Zoom Meetings

Based on the poll results I have established two different meeting times:

Morning:  Wednesdays 10AM

Afternoon:  Thursdays 1PM

These are purely optional opportunities to ask questions, receive instruction or otherwise provide your teacher with 'proof of life'

Links and Information are on Google Classroom.

March 30 - April 3rd Assignments/Activities

Take a look a the Google Classroom site for this weeks activities and the one assignment.  I will be posting most assignments on that site moving forward as we are trying to make it easier for you to keep your tasks organized.  I will continue to post videos and supplemental information here, but you need to make sure you are checking Google Classroom. 

The required activity for this week is to complete the Gizmo we were working on before the school closure and submit your responses.

Lessons for 23-27 March, 2019

Learning will continue.

Given the guidance to ensure that we have both on-line and analog lessons available for you to  practice, reinforce and maintain your skills, your Biology teachers put together a menu of activities for you to try out to stimulate your minds.  

Out of the five activities for this week, pick your top three to engage in on your own time.

• Protein Folding: Help Researchers Stop COVID-19! Protein Folding and Research Opportunity Online (This is real! Researchers are actually using this information for testing purposes at UW!)
• Zoo cam: Practice your skills as a wildlife biologist by using webcams from zoos and aquariums around the country. 
• The Powerhouse of the Cell: Help Researchers Understand Cell Metabolism by cataloging mitochondria in real images of cells!
• Spring Observation of Phenomenon: Any excuse for a nature walk is great! Pick a place near you outside to record observations of how nature is being changed as spring arrives.
• Night Sky BINGO: Spend time outside each night and get a BINGO.

Want to see some of the more Biology related stuff that the 11-12 crew is doing?  This week we chose to focus on the science behind our nation's response to the COVID-19 pandemic.  Since it relates so well to the Epidemiology unit we were working on, feel free to try our these:

• Info graphical Understanding: Use your powers of logic and graphical analysis to think about how the media communicates science to us.
• What do we mean by “flattening the curve?”: Look at the current interventions being used in the ongoing battle against COVID-19 and their expected outcomes.
• Emissions, carbon footprints, and COVID-19.: What impact will our change to daily life have on greenhouse gas emissions?
• Exponential Growth and Epidemics. Investigate the mathematical modelling at work behind the science of epidemiology.
• What actually reduces a carbon footprint? Determine which choices humans can make that actually reduce their carbon footprints. You may be surprised at the answers.

I have a short survey I would like you to fill out to help me tailor lessons moving forward.    Please take a moment to fill it out. If nothing else, it lets me know you were here.  

Taking a look at the Road ahead

Hey all, here is a quick update.

As you know, your 3-day weekend received a substantial extension.  We are living through extra-ordinary times, and it requires substantial changes to the way we do business.  Currently, the school is closed until Monday,  April 27th.  That is ground truth.  Your teachers, including me, are still working and trying to put together some meaningful lessons to help ensure your fertile young minds don't lie fallow.    Currently our guidance is to ensure that we have both on-line and analog lessons available, and that these lessons focus on having you practice, reinforce and maintain the skills and lessons we have done to date.  Strangely, since we are already working on Epidemiology we are kind of involved in an extended practical exercise.   So what does that mean for Biology?

• I will be posting articles, videos and questions here related to the areas of the class that we have covered so far:
• Scientific Method and Analysis
• Cells and Cell Theory
• Genetics and Heredity
• Epidemiology
• The only units we did not have the opportunity to fully explore are Evolution and Ecology.  While unfortunate, we may get a chance to revisit them at a later time.
• Term 4 grades were posted.  Everything I have, is in the gradebook

Lastly, let me remind you that the need for Social Distancing does not mean you need to lock your self away from the world. You have an opportunity right now to improve yourself both physically and mentally with the time afforded.  I am still hiking and exploring regularly and finding ideas for the class.  I would encourage you to do the same.  Trails are still open.  Ask questions, seek answers look around you.  Years ago in Iraq one of my Sergeants shared the following bit of wisdom:

"You can work out in the gym or you can work out in the dining hall.  It's your choice how you want to get big.  Who do you want to be when it is time to leave?"  

If you have questions or concerns feel free to reach out to me or the other Biology teachers.  My email is jbledsoe@psd267.org

I have a short survey I would like you to fill out to help me tailor lessons moving forward.    Please take a moment to fill it out. If nothing else, it lets me know you were here.

In the meantime, everyone stay safe, keep in communication and wash those hands!

Epidemiology Investigation #1 - Infection Rates

Objective: Identify the relationship between different factors and the rate of transmission for Infectious Disease

Purpose: To understand the variables that affect the how disease is transmitted

Equipment: “Disease Spread” simulation on Gizmo. https://www.explorelearning.com/

Part I

• Open up the simulator. On the CONTROLS tab, place the Probability of transmission slider under Person to person half-way between Low and High. Select the SIMULATION and GRAPH tabs. Click Play. 
• At what time did the disease spread most slowly? Most quickly? 
• How could you explain this change in the rate of the disease’s spread? 
• How do the results vary if you simulate Foodborne or Airborne pathogens?
• Sketch an example of a graph for each of the methods of transmission. How would you describe each of these relationships?

Part II What is the relationship between population density and the rate of infection?

• Starting with Person-to-person contact only, determine the time required to infect five individuals for 15, 25, and 35 people respectively. Conduct three trials of each set. 
• Repeat the procedure for both food borne and airborne pathogens.
• Graph your data. Can you identify any trends? How do the three different transmission types compare?
• Write a ClEvR statement describing the relationship between population density and infection rate.

Here is a link to the on-line version of the investigation.

Viral Pathogens and Pandemics

• Identify and explain two factors that affect how readily a viral pathogen can jump between species.
• What role does mutation play in the spread of infectious disease?

Here is a link to the presentation

Epidemiology

Define the following in your own words

• Epidemic
• Pandemic
• Pathogen
• Disease
• Infection

Here is a link to the presentation