BELL SCHEDULE

0 Hour 7:00-7:541st 8:00-8:57 plan2nd 9:03-10:08 Hon. Biology 3rd 10:14-11:13 Wilderness 4th 11:19-12:18 Chem. 1 Lunch (5th) 12:18-12:506th 12:56-1:55 Chem. 1 7th 2:01-3:00 Adv.Cond.

3rd floor English Wing1 - 18

N23 - N81435 - 484

2nd floor/north hall727 - 1078

2nd floor/west hall (science)600 - 679

2nd floor/southeast hall (business/art)1540 – 1737

1st floor/north hall1079 - 1413

1st floor/west hall (science)1414 - 1539

Tuesday, Sept. 7th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Welcome-Room 115 - Mr. Dunlap & Mr. Wrinkle•Start journal page-Quote of the Week•Sewer Lice-Observe and Discuss•Scavenger Hunt Assignment-DUE MONDAY!

•Guidelines and tips•Data Analysis-begin work (fox & coyote)

•What do we study in Biology?

•3 RING BINDER & COLORED PENCILS ASAP!

•Data Analysis due TOMORROW!-answer ALL questions as best you can

September 7th, 2010

"We are what we repeatedly do.

Excellence, then, is not an act, but a habit." -Aristotle

Wednesday, Sept. 8th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Check Data Analysis work•Observations and Inferences

•Issue Text Books-Take home and keep them there!

•Student Information form, Vocab. Log

•Read “Mystery Bumps” and answer questions

Why did your graph need to have 2 separate ranges of numbers on the X axes?

•3 RING BINDER & COLORED PENCILS ASAP!

•Scavenger Hunt due MONDAY

•Finish Mystery Bump questions if not done

9:35 Girls class meeting

For example, at the zoo you notice a baby kangaroo hanging out by itself under a tree. You can make many observations-size, colors, behaviors, etc… but you infer that he is by the tree because the other kangaroos don’t like him. Your inference may not be accurate and you’d have to investigate further to find out the truth.

OBSERVATIONS:

Factual data, traits, or other information we can gather about something using our senses-sight, smell, taste, sound, and touch. These are not assumptions or guesses-just the facts. Observations are critical in science as they are what we base most of our experiments on.

INFERENCES:

These are ideas we formulate about something that may need to be investigated or experimented to find out if they are true. It is often inferences that strike our curiosity and want us to learn more.

Thursday, Sept. 9th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Check Mystery Bumps ?s•Vocab. log, Observation and Inferences•Scientific Method review•Dr. Jenner and Small pox-read and answer ?s

•Discuss his work and the disease•Begin Characteristics of Life list-keep spreadsheet updated

•Why did crocodilians evolve the highly sensitive black bumps?

•3 RING BINDER & COLORED PENCILS ASAP!

•Scavenger Hunt due MONDAY

Mystery Bumps-Scientific Method Review:

What was Dr. Soares Observation about crocidilians?What was her Question?What were some of her Hypotheses?How did she Experiment and prove or disprove her hypotheses?What was her Conclusion?

If a conclusion can not be determined, then the EXPERIMENT needs to be REVISED and rerun.

If repeated REVISIONS still lead to no conclusion then the HYPOTHESIS may need to be changed as well.

Adapt and Evolve- change in order to survive in its environment

Cells- all living things are made of 1 or more cells

1 cell=Unicellular ex: amoeba, bacteria, yeast

2 or more=Multicellular ex:plants, animals, fungi

Carbon Based- carbon is a common element on Earth (C)

carbon is found in –coal, oil, pencil lead, diamonds

carbon is the base structure of our cell’s molecules

DIE-it happens eventually

DNA-all life uses this code to be what it is

Energy (E)- some things eat for E = Heterotrophs

some things use light to make E = Autotrophs

Excrete Waste-waste is usually from processing food or exchanging gases. #1, #2, Carbon dioxide are all types of waste.

Exchange gases- animals O2 In, CO2 Out – Breathing

Plants – CO2 In, O2 Out Photosynthesis

Grow – start out as a single cell and get bigger.

some start out as a single cell and grow into trillions of cells.

not constant – many organisms stop growing at some point

Homeostasis – regulates internal conditions

body temperature, breathing, chemistry (pH), water

Respond to Stimuli-shows a reaction to some type of stimulus-touch, shock, change in temp., lack of water, (just about anything!)

Reproduce – to make more of the species

Asexual- no male or female exchange of genes

CLONING – no diversity-all are the same

Sexual- males and females- GENES ARE EXCHANGED AND RECOMBINED

MATING-create diverse offspring

WATER is needed by all living things

In 1980, the World Health Organization

(WHO), declared Smallpox eradicated and

recommended all countries stop vaccinations.

Smallpox could spread in any

climate, in any part of the

world, at any time. Fatalities

occurred in over 30% of cases.

History of Small Pox – The Terrible VIRAL Disease!

smallPOX

The oldest known document describing Small Pox was written in China in 1323!

It likely has been around ever since our species first roamed this planet.

Small Pox has killed more people than any other disease in the history of Earth. Probably in the ball park

of 100 million!

By the 1700s the Turks had long been trying to protect their young children from smallpox by taking the pus from a pox mark of a recovering (and very

fortunate) person and purposely infecting their children. Many ended up getting sick and dying from this

practice. This dangerous idea never caught on elsewhere.

•Caused by a virus, in the pox group, somewhat like chicken pox.Over 30% of victims died. Those that lived were horribly scared.

•The disease could be spread easily from person to person. Usually in saliva or other bodily fluids. Could also be spread from the pus of skin lesions to others.

•Causes horrible skin pustules, and very high fevers.

•Responsible for more human deaths than any other infectious disease in history. Estimates run over 100 million deaths.

•Smallpox was brought to the “New World” by the early Spanish explorers. No Native Americans had any resistance to it, thus millions of people died and many cultures completely disappeared.

•Survivors of the disease never get it again.

•Vaccinations stopped in the USA in 1972, and in the rest of the world in 1980. Last reported case was in 1977 in Somalia.•Declared eradicated by the WHO in 1980. Only Russia and the USA kept it in laboratory conditions. Russia highly altered smallpox to make it more deadly and to use as bio weapon (they had enough to kill 60 billion people)

•Smallpox is now highly feared as a bio-terrorism weapon.

.

EDWARD JENNER STORY

smallPOX

COWPOX smallPOX

?

Large percentages of entire towns

would get sick and over 1/3 would die

Dairy Milker = Milkmaid

Milkmaids would get cowpox, but would NEVER get smallpox!

Different, yet VERY SIMILAR VIRUSES

COWPOX James Phipps

Dr. Jenner, 1796

smallPOX

HUGE risk!

Jenner Prevented James from getting Smallpox by

vaccinating him (vacca is Latin for cow) with Cowpox

No SmallPox!1.2.

Friday, Sept. 10th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Course Practices•Smallpox and Jenner•Characteristics of life list

•Mnemonic Device •Beetle Anatomy

•Why didn’t Dr. Jenner test his vaccine on himself?

•3 RING BINDER & COLORED PENCILS ASAP!

•Scavenger Hunt due MONDAY

•Return Signed Course Practice Page

Dr. JennerScientific Method Review:

What was his Observation about small pox?What was his Question?What was his key Hypotheses?How did he Experiment and prove or disprove his hypothesis?What was his Conclusion?

Why didn’t the public immediately jump on board with this process? Why did it take so long to wipe out Smallpox?

Do you know of any other diseases that are close to being completely irradicated?

Which diseases should be at the forefront of vaccine research today?

Monday, Sept. 13th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Copy and Interpret Quote•Check: binders, pencils, scavenger hunt, and course practices, old journal page•Beetle Anatomy•Bess Beetles-# yours with nail polish and find its mass•Decide how you are going to test the strength of your Beetle

•What are the 13 Characteristics of life? (A, C, C, D, D, E, E, E, G, H, R, R, W)

•Brainstorm and come up with a WRITTEN plan for how to test the strength of your beetle:

•Basic idea-pull mass a certain distance

September 13th, 2009

  “Our species needs, and deserves, a

citizenry with minds wide awake and a

basic understanding of how the world works.”

Carl Sagan

ABDOMEN

THORAX

ANTENNAE

MANDIBLE

COMPOUND EYE

HEAD

LEGS (6)

INSECTS ARE ARTHROPODS = (JOINTED EXOSKELETON)

HARNESS THE BEETLE AROUND THE CONNECTION BETWEEN THE ABDOMEN AND THORAX

DON’T TIGHTEN THE STRING TOO MUCH AND SQUEEZE THE

BEETLE

THE HARDEST PART IS TO AVOID ALLOWING THEIR LEGS TO GRAB THE STRING.

HEAD

THORAX

ABDOMEN

Tuesday, Sept. 14th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Return Work•Discuss Beetle strength test ideas in groups•Finalize experiment

•Variables vs. Controls •Bess Beetles

•Mass Beetles again and compare

•What are the 3 possible types of skeletal systems?

•Spend 15 minutes or more reviewing

For example, if you open a faucet (the independent variable), the quantity of water flowing (dependent variable) changes in response--you observe that the water flow increases. The number of dependent variables in an experiment varies, but there is often more than one.

EXPERIMENT SET UPS

INDEPENDENT VARIABLE-this part of the experiment that the scientist is in control of. It is chosen to see what else changes in the experiment.

DEPENDENT VARIABLE-this is the part of the experiment that the scientist wants to OBSERVE as he/she believes the independent variable will force it to change somehow.

Beetle Test-Questions to Think about:

What will they pull?

What increments of mass will you use? Which objects to act as weights?

What is the surface the beetles will walk on? What surface will the weights be on?

What will you use to hold the weights? A sled or tray of some type?

How will friction effect your experiment?

How far does the beetle need to pull the weight for it to count?

Is time a factor in the pull?

How long of a string should you use? Does the type of string matter?

Can you entice your beetle to pull the weights by touching it?

By the end of the hour-your group needs:

Experimental Methods written out

List of Materials needed

Labeled drawing of set up

Wednesday, Sept. 15th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Busy Lab Day:

•1st-Mystery Stuff set up and observe •2nd-Beetle Strength Test

•Get plans approved BEFORE beginning

•What are ALL of the Characteristics of life? [don’t look-just from memory!]

•Parent night tonight 7:00-8:30pm

•We are still missing some course practices

•Revise beetle plans-what can you improve?

Mystery Thing Day 1• On BOTTOM of Dish- Write initials of ALL group

members and your hour around the edge• Draw, color and make observations (at least 5) of your

“thing”• Using FORCEPS, open lid ONLY SLIGHTLY and place

the “thing” on agar about ½ inch from an edge. Then place an oat flake on the opposite side of the dish. DO NOT PUSH THEM DOWN INTO THE AGAR!

• Replace lid and carefully place an X under the “thing” and a circle under the oat flake. DO NOT TURN IT UPSIDE DOWN!

• Is it ALIVE? Answer completely.

WELCOME PARENTS!• Honors Biology Room 115- Ryan Dunlap and

MSU Intern Joshua Wrinkle • Course Content:

– The process of science

– Matter and Energy in Ecosystems

– Population Ecology

– Chemistry of Biology

– Cells

– Comparative Structure and function in living things

– Microscopes

Keys to Success

• Attendance and participation– Make up all work immediately if there is an

absence

• Organization-3 ring binder needed

• Ask Questions

• Study– Every night binder should be brought home and

all material of the unit should be reviewed – 15 minutes a night at minimum

Mr. Ryan Dunlap

Mr. Joshua Wrinkle

Room 115

248-548-8600 voicemail extension 5247

Email: rdunlap@ferndaleschools.org

Email: wrinklej@msu.edu

Teacher website: www.myteacherpages.com/webpages/RDUNLAP

Thursday, Sept. 16th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Discuss Beetle Lab

•Combine ideas to make a uniform experiment

•Mystery Stuff day 2•Draw and observe changes

•Intro to 6 Tubes •Begin Homework if time (books on back counter)

•What are the key steps to the scientific method?

•Read and Outline (or Notes) Chapter 1-1

•Construct a food web of AT LEAST 15 OF YOUR OWN organisms

Mystery Thing Day Two• Get in your groups and find your petri dish from

yesterday.• Draw & Label the petri dish and its contents,

including the “thing” and the oat. COLOR!• Make another five observations. Talk about what

changed in your group• Use the magnifying glass.• Add another oat flake on another side of the petri

dish and add a drop of water. Draw a SQUARE under this oat flake.

Friday, Sept. 17th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Check 1-1 notes/outline and food web•Mystery Stuff day 3

•Draw and observe changes•Build obstacles and see if it can navigate around to a new, moist oat flake

•6 Tubes – Discuss ideas and possible explanations

•What are the main types of organisms (categories)in a food web?

•Study/Review all notes, handouts and labs for the first two weeks of class-spend at least 30 minutes.

•QUIZ MONDAY-TEST FRIDAY

Monday, Sept. 20th

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Copy Interpret Quote, last call for binders, pencils, etc…•QUIZ •Mystery Stuff day 6 (final)

•Draw and observe changes/ movement through obstacles•Identification revealed

•6 Tubes – share ideas with other groups-2 travel, 2 stay at table

How many of the characteristics of life must a ‘thing’ have in order to be considered alive?

•TEST FRIDAY

•Article read and questions answered -due WednesdayWednesday

September 20th, 2010

  “Our greatest responsibility is to be

good ancestors.”

-Jonas Salk Creator of the polio vaccine

fuzzy

crusty

slimy

Tuesday, Sept. 21st

FOCUS QUESTION:

HOMEWORK:

CLASSWORK:•Microscopes-basic usage interesting items•6 Tubes-observe and discuss possible explanations – 10 minutes to gather ideas from other groups-send 2 out, keep 2 at table•Check website for updated powerpoint-everything we have shown you on the screen is downloadable!

•Test review and microscope details included•NO CLASS TOMORROW!

How many of the characteristics of life must a ‘thing’ have in order to be considered alive?

•TEST FRIDAY

•Article read and questions answered -due THURSDAYTHURSDAY

Eyepiece- Occular lens

Light Tube

Arm Nose Piece

Stage Clips

Coarse Adjustment (focus) Knob

Fine Adjustment (focus) Knob

15.BASEON/OFF Button

Light or Lamp

Diaphragm

StageAperature (opening)X

3 OBJECTIVE lenses

Low, Medium, High

LOW POWER

MEDIUM POWER

HIGH POWER

1.Carry with two hands ALWAYS!

2.Remove cover, unwrap cord, and plug into outlet.

3.GENTLY place slide on the stage and clip it in.

4.Turn ON the light.

*ADJUST DIAPHRAGM WHENEVER NEEDED*

5.Be sure to start on LOW power (shortest/red/4X)

6.Turn COARSE focus knob, then FINE focus knob until clear.

7.Move slide as needed at this point and refocus

DO NOT TOUCH THE COARSE FOCUS AFTER THIS POINT!

8.Move up to MEDIUM power (middle/yellow/10X)

9.Adjust FINE focus until clear, move slide if needed.

10.CAREFULLY move up to HIGH power (longest/blue/40X)

DO NOT LET THE LENS TOUCH THE SLIDE!

11.Adjust FINE focus until clear, move slide if needed.

12.When done, put slide away, put on LOW power, wrap up cord, and set back on the cart.

400X

Name:_______

Date:______

Hour:________Head

Leg

Body

Arm

Perfect circle-trace a petri dish lid

Human Hair-(2 needed)- MAKE A DRY MOUNT

40X or 100X-Main part of the hair

100X or 400X-hair root (follicle)

Zooplankton-(2 needed)

40X-any specimen

100X or 400X-any specimen or part of a specimen

Down Feather-(1 needed)

40X or 100X

Diatoms-(2 needed)

40X

100X or 400X

DAY 2 (7 drawings needed again)

Amoeba-100X, 400X

Planaria- 40X, 100X

Mite and Tick-40 X of each AND 100X of either’s jaws

Look up detailed information using the internet on each of these 2 creatures: What are they? Where do they live? Are they dangerous? What do they eat? What type of living thing are they?

Work Efficiently?

TEST REVIEW:

Scientific Method:

Dr. Soares and the Crocodilian Mystery Bumps

Dr. Jenner and Smallpox

Beetle Labs

O, ?, H, E, C

Observations vs. Inferences

Independent and Dependent Variables

Characteristics of Life

A, C, C, D, D, E, E, E, G , H, R, R, W

Slime Mold Work- Physarum polycephalum

CRUSTY, SLIMY, FUZZY – main life stages

MICROSCOPES – parts and useage

DATA Analysis

be prepared for charts, graphs, data tables AND analyzing & draw conclusions from them

6 Mystery Tubes- what happened inside the tubes chemically to change the color?

Test #1 REVIEW

6 Test Tubes-

What caused the bromothymol blue solution to change color in some of the tubes and not the others?

Living things do Cellular Respiration-this gives off Carbon Dioxide

Carbon Dioxide in water makes an acid

Acid turn the bromothymol blue indicator greenish/yellow

Of the 4 that changed, Why were some of the tubes more yellow than others?

Mystery Bumps-

Scientific Method Review:

What was Dr. Soares Observation about crocidilians?

What was her Question?

What were some of her Hypotheses?

How did she Experiment and prove or disprove her hypotheses?

What was her Conclusion?

Test #1 REVIEW

Bess Beetle

Scavenger Hunt

Characteristics of Life

Photosynthesis and Cellular Respiration

Focus Questions

Graphing Practice

Make LINE graphs of the info. In the table below:

Table 1: First Semester Grades

As Bs Cs Ds Es

9th 8 6 6 18 18

10th 12 16 15 5 8

11th 14 12 16 10 4

12th 14 17 14 8 3