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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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Tuesday, March 31, 2020
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:
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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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:
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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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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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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BIOLOGY and HONORS BIOLOGY
--------------------------------------------------------------------------------
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
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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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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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
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
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
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Wednesday, March 11, 2020
Daily Summary 03-11
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BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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
--------------------------------------------------------------------------------
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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BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Monday, March 9, 2020
Daily Summary 03-09
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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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BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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
---
--
-
Thursday, March 5, 2020
Daily Summary 03-05
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Wednesday, March 4, 2020
Daily Summary 03-04
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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)
---
--
-
Monday, March 2, 2020
Daily Summary 03-02
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
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]
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
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]
--------------------------------------------------------------------------------
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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