Env Sci (5th period) – Coral Reef Biome Lesson

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.eco.coralreefconnections/

Click on View.

1.  What is the difference between predation and parasitism?

2.  Why do organisms compete (for what resources)?

3.  What is the difference between commensalism and mutualism?

4.  a-c – Describe 3 animals from the predation/parasitism pictures (especially how they are adapted to be a predator or escape predators.

4. d-f – Describe 3 animals from the competition pictures.

4.  g-i – Descirbe 3 organisms from the commensalism/mutualism pictures (especially how they help out other species or live on/in other species).

Do the Questions for Discussion (#5-7) by reading the Background Essay and/or looking at the Flash Animation.

Env Sci (5th period) Lesson 10/24/08

Go to http://www.teachersdomain.org/resource/ipy07.sci.life.eco.comparepoles/

Click on View.

1. Which pole, Antarctica or the Arctic, has a greater maximum sea ice exten?

2. Which pole has the greater total coastline?

3. Which pole has an actual pole marking 90 degrees?

4. Which pole has the highest elevation? What is the maximum elevation?

5. Which pole has the lowest ocean basins? What is the deepest depth?

6. Which pole has an active volcano?

7. Which pole has glaciers up to 4,700 meters thick? Which pole has an ice surface thin enough to be traversed by boats called icebreakers?

8. Which pole has sea ice that more than doubles the size of the continent annually?

9. Which has 24 hours of darkness on June 21? Which has 24 hours darkness on December 21?

10. Which has 24 hours of sunshine on Dec. 21? Which has 24 hours of sunshine on June 21?

11. Which pole is colder in winter? What is the average (mean) temperature in winter in the colder pole? What is the average temperature of the colder pole in summer?

12. Describe the two reasons why the poles are so cold.

13. Summarize why Antarctica is colder than the Arctic.

14. Which pole has no plants or trees?

15. What part of the Arctic has a lush tundra with a variety of plants and trees?

16. Which pole has penguins? Which pole has polar bears?

17. What is the largest land animal in Antarctica? How long is this animal?

18. List 8 mammals that migrate to and live in the Arctic.

19. Both poles have marine mammals such as _______________, ____________________, and ____________.

20. Which pole has no indigenous people?

21. List five Arctic regions/nations that are home to a number of indigenous peoples.

22. What are 8 Arctic nations?

23. Which pole has no government and belongs to no country?

24. How many people are at Antarctic scientific stations in winter (June, July, and August in the Southern Hemisphere)? How many people are at Antarctic scientific stations in summer (Dec.,Jan,&Feb.)?

25. What is the year-round human population in the Arctic?

26. Who was the first human to cross the Antarctic Circle? When did he do so?

27. The first human crossing of the Arctic Circle was ______________________.

Go back to the website: http://www.teachersdomain.org/resource/ipy07.sci.life.eco.comparepoles/

Read the Background Essay.

28. The Arctic is an ____________, covered by ice and surrounded by land. In contrast, the Antarctic is land surrounded by ___________.

29. Massive glaciers called ice __________ cover Antarctica and contain about _____% of the world’s ice.

30. The central Arctic is always covered in ______ ice, because the Arctic Ocean is nearly enclosed by __________.

31.  Since Antarctica has an average elevation of 2,300 meters, there is a significant decrease in _________________________ due to elevation.

Env Sci (5th period) 10/22 – The Desert and Arctic Biomes

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.eco.desert/

Read the Background Essay.

1. What three aspects of climate characterizes the desert biome?

2. What happens to 90% of solar radiation during the day?

3. Describe how rain usually comes in places like the Sonoran Desert? How does this affect the experience of plants in these deserts?

4. Describe two structural features of desert plants that limit the amount of water they lose to the atmosphere.

5. Describe one functional strategy that some desert plants have evolved that limits water loss.

6. Why do ecologists call desert animals ‘generalists’ or ‘opportunists’?

7. Many small desert herbivores prefer eat many more _____________ than leaves.

Go to http://www.teachersdomain.org/resource/tdc02.sci.life.eco.arctic/

Read the Background Essay.

8. The tundra biome is characterized by ___________________ extremes.

9. Precipitation in the Arctic are equivalent to those found in the world’s __________________.

10. How is the presence of permafrost actually a benefit to plants in the Arctic?

11. How many species of plants exist in the Arctic?

12. Describe three features common in Arctic plants.

13. Since the Arctic plants are isolated from nearby clumps, they have a lot of genetic _____________ between nearby species. These variations provide diversity and an evolutionary benefit.

Go to http://www.teachersdomain.org/resource/ipy07.sci.life.eco.arcticecosys/

Click on View.

Describe one new thing you learned about: 14. polar bears; 15. walruses; 16. seals; 17. ice algae; 18. fish; 19. phytoplankton; 20. zooplankton; 21. jellyfish; 22. bowhead whales; 23. detritus; 24. sea stars and sea urchins.

Click on “MORE ABOUT THIS DELICATE BALANCE” at the bottom right of the screen.

25. Changes in the food web not only threaten life in the Arctic region, they also could have impacts on Earth’s _____________. Populations of Arctic plankton convert ____________ ______________, a greenhouse gas that causes global warming, into organic matter.

26. Why is it difficult for scientists to study the Arctic food web?

Environmental Science (5th period) Lesson 10/20/08

Rainforest and Redwood Forest Ecosystems

Go to http://www.teachersdomain.org/resource/lsps07.sci.life.oate.biodiversity/

Click on View. Play Connect the Dots.
Forest
1. Find a wood-munching insect: _______________
2. What long-tailed reptile would eat a wood-munching insect?
3. What long-beaked bird might eat the lizard?
4. In which tree does the bird from answer #3 find holes and fruit?
5. Which animal hangs around during the day and feeds during the night?
6. What large bird eats bats? What else does this bird eat?

Bai
7. What is a bai?
8. What lizard lives on tree trunks and logs?
9. Which beetle is food for this lizard? What does this beetle eat?
10. Which large animal eats huge amounts of plants?
11. Why are animals drawn to water pools?
12. Which animal eats the leaves of the plants that grow on the edge of the forest?
13. What do western lowland gorillas feed upon?

River
14. Which eight-legged creature eats barbs when they’re still babies? List 3 other things that this eight-legged creature hunts?
15. What big reptile feeds on toads?
16. What does the slender-snouted crocodile eat?
17. What bird eats food from between the crocodile’s teeth?
18. What does the giant otter shrew eat?
19. Can the fishing spider hunt underwater?
20. What living thing will eat fruit that falls from the palm tree?

Go to http://www.teachersdomain.org/resource/etv08.sci.life.oate.redwood/

Watch the video.

1.  What are the tallest tree species in the world?

2.  These redwood trees need good soil and a _________________ climate.

3.  They need enough ___________ to make it through the dry summers, so the coastal _____ helps to insure they get enough water.

4.  The ‘stuff’ that redwood trees are made of comes mostly from __________ and _______________  _______________.

5.  The oldest tree is ___________ years old.

6.  The tallest tree is more than __________ feet high.

7.  These redwood trees were living _______million years ago when the dinosaurs still roamed.

8.  The redwood tree wood is very resistant to ___________.

9.  Redwood trees can reproduce sexually and _________________.

10.  A redwood tree can survive after a fire, because the ______________ still remains to carry __________ up the tree.

Food/Energy Websites

Go to

http://www.teachersdomain.org/resource/lsps07.sci.life.stru.cellenergy/

Click on View.

1. What are the major players in harvesting energy?

2. Where does it happen?

3. First, energy in _______________ is released.

4. Energy originally comes from the ________.

5. Plants use the sun’s energy to split ____________ into ____________ and _____________.

6. Hydrogen molecules combine with ______________ ______________ molecules in the air to make plant food, or sugars.

7. This process also releases _______________ into the air.

8. The sugars stored in plants provide the energy form almost all other ___________ ___________ .

9. Organisms break down plant sugars to get the energy to produce ____.

10. After breaking down sugar, mitochondria release __________ __________ and _________.

Answer the Questions for Discussion on the site:

http://www.teachersdomain.org/resource/lsps07.sci.life.stru.cellenergy/

Go to:

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.electronchain/

Read and answer the Questions for Discussion.

Go to:

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.krebs/

-What two things are produced when pyruvic acid is changed into Acetyl-CoA?

-ATP is produced when a __-carbon compound is changed into a __-carbon compound.

-FADH2 and NADH will provide electrons for the __________________ transport chain.

Below are links to the videos we watched in class. This is just FYI (no questions to answer for these.)

http://www.teachersdomain.org/resource/oer08.sci.life.reg.exercise

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.mitochondria/


Biology .6 Syllabus

Course Syllabus:      Biology .6 (Biology for English Language Learners)
Instructor:          Ms. O’Connor; email:  oconnorh@galileoweb.org
Textbook:          Miller & Levine, Biology

Course Description:  Biology will cover the key biological concepts as outlined in the State Science Standards.  The two main goals of the course are to develop a conceptual framework for modern biology and to gain experience and appreciation of biology through experimentation and inquiry.  Students will participate in projects which will develop the following skills:  writing, critical thinking, technology usage, research, time management, cooperation, and presentation skills.  In addition, as this is a sheltered English course, students will have many opportunities to improve their reading, writing, and speaking skills.

Grading:  Students will earn grades according to the following system:

Tests:        50%
Homework:  15%
Classwork:    20%
Labs:        15%
Participation:    Extra Credit

Expectations:  Students are expected to:
1.    Be on time every day.
2.    Bring all required materials, which include the completed homework assignment, a laboratory notebook, pen, pencil, and some loose binder paper.  In addition, sometimes you will be asked to bring your textbook to class.  Be respectful of themselves, their fellow students, and their teacher by
a.    Listening to students or teachers when they are speaking to the class.
b.    Listening carefully to all directions, especially laboratory directions to prevent accidents to themselves and others.
c.    Asking for help from fellow students and teachers when necessary.

Grades are posted on School Loop.  Most assignments are on galileoweb.org/oconnorh.  Ms. O’Connor is available for tutoring on Mondays after school from 3:10-4:40 in Room 450 or lunchtime by appointment.

Topics of the Course:
—1st Semester—-¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
Week 1-3    Introductions, Measurement, Scientific Method, Basic Biochemistry
Week 4-9    Cells – Cell Structure, Cell Transport, Enzymes
Week 10-11    Respiration & Photosynthesis
Week 12-16    Genetics
Week 17-18    Genetics Project; Review for Final Exam
—2nd Semester—-
Week 19-22    Evolution
Week 23-24    Ecology
Week 25-27    Human Physiology:  Overview, Digestion and Nutrition, Skeletal and Muscular, Endocrine, Nervous, Immune, Reproductive
Week 28-29    Review for CST Biology Test; CST testing
Weeks 30-36    Classification of the 6 Kingdoms and major Phyla

Environmental Science Syllabus

Course Syllabus:      Environmental Science
Instructor:          Ms. O’Connor
Textbook:          Environmental Science, Arms; Holt Publishing

Course Description:  Environmental Science will cover the key biological concepts relating to ecology as outlined in the State Science Standards.  The two main goals of the course are to develop a conceptual framework for modern environmental science and to gain experience and appreciation of environmental science through experimentation and inquiry.  Students will participate in projects that will develop the following skills:  writing, critical thinking, technology usage, research, time management, cooperation, and presentation skills.

Grading:  Students will earn grades according to the following system:

Tests:        45%
Homework:    20%
Classwork:    20%
Labs:        15%
Participation:    Extra Credit

Expectations:  Students are expected to:
1.    Be on time every day.
2.    Bring all required materials, which include the completed homework assignment, a laboratory notebook, pen, pencil, and some loose binder paper.  In addition, sometimes you will be asked to bring your textbook to class.  Be respectful of themselves, their fellow students, and their teacher by
a.    Listening to students or teachers when they are speaking to the class.
b.    Listening carefully to all directions, especially laboratory directions to prevent accidents to themselves and others.
c.    Asking for help from fellow students and teachers when necessary.

Topics of the Course:
—1st Semester—-¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
Week 1-3    Introductions, What is Environmental Science?  Environmental Ethics
Week 4-9    Ecosystems – Organisms in the Environment; Adaptations; Types of Ecosystems (Tropical Rain Forests, Deserts, Grasslands)
Week 10-11    How Ecosystems work – Energy flow; Cycling of Materials; Succession
Week 12-16    Natural Resources
Week 17-18    Human Impact on the Environment – Global Warming
—2nd Semester—-
Week 19-21    Human Impact, cont’d – Air and Water Quality
Week 22-27    Going Green – Green technologies; Alternative Energies
Week 28    Review for STAR test
Week 29    STAR test on Biology (unless requested otherwise)
Week 30-36    Student Projects on Environmental Science

Cellular Respiration

Cellular Respiration Lesson

Answer the questions in your notebook (YOU DO NOT NEED TO COPY THE QUESTIONS).

These web sites allow you to observe and learn about respiration in general and the electron transport chain of cellular respiration in more detail.

Go to: http://www.sp.uconn.edu/~terry/images/anim/ETS.html

1. Watch the animation of the Electron Transport chain.

a. As a proton (H+) leaves NADH, the proton moves from which part of the mitochondrion to which other part of the mitochondrion? From the brown side (_____________) to the green side (______________________ _____________).

b. Where does the electron move? Through a series of e______________ c__________________, also called protein carriers.

c. As the first w_______ molecule gets split, the H+ moves from which part of the mitochondrion to which other part of the mitochondrion?

2. According to the Key Points

a. What is the terminal electron acceptor? This explains why we need to breathe _________________; we need it to be the terminal electron acceptor in the electron transport chain.

b. What is produced as this molecule combines with electrons and H+ ? So ___________, along with the CO2 (carbon dioxide) that you exhale, is also a product of respiration.

Go to: http://www.sp.uconn.edu/%7Eterry/images/anim/ATPmito.html

3. Describe Step 1 and Step 2 of ATP synthesis in the mitochondria.

4. In Step 2, the movement of the protons (+) back through channels is coupled to _________ synthesis. This is how ATP is made. ATP is the energy currency in your cells – no ATP, no e _ _ _ _ y.

5. Thinking question (not on the web site). There is a theme in biology: ‘form fits function.’ What that means is that the shape or structure of things is related to how those things do their job. The inside of the mitochondrion has many folds with lots of energy complexes, or protein carriers. How does the form of your mitochondria (lots of folds) improve the function of your mitochondria (to give you energy in the form of ATP). Hint: folds increase the surface area.

Go to: http://www.sp.uconn.edu/~terry/Common/respiration.html

Click on Go and use the tutorial to learn. Make sure you use the Animate button wherever possible; it really helps!!

Click GO 3 times.

6. Where is the machinery of respiration located in prokaryotes and eukaryotes?

Click GO 2 more times.

7. In the beginning of the year, many of you sid that all living things need oxygen to survive. This web site shows you that this is NOT TRUE, because many species of ____________________ can use terminal electron acceptors other than oxygen, such as nitrate, _____________, carbon dioxide, and a few others. This is called ______________________ respiration.

Click GO 1 time, then click on Make ATP, then click on GO 2 times.

8. Proton motion causes ___________________ of the complex, which allows ADP and phosphate (Pi) to be joined into __________.

Click GO again.

9. For every ____ H+ ions that push through the ATP synthase, ____ ATP is made.

Go to: http://www.biology.arizona.edu/biochemistry/problem_sets/metabolism/metabolism.html

Take the quiz. Do only #�s 1, 2, 4, 7, 8, 9, 14, 16, 17. Do not copy the question, but write out the answer.

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