSIDE OF CLASS:

Bikini Bottom Genetics Practice;

Genetics Virtual Triathalon: Legs 2 and 3 (complete by 3/13)

Finish TSOTS Student Blog Post #7 (complete by 3/13)

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AP ENVIRONMENTAL SCIENCE
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Objectives:

Determine the exhaust volume for several internal combustion engine vehicles running at idling speeds and explain how the contents of these samples relates to various forms of air pollution

Warm-up: What is a thermal inversion and how does it create potentially dangerous air conditions in heavily populated urban areas? [8]

Unit 10: Lab 2: Auto Emissions and Pollution Lab [45]

Unit 10: Lab 1: Lung Volume and Pollution, second trial (if necessary) [25]

Unit 10: Lecture 3: Climate Change, part 3 [15]

OUTSIDE OF CLASS:

Reading Assignment: Methane and Frozen Ground

Finish FEV1 and Auto Emissions Lab Analyses

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Tuesday, March 10, 2020

Daily Summary 03-10

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BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: Be able to (1) explain how the theoretical probability of an organism inheriting a particular allele combination from its parents (and trait) can be determined using a Punnett Square and (2) how these odds can be used in breeding and family planning

Warm-up: What is an allele? How does the concept of alleles allow for different traits/genetic diversity? [7]

Probabilities for dominant/recessive genetic inheritance patterns and Punnett squares [20]

Start Bikini Bottom Genetics Practice (DUE THURSDAY) Meiosis Modeling activity—complete by end of day for full credit

Work on Flower Dissection Lab and TSOTS Student Blog Post #7

Get TSOTS Student Blog Post #6 checked for points

OUTSIDE OF CLASS:

Bikini Bottom Genetics Practice;

Genetics Virtual Triathalon: Legs 2 and 3 (complete by 3/13)

Finish TSOTS Student Blog Post #7 (complete by 3/13)

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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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Monday, March 9, 2020

Daily Summary 03-09

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BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: Correctly define and use basic genetics terms to describe the flow of genetic information across generations

Warm-up: Describe at least 2 ways in which meiosis differs from mitosis? [7]

Work on Meiosis Modeling activity—must be completed by end of the day tomorrow for full credit

Work on Flower Dissection Lab and TSOTS Student Blog Post #7

Get Genetics Virtual Triathlon: Leg 1 checked / stamped

Get TSOTS Student Blog Post #6 checked for points ASAP!

OUTSIDE OF CLASS:

Genetics Virtual Triathlon: Legs 2 and 3 (complete by 3/13)

Finish TSOTS Student Blog Post #7 (complete by 3/13)

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HONORS BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: Correctly define and use basic genetics terms to describe the flow of genetic information across generations

Warm-up: Describe at least 2 ways in which meiosis differs from mitosis? [7]

Work on Meiosis Modeling activity—must be completed by end of the day tomorrow for full credit

Work on Flower Dissection Lab and TSOTS Student Blog Post #7

Get Genetics Virtual Triathlon: Leg 1 checked / stamped

Get TSOTS Student Blog Post #6 checked for points ASAP!

OUTSIDE OF CLASS:

Genetics Virtual Triathlon: Legs 2 and 3 (complete by 3/13)

Finish TSOTS Student Blog Post #7 (complete by 3/13)

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AP ENVIRONMENTAL SCIENCE
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Objectives:

Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution

Warm-up: Should humans attempt to control/limit natural sources of air pollution as well as anthropogenic ones? Why / why not? [5]

Set up lined paper with the title “Air Pollution: Quiz 1” [1]

Finish Unit 10: Lab 1: Lung Volume and Pollution [25 -30]

Last day to get any credit for Household Water Use Analysis project is Wednesday, 3/11

OUTSIDE OF CLASS:

Reread pp. 510-524;

Finish FEV1 Lab Analysis

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Friday, March 6, 2020

Daily Summary 03-06

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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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HONORS BIOLOGY
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IN CLASS:

Objectives: Correctly define and use basic genetics terms to describe the flow of genetic information across generations

Warm-up: What does meiosis produce and where in the body does it take place? [5]

Meiosis Modeling activity [45]

Flower Dissection Lab and TSOTS Student Blog Post #7 [45]

Get Genetics Virtual Triathalon: Leg 1 checked / stamped

New stamp logs

Get TSOTS Student Blog Post #6 checked

OUTSIDE OF CLASS:

Genetics Virtual Triathalon: Legs 2 and 3 (complete by 3/13)

Work on TSOTS Student Blog Post #7 (complete by 3/13)

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AP ENVIRONMENTAL SCIENCE
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Objectives: Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution

Warm-up: Set up a sheet of lined paper with the standard APES heading and title it “Air Pollution: Quiz 1” [1]

Unit 10: Quiz 1 [8]

Unit 10: Lecture 2: Outdoor Air Pollution [15]

Unit 10: Lab 1: Lung Volume and Pollution [45]

Lab: Water Quality Index: data analysis and write-up corrections / additions—last chance for check and stamp

OUTSIDE OF CLASS:

Reading Assignment: Miller LITE pp. 481-489, 465-476 (Be sure to read Core Case Study on 465)

Reread pp. 465-476; read pp. 498-510; Vehicles & Smog Questions; Finish FEV1 Lab Analysis

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Thursday, March 5, 2020

Daily Summary 03-05

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BIOLOGY
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IN CLASS:

Objectives: Correctly define and use basic genetics terms to describe the flow of genetic information across generations

Warm-up: What does meiosis produce and where in the body does it take place? [5]

Meiosis Modeling activity [45]

Flower Dissection Lab and TSOTS Student Blog Post #7 [45]

Turn in Genetics with a Smile activity

Get Genetics Virtual Triathalon: Leg 1 checked / stamped

New stamp logs

Finish reporting scores on TSOTS Student Blog Post #6

OUTSIDE OF CLASS:

Genetics Virtual Triathalon: Legs 2 and 3 (complete by 3/13)

Finish TSOTS Student Blog Post #7 (complete by 3/13)

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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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Wednesday, March 4, 2020

Daily Summary 03-04

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BIOLOGY
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IN CLASS:

Objectives: Correctly define and use basic genetics terms to describe the flow of genetic information across generations

Warm-up: Would daughter cells produced by mitosis be suitable for use in sexual reproduction? Why or why not? [7]

Genetics Virtual Triathalon: Leg 1 (complete by Thursday) Meiosis Modeling activity [40] (complete by Friday)

Turn in Genetics with a Smile activity

NEXT CLASS PERIOD:

Flower Dissection Lab and TSOTS Student Blog Post #7 (complete by Friday, 3/13) [40]

Start TSOTS Student Blog Post #6 checks

OUTSIDE OF CLASS:

Genetics Virtual Triathlon: Leg 1 (complete by Thursday)

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HONORS BIOLOGY
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IN CLASS:

Objectives: Correctly define and use basic genetics terms to describe the flow of genetic information across generations

Warm-up: Would daughter cells produced by mitosis be suitable for use in sexual reproduction? Why or why not? [7]

Genetics Virtual Triathalon: Leg 1 (complete by Friday)

Meiosis Modeling activity [40] (complete by Friday)

Get Genetics with a Smile activity checked / stamped

NEXT CLASS PERIOD:

Flower Dissection Lab and TSOTS Student Blog Post #7 (complete by Friday, 3/13) [40]

Continue TSOTS Student Blog Post #6 checks

OUTSIDE OF CLASS:

Genetics Virtual Triathlon: Leg 1 (complete by Friday)

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AP ENVIRONMENTAL SCIENCE
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Objectives:

Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution

Warm-up: List as many kinds of air pollution as you can think of and the major cause of each. How is air pollution like that in other parts of the biosphere (soil and water) and how is it different? [10]

Unit 10: Lecture 1: Indoor Air Pollution [15]

Unit 10: Lecture 2: Outdoor Air Pollution [15]

Late AP Test signup payments turned in by 3/6

OUTSIDE OF CLASS:

Water Use Project (printed copy) including data analysis DUE FRIDAY by 2:30 pm (no exceptions!!)

Reading Assignment: Miller LITE pp. 481-489, 465-476 (Be sure to read Core Case Study on 465)

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Monday, March 2, 2020

Daily Summary 03-02

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BIOLOGY
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IN CLASS:

Objectives: Define basic genetics terms (genetics, gene, trait, genotype, phenotype, homozygous / heterozygous, allele / polymorphism recessive, dominant) and correctly use them to describe the flow of genetic information

Warm-up: What is a (biological) gene? [5]

Introduction to Genetics and Meiosis [30]

Genetics with a Smile activity [20]

GATTACA discussion questions due—turn in by 2:30 for full credit

Finish TSOTS Student Blog Post #6 scored [20]

OUTSIDE OF CLASS:

Genetics with a Smile activity

Finish TSOTS Student Blog Post #6 scored [20]

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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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Friday, February 28, 2020

Daily Summary 02-28

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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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HONORS BIOLOGY
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IN CLASS:

ESLP Project Reminder!

Objectives: SWBAT apply knowledge of Central Dogma and consider their own moral stance as they assess the virtues and potential drawbacks of using genetic engineering on humans

Warm-up: What ethical concerns do you have about a society like the one portrayed in GATTACA? [10]

GATTACA pre-viewing discussion [10]

GATTACA screening, day 3 [50]

GATTACA intermission; bioethics discussion and work time for essay assignment Must do quiz corrections on Sex Ed quiz if you did not pass (at least 17 correct)

OUTSIDE OF CLASS:

Work on GATTACA movie questions (including ethics questions and paragraph response) and short essay assignment

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AP ENVIRONMENTAL SCIENCE
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IN CLASS:

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]

Late sign-up for AP Test available until March 10th--payments should be turned in to Ms. Campbell scrAPESbook presentations [15 - 20]

More IRP progress interviews, if time

OUTSIDE OF CLASS:

Water Use Project data analysis (DUE NEXT FRIDAY by 2:30 pm)

Lab: Water Quality Index: data analysis and write-up (DUE TODAY, by 2:30 pm)

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--
-

Thursday, February 27, 2020

Daily Summary 02-27

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

ESLP Project Reminder!

Objectives: SWBAT apply knowledge of Central Dogma and consider their own moral stance as they assess the virtues and potential drawbacks of using genetic engineering on humans

Warm-up: What ethical concerns do you have about a society like the one portrayed in GATTACA? [10]

GATTACA pre-viewing discussion [10]

GATTACA screening, day 3 [50]

GATTACA intermission; work on TSOTS Student Blog Post #6

Turn in your blue stamp log if you still have it!

Must do quiz corrections on Sex Ed quiz if you did not pass (at least 17 correct)

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE next Friday)

Work on GATTACA movie questions, including ethics questions and paragraph response

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

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--
-

Wednesday, February 26, 2020

Daily Summary 02-26

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

ESLP Project Reminder!

Objectives: SWBAT apply knowledge of Central Dogma and consider their own moral stance as they assess the virtues and potential drawbacks of using genetic engineering on humans

Warm-up: What ethical concerns do you have about a society like the one portrayed in GATTACA? [10]

GATTACA pre-viewing discussion [10]

GATTACA screening, day 2 [50]

GATTACA intermission; bioethics discussion and work time for essay assignment

Must do quiz corrections on Sex Ed quiz if you did not pass (at least 17 correct)

OUTSIDE OF CLASS:

Work on GATTACA movie questions and short essay assignment

Work on ESLP project

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

AGENDA:

ORDER SHIRTS!

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: Wastewater Microbiology video [5]

WQI Lab Q and A [10]

Record Water Quality Index lab data online

Lab: Water Quality Index: work time [30]

Record Household Water Use data in online class data table

Independent research project interviews, day 3

Project: Water Use: Submit final version by 3:00 PM on 3/6

OUTSIDE OF CLASS:

Household Water Use Analysis Project personal and class data analysis (DUE Friday, 3/6 by 2:30 pm)

Lab: WQI: full write-up (DUE THIS FRIDAY by 2:30 pm)

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--
-

Tuesday, February 25, 2020

Daily Summary 02-25

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

ESLP Project Reminder!

Objectives: SWBAT apply knowledge of Central Dogma and consider their own moral stance as they assess the virtues and potential drawbacks of using genetic engineering on humans

Warm-up: What ethical concerns do you have about a society like the one portrayed in GATTACA [10]

GATTACA pre-viewing discussion [10]

GATTACA screening, day 2 [50]

GATTACA intermission; work on TSOTS Student Blog Post #6 Turn in your blue stamp log if you still have it!

Must do quiz corrections on Sex Ed quiz if you did not pass (at least 17 correct)

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE next Friday)

Work on GATTACA movie questions

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

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--
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Monday, February 24, 2020

Daily Summary 02-24

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

ESLP Project Reminder! Objectives: SWBAT apply knowledge of Central Dogma and consider their own moral stance as they assess the virtues and potential drawbacks of using genetic engineering on humans

Warm-up: What is the value of ethics discussions and debates as part of scientific progress? [10]

TSOTS Student Blog Post #6 assignment [2]

GATTACA pre-viewing discussion [8]

GATTACA screening, day 1 [20]

Must do quiz corrections on Sex Ed quiz if you did not pass (at least 17 correct)

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE next Friday)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

ESLP Project Reminder!

Objectives: SWBAT apply knowledge of Central Dogma and consider their own moral stance as they assess the virtues and potential drawbacks of using genetic engineering on humans

Warm-up: What is the value of ethics discussions and debates as part of scientific progress? [10]

GATTACA pre-viewing discussion [8]

GATTACA screening, day 1 [25]

Must do quiz corrections on Sex Ed quiz if you did not pass (at least 17 correct)

OUTSIDE OF CLASS:

Work on ESLP project

--------------------------------------------------------------------------------
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 forms of water pollution do you think are the most difficult (technologically, politically, and/or economically) to address?

Explain your answer. [8]

Unit 9, Lecture 5: Water Treatment [15]

Lab: Water Quality Index: Class data collection/analysis [20]

OUTSIDE OF CLASS:

Project: Personal Water Use: Submit final version by 3:00 PM on 3/6

Lab: Water Quality Index: full write-up (DUE FRIDAY by 3 pm)

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--
-

Friday, February 14, 2020

Daily Summary 02-14

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BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet ASAP if you have not yet done so

OUTSIDE OF CLASS:

ESLP Projects

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

AGENDA:

Last chance for lab notebook evaluation!

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]

Reading / Lecture Quiz #2! [10]

Lab: WQI additional explanation and pre-lab in class [30]

Independent research project interviews, day 2 Unit 9, Lectures 3 and 4: Water Pollution [25]

OUTSIDE OF CLASS:

Order your class shirt!!!!!!

Article: Water war bubbling up between California and Arizona;

Finish household water use project (ask if you need your original)

Film: Cadillac Desert: finish watching American Nile chapter and answer questions

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--
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Thursday, February 13, 2020

Daily Summary 02-13

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BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet ASAP if you have not yet done so

OUTSIDE OF CLASS:

ESLP Projects

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

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--
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Wednesday, February 12, 2020

Daily Summary 02-12

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

TUTORIAL WILL NOT BE AVAILABLE in X104 ON THURSDAY DUE TO AP ENVIRONMENTAL SCIENCE INFO SESSION

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet ASAP if you have not yet done so

OUTSIDE OF CLASS:

Planned Parenthood assignment

Get caught up if you have any missing assignments for bio!

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

TUTORIAL WILL NOT BE AVAILABLE in X104 ON THURSDAY DUE TO AP ENVIRONMENTAL SCIENCE INFO SESSION

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet ASAP if you have not yet done so

OUTSIDE OF CLASS:

Planned Parenthood assignment

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

AGENDA: Submit lab notebook for evaluation today!

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 2 potential drawbacks to damming rivers [10]

Lab: WQI time (10:00 am?) and place (Los Alamitos Creek Trail trailhead, intersection of Mt. Forest Drive and Camden Ave—meet in parking lot); Testing Team Assignments (see website)

Unit 9, Lecture 3: Reducing Water Use [25]

Film: Cadillac Desert (segment 2, American Nile) [20]

Unit 9, Lecture 4: Water Pollution [20]

Independent research project interviews, day 1 Reading / Lecture Quiz #2 on Friday!

OUTSIDE OF CLASS:

Order your class shirt!!!!!!

Miller LITE reading assignment and articles (see calendar)

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--
-

Tuesday, February 11, 2020

Daily Summary 02-11

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

No assignments

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

No assignments

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

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--
-

Monday, February 10, 2020

Daily Summary 02-10

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

No assignments

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

No assignments

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

AGENDA:

Submit lab notebook for evaluation Wed.!

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: What is subsidence, what causes it, and what are some serious consequences of this phenomenon? [8]

Household Water Use Project: Data collection explanation Unit 9, Lecture 2: Water Use [20]

Film: Cadillac Desert: American Nile (parts 3 and 4) and questions

Independent research project progress interviews (round 2 begins) continue tomorrow—be ready!

Reading / lecture quiz on Friday!

OUTSIDE OF CLASS:

Miller LITE reading assignment and articles (see calendar)

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--
-

Saturday, February 8, 2020

Daily Summary 02-07

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

Publish TSOTS Student Blog Post #6 (DUE tonight)

--------------------------------------------------------------------------------
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 (Part II) [15]

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)

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--
-

Thursday, February 6, 2020

Daily Summary 02-06

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

TUTORIAL WILL NOT BE AVAILABLE in X104 TODAY DUE TO AP ENVIRONMENTAL SCIENCE INFORMATION SESSION

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor

Anyone still needing DNA and Central Dogma Review can get stamped tomorrow during tutorial (today is last day)

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

Get caught up if you have any missing assignments for bio!

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

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--
-

Wednesday, February 5, 2020

Daily Summary 02-05

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

TUTORIAL WILL NOT BE AVAILABLE in X104 TOMORROW DUE TO AP ENVIRONMENTAL SCIENCE INFO SESSION

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: TBD by Planned Parenthood instructor Anyone still needing DNA and Central Dogma Review can get stamped tomorrow during tutorial (Wednesday is last day)

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (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

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--
-

Tuesday, February 4, 2020

Daily Summary 02-03

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: Review of Mr. Bursch’s expectations for students during Sex Ed instruction and brief introduction of Planned Parenthood instructor [3]

Anyone still needing DNA and Central Dogma Review can get stamped tomorrow during tutorial (Friday is last day)

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

Get caught up if you have any missing assignments for bio!

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

SEX EDUCATION ALL THIS WEEK

Objectives: SWBAT demonstrate basic understanding of human reproduction, contraception, and common STIs/STDs through class conversations and passing a comprehensive quiz following instruction with no less than 70% correct responses

Warm-up: Review of Mr. Bursch’s expectations for students during Sex Ed instruction and brief introduction of Planned Parenthood instructor [3]

Anyone still needing DNA and Central Dogma Review can get stamped tomorrow during tutorial (Wednesday is last day)

Turn in blue stamp sheet at end of class or during tutorial any day this week (Wed - Fri)

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE Friday)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

IN CLASS:

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]

Check and stamp LC50 Lab (after exam, otherwise, by 2:40 pm)

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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--
-

Friday, January 31, 2020

Daily Summary 01-31

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

Objectives: SWBAT (1) demonstrate transcription and translation (protein synthesis, a.k.a. “Central Dogma of Biology”) on paper and (2) describe the three basic kinds of DNA mutations that are possible and what kinds of consequences can result

Warm-up: Describe two different kinds of DNA mutation and explain any difference in the potential consequences of these changes. [5]

DNA and Central Dogma (Unit 5) Exam

Work on TSOTS Student Blog Post #6: How Does Your Garden Grow?

Show me your DNA and Central Dogma Review and, if you have not already, your 2nd Case study: “Meselson and Stahl Experiment”

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE next Friday)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

AGENDA:

UNIT 8 EXAM on MONDAY!

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

Warm-up: Record your responses to scrAPESbook presenters’ questions as your warm-up for today.

Score and turn in Unit 8 Reading Quiz 2 [10]

3 to 5 scrAPESbook presentations [30]

Use class lab data to graphically estimate 24-hour LC50 of copper sulfate on Tubifex tubifex [20]

Clean up any remaining lab materials [10]

Free work time

OUTSIDE OF CLASS:

(1) Read The Pollution Within;

(2) Review for Unit 8 Exam

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--
-

Thursday, January 30, 2020

Daily Summary 01-30

Wednesday, January 29, 2020

Daily Summary 01-29

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

AGENDA:

Objectives: SWBAT (1) demonstrate transcription and translation (protein synthesis, a.k.a. “Central Dogma of Biology”) on paper and (2) describe the three basic kinds of DNA mutations that are possible and what kinds of consequences can result

Warm-up: What is a DNA mutation? [5]

Quick review of transcription / translation [10 - 15]

Introduction to mutations [10]

Mutation activity [30 - 40]

TSOTS Student Blog Post #6: How Does Your Garden Grow?

Show me your Case study: “Meselson and Stahl Experiment”

Unit 5 exam on Friday!

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE next Friday)

DNA and Central Dogma Review (DUE FRIDAY)

Add more detail to DNA concept map started in class (show me by Friday for another stamp on your log)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

AGENDA:

Go Over KEY DATES:

WGHS APES 2019-2020 2nd SEMESTER KEY DATES

February 10th – 14th: Independent Research Project progress interviews, round 2
March 3rd – 7th: Independent Research Project progress interviews, round 3
May 11th: AP Exam, 12:00 PM on Monday
May 11th - May 19th: Independent Research Project presentations begin
May 23rd: Last day to turn in Independent Research Project written report and presentation materials for review and scoring

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

Warm-up: Ask any last-minute lab questions right away so we can get re-started ASAP.

Determination of LC50 of copper sulfate and effects on behavior in Tubifex tubifex lab [50] (finish part 1 today if you did not do so on Monday; part 2 must be performed precisely 24 hours later)

Lecture 3: Risk; Regulation [20]

scrAPESbook presentations [20]

OUTSIDE OF CLASS:

Take-home reading quiz due Friday!!

(1) Finish LC50 Analysis;

(2) read corn articles (Briefing Monsanto and …Comparison…Effects Three GM Corn Varieties…);

(3) finish toxin summary report

(4) begin to review for Unit 8 Exam

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--
-

Daily Summary 01-28

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

Objectives: SWBAT (1) demonstrate transcription and translation (protein synthesis, a.k.a. “Central Dogma of Biology”) on paper and (2) describe the three basic kinds of DNA mutations that are possible and what kinds of consequences can result

Warm-up: What is a DNA mutation? [5]

Quick review of transcription / translation [10 - 15]

Introduction to mutations [10]

Mutation activity [30 - 40]

TSOTS Student Blog Post #6: How Does Your Garden Grow?

Show me your Case study: “Meselson and Stahl Experiment”

Unit 5 exam on Thursday!

OUTSIDE OF CLASS:

Work on TSOTS Student Blog Post #6 (DUE next Friday)

DNA and Central Dogma Review (DUE THURSDAY)

Add more detail to DNA concept map started in class (show me by Friday for another stamp on your log)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

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--
-

Monday, January 27, 2020

Daily Summary 01-27

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

Have you signed up for co-teaching?

Objectives: SWBAT (1) demonstrate transcription and translation (protein synthesis or “Central Dogma of Biology”) using 2-D model

Warm-up: If a cell suddenly was in need of a particular protein, like amylase (an enzyme used to break down starch into simpler sugars) for example, how would the molecular machinery of the cell know what the correct sequence was for the string of amino acids that forms amylase so that it could build this polypeptide?

Finish Transcription and translation simulation activity [40]

DNA and Central Dogma Review [~40]

Get “Meselson & Stahl Experiment” case study checked/stamped

OUTSIDE OF CLASS:

DNA and Central Dogma Review

Add more detail to DNA concept map started in class (show me by Friday for another stamp on your log)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

Have you signed up for co-teaching?

Objectives: SWBAT (1) demonstrate transcription and translation (protein synthesis or “Central Dogma of Biology”) using 2-D model

Warm-up: If a cell suddenly was in need of a particular protein, like amylase (an enzyme used to break down starch into simpler sugars) for example, how would the molecular machinery of the cell know what the correct sequence was for the string of amino acids that forms amylase so that it could build this polypeptide?

Finish Transcription and translation simulation activity [40]

DNA and Central Dogma Review [~40]

Get “Meselson & Stahl Experiment” case study checked/stamped

OUTSIDE OF CLASS:

DNA and Central Dogma Review

Add more detail to DNA concept map started in class (show me by Friday for another stamp on your log)

--------------------------------------------------------------------------------
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

Warm-up: Ask any last-minute lab questions right away so we can get started ASAP. Determination of LC50 of copper sulfate and effects on behavior in Tubifex tubifex lab [40+]

OUTSIDE OF CLASS:

White Paper: Dosed Without Prescription (NOTE: this is a 64-page paper—you only need to read the executive summary [2 pages], but I strongly encourage you to skim the remainder of the paper)

REMINDERS: (1) Student reps for APES promotion on Feb 5th and 6th at lunch in cafeteria; (2) Class sweatshirt / T-shirt??

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--
-

Friday, January 24, 2020

Daily Summary 01-24

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

Have you signed up for co-teaching?

Objectives: SWBAT (1) demonstrate transcription and translation (protein synthesis or “Central Dogma of Biology”) using 2-D model

Warm-up: Describe an experiment from the 20th century which clearly demonstrated that DNA--not protein--was the primary hereditary (genetic) molecule. [8]

Score DNA Structure and Replication Quiz [12]

Introduction to protein synthesis (transcription and translation) [25]

Transcription and translation simulation activity [45]

Finish case study: “Meselson and Stahl Experiment” (on website) and get it checked for credit

OUTSIDE OF CLASS:

Case Study: “Meselson and Stahl Experiment:…DNA Replication”

Add more detail to DNA concept map started in class (show me by next Friday for a stamp on your log)

--------------------------------------------------------------------------------
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

Warm-up: Environmental Hazard Walk explanation [5]

Review Unit 8: Lecture 2: Toxicology [5 - 8]

Unit 8 Reading Quiz [10]

Pre-Lab Discussion of Determination of LC50 of copper sulfate and effects on behavior in Tubifex tubifex experiment [10]

Determination of LC50 of copper sulfate and effects on behavior in Tubifex tubifex lab (setup and walk through) [40+]

scrAPESbook presentations [?]

OUTSIDE OF CLASS:

Miller LITE, pp. 446-462;

Article: The Pollution Within

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--
-

Thursday, January 23, 2020

Daily Summary 01-23

Wednesday, January 22, 2020

Daily Summary 01-22

--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------

NO CLASS TODAY (SEE YESTERDAY'S POST)

--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------

IN CLASS:

Have you signed up for co-teaching?

Objectives: SWBAT (2) describe the structure of a chromosome

Warm-up: Sketch the process of DNA replication in eukaryotic cells. Be sure to label all parts of the replication apparatus / structures, including the leading and lagging strands of DNA [10]

Review DNA replication [10]

Use the 3-D Animation Library at the DNA Learning Center to better understand DNA structure and replication [10]

Case Study: “Meselson and Stahl Experiment: The Nature of DNA Replication” (on website) / Finish DNA Replication Activity [50]

DNA Structure and Replication Quiz [25

“The Transforming Principle:…” last day to get credit is TODAY

OUTSIDE OF CLASS:

Case Study:

“Meselson and Stahl Experiment:…DNA Replication”

Add more detail to DNA concept map started in class (show me by Friday for a stamp on your log)

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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

Warm-up: Unit 7 Exam FRQ scoring instructions [3]

Unit 7 Exam FRQ scoring [20]

Unit 8: Lecture 1: Environmental Health [15]

Unit 8: Lecture 2: Toxicology [15]

Lab: Determination of LC50 of copper sulfate and effects on behavior in Lumbriculus variegatus: Introduction and Pre-lab research and write-up in notebooks [30]

Independent research project individual progress interviews [~30]

OUTSIDE OF CLASS:

Miller LITE, pp. 436-446

Read articles: Walruses and the Egg Woman and Cholera in Haiti

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Tuesday, January 21, 2020

Daily Summary 01-21

Friday, January 17, 2020

Daily Summary 01-17

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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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HONORS BIOLOGY
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IN CLASS:

Have you signed up for co-teaching?

Objectives: SWBAT (1) create a simple but compositionally accurate physical model of the DNA double helix (2) describe the history of humanity’s discovery of DNA and the structure of a chromosome

Warm-up: What are the major functions of DNA in all cells?

Review DNA structure and introduce DNA replication [20]

Use the 3-D Animation Library at the DNA Learning Center to better understand DNA structure and replication [10]

DNA Replication Activity: Modeling Replication [60]

DNA paper (origami-style) model DUE

“The Transforming Principle:…” case study DUE

OUTSIDE OF CLASS:

“The Transforming Principle: …” case study in your notebooks

Add more detail to DNA concept map started in class (show me by next Friday for a stamp on your log)

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

Research Project 1st Interview Overdue!

Objectives: Demonstrate a basic knowledge of how past and present land uses impact all parts of the biosphere by earning a 70% or higher on the Unit 7 exam

Warm-up: Q & A for Unit 7 exam

Unit 7 exam [55]

Get Cookie Mining lab checked

scrAPESbook presentations

OUTSIDE OF CLASS:

Work on independent research project—we will have progress interviews next week!

Be ready with a scrAPESbook presentation on Wednesday!

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Thursday, January 16, 2020

Daily Summary 01-16

Wednesday, January 15, 2020

Daily Summary 01-15

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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)

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HONORS BIOLOGY
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IN CLASS:

Have you signed up for co-teaching?

Objectives: SWBAT (1) create a simple but compositionally accurate physical model of the DNA double helix (2) describe the history of humanity’s discovery of DNA and the structure of a chromosome [Cell growth / division mini-project NOW LATE!]

Warm-up: Write down one realization you had about DNA while constructing your concept map yesterday. [3]

Lecture / Discussion: Introduction to DNA continued [20]

Check DNA brainstorm and concept map Finish and submit DNA paper (origami-style) model [20]

“The Transforming Principle: Identifying the Molecule of Inheritance” case study in your notebooks (pdf on class website)

OUTSIDE OF CLASS:

Finish DNA paper (origami-style) model

“The Transforming Principle: …” case study in your notebooks

Add more detail to DNA concept map started in class

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

Research Project 1st Interview Overdue!

Objectives: Be able to (1) describe the general characteristics of forests / woodlands, (2) explain how forests are used by humanity and the impacts our actions in/on forests have on all parts of the biosphere, and (3) discuss how humans can rethink our relationship with forests to ensure indefinite existence for both

Warm-up: What are the comparative benefits and drawbacks of sub-surface mining as compared with surface mining? [8]

Score take-home quiz on forests, forestry, fire management, and mining [10]

Finish Unit 7: Lecture 4: Mining [10]

Lab: Cookie Mining [30 - 40] / Research project interviews

Unit 7: Lecture 5: Land Protection and Restoration [20]

OUTSIDE OF CLASS:

Complete Cookie Mining Lab Analysis for Friday

Review Unit 7: Lecture 5: Land Protection and Restoration and study for unit 7 exam

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