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

Sex-Linked Traits

Videos from today

Heredity Lab I

Objective: Determine the likely Phenotype of a theoretical mix between two canines.
Purpose: Demonstrate an understanding of Punnett Squares and Hybridization
Equipment: 4 sided die

Lab Questions

• For each of your genotypes in the original dog you drew, label “heterozygous” or “homozygous”.
• What did you notice about the chances of inheriting the dominant trait when both parents were homozygous and one parent had the recessive trait?
• How did we model the Law of Independent Assortment? Explain.
• How did we model the Law of Segregation? Explain.
• If you were a dog breeder and wanted to ENSURE that your puppy had long legs, droopy ears, and a long body, what PHENOTYPES would you select in the parents?
• Can you be 100% positive that you will get your desired puppy phenotype? Why or why not?
• The Law of Independent Assortment says that genes are inherited independently (alone). But, what if the gene for fluffy fur and the gene for long legs were on the SAME chromosome? How might that impact what allele is inherited? Explain.

Here is a link to the presentation on basic Heredity

Monohybrid Practice Problems

Punnett Squares

another example

Questions from the Video"

1.What is an allele?

2.Explain the relationship between “dominant” and “recessive” traits

3.Define Heterozygous and Homozygous

4.What is meant by genotype and phenotype?

Meiosis Pop-Bead Questions

Here are the questions from this week's investigation

• What is the end result of meiosis?
• Is an unfertilized egg haploid, diploid, or tetraploid? What about a sperm cell? What about a fertilized egg?
• How many different sources of DNA (different colors) does your fertilized egg have?
• Let’s assume that each popbead is a gene. Look at your fertilized egg. How many genes came from the: paternal grandfather (blue), paternal grandmother (red), maternal grandfather (green), and maternal grandmother (yellow)? Are these numbers the same for other groups?
• A friend asks you, “Me and my sister have the same two parents. If we both got our DNA from the same two people, why don’t we look like twins?” What would you say to your friend?
• Look at the genes for baldness in your fertilized egg. Did it originate from the paternal grandfather (blue), paternal grandmother (red), maternal grandfather (green), or maternal grandmother (yellow)? (Hint there should be two answers)
• Billy is a growing fetus. Billy's parents want Billy the fetus to have the maternal grandmother's beautiful freckles, however the maternal grandfather, paternal grandparents, and the parents do not have freckles. Is it likely that Billy the fetus will inherit the maternal grandmother’s gene for freckles? Why or why not?
• Everyone's embryo at the end of the activity is different. What three steps did we do in this activity that contributed (played a part) in this variation (differences) for each embryo?

Enrichment Questions for Friday

• Describe the similarities and differences between Mitosis and Meiosis (use your science vocab).
• Write a ClEvR statement to support or refute the following statement:  "Meiosis is not a cycle."
• Where does the variability in Genes come from in Meiosis? (identify three sources)

Skin Color Interactive Activity

Open your packet and answer the anticipatory questions.

Go to this link and click launch interactive. There should be a video playing. If you didn't bring headphones, you can either play it quietly at your desk or turn on closed captions.

Once you've finished watching the video through, replay it and stop at the first white line.

Go to contents and click on the first link (What is skin). Answer the questions in the packet under the heading "First stop point: What is Skin?"

Resume the video until you get to the next stop point. Repeat the process until you have finished all the questions in your packet.

Ask Mr. Sultzer if you have any questions.

Trancription/Translation and Epigenetics Notes

Here are some of the power points I've been using over the last week, if you would like to use them to take notes.

Transcription/Translation

Epigenetics

The Eukaryotic Cell Cycle and Cancer

Navigate to the following site.  https://www.biointeractive.org/classroom-resources/eukaryotic-cell-cycle-and-cancer

Click on the link to "Launch Interactive"

Use the interactive activity to answer the following questions in the your notebook:

The Eukaryotic Cell Cycle

• What is the significance on Cell Division? 
• Cells can Divide, Differentiate or Die. Explain Differentiation. 
• Define the following Terms: Mitosis, Interphase, Apoptosis, Kinase, Cell Cycle Regulators
• Diagram and Explain what happens in each phase (G1, S, G2) of the Interphase cycle. 
• Diagram and Explain what happens during Mitosis 
• Explain the purpose of the ‘checkpoints” indicated on the interactive diagram. 
• What is the G0 phase in the cell cycle? What determines if a cell goes to the G0 phase? 
• What is one potential outcome when errors occur in this highly regulated cell cycle process? 

Errors in Translation: Cancer

• What happens when cell regulators fail to function properly?
• Explain the difference between Stimulatory and Inhibitory proteins and provide an example of each.
• Describe two reasons cells can form tumors?
• What are oncogenes and how do they affect the cell cycle?
• Tumor suppressor genes inhibit the cell cycle. How do mutated tumor suppressor genes affect the cell cycle?

Cell Unit Test Guide

Wednesday's/Thursdays Unit test will incorporate the following topics:

Cell Theory to include:

• Principals of Cell theory (classical and modern)
• Size
• Cell Types 
• Eukaryotes
• Prokaryotes
• Function
• Structure Dictates Function versus Form Follows Function
• Organelles
• Specialization
• Cell Structure
• Nucleus
• Cell Components

Proteins

• Six Functions:
• Defense
• Transport
• Communication
• Storage
• Structure
• Enzymes
• Chemical vs Mechanical Digestion
• Hidden Life of the Cell

Cell Energy

• ATP 
• Photosynthesis
• Process (inputs/outputs)
• Factors:  Light intensity, temperature, 
• Cell Respiration
• Glycolysis
• Kreb's Cycle
• Electron Transport Chain
• Fermentation
• Temperature
• Sucrose level

Cell Transport

• Diffusion
• Facilitated Diffusion
• Active Transport
• Osmosis

Jim Baker Yeast Lab -Conclusion

Gallery Walk Questions

• Were there a large range of answers or overall similar results?
• Identify one significant mistake from another groups experiment. Why does this mistake make their results less reliable?
• Identify one good idea from another group that you would want to incorporate into your own experimental design.
• Read through the recommendations for future research. Identify one suggestion that you think would best refine the solution to the Jim Baker's challenge.
• Write down a distilled conclusion for all the posters from your class
• SUBMIT YOUR CONCLUSION ON THIS FORM

Jim Baker Yeast Challenge -Part II

Objective:  Determine the optimum temperature/sugar mix to maximize C02 production.
Purpose:  To demonstrate an understanding of engineering principles.

Equipment:  2 Thermometers, 4 250ml beakers, 24g yeast, sugar, spoons, Hot plate, Water plate w/ wire rack.

Your procedures were signed off at the end of class on Thursday.  Most of you decided to do some permutation of 2 temperatures w/ three different concentrations, or 3 temperatures w/ two concentrations.  All lab stations are already set up for you to conduct your investigation.

• Each lab station already has all of the necessary equipment. There are also two hot water pots you can use to pre-heat your water.  
• Please ensure you unplug the hot plates, and rinse out the beakers when you are done.  
• For multiple temperature trials, do the hottest temperature first. You can then cool that water down while your group is preparing for the next series.  
• Consider how to do this as a group, rather than just having everyone try to do everything... (group efficiency.)
• ALL data MUST be gathered today, there will be no further opportunities.  
• You are restricted to only 6 treatments (24g of yeast) total.  I do not have enough yeast to go beyond that.

When you are done, you can start working on your group poster.  Here is a quick summary of the expectations:

Jim Baker Bioengineering Solution Poster

·         Section 1:

o   Research Objective & Purpose

§  Why were we doing this experiment?

o   Ideas Explored

§  In your groups, you discussed a few different experiments before deciding on the one you did. What were some of those ideas that you didn’t go with? Why didn’t you choose them?

o   Hypothesis

§  What did you think would happen?

·         If manipulated, then responding, because science.

·         Section 2:

o   Procedures

§  In 3-5 sentences, explain your experimental procedure.

§  Use a diagram if helpful.

o   Variables

§  Manipulated, responding, and controlled variables should be listed

·         Section 3:

o   Data & Calculations

§  A clean, and easy to read data table should be included

o   Graphs

§  A labeled graph of some sort (you can decide which type would be best) should be included

·         Section 4:

o   Conclusions & Recommendations

§  ClEvR Statement for Jim Baker

·         “Claim” should be your recommendation for his design challenge

·         “Evidence” can come from any parts of experiments 1, 2, and/or 3.

·         “Reasoning” should show how the evidence supports the claim. It should also provide a scientific reason as to “WHY” you got the results you did.

o   Changes & Future Research

§  If you ran your same experiment again, what changes would you make?

§  If there was a “Part-4” to this yeast lab, what research could you further do to help solve Jim Baker’s Design Challenge?

Jim Baker Engineering Challenge

Input your data into the appropriate section here.

Yeast lab Part 1

Input your data on this link


Questions

•According to your data, do yeast need to be living to undergo fermentation and produce CO2? How do you know? Use evidence from the lab.

• According to your data, do yeast need to metabolize sugar to undergo fermentation? How do you know? Use evidence from the lab.

•According to your data, do yeast require O2 or CO2 gasses to metabolize sugar? How do you know? Use evidence from the lab.

•How was gas production measured in this experiment? What might be a more accurate way to determine what gas is produced and how much?



•Would yeast who use cellular respiration make fluffy bread or bubbly beer like fermentation-yeast do? Why not

•What is the point of fermentation and cellular respiration? Is one better than the other? Why

Data Analysis

• Based on the results for all the student groups in your class, can support your conclusion that yeast undergo a biological process called alcoholic fermentation?
• Were the results similar for all the cups with living yeast in sugar water? If not, what could be the reasons for any differences in results? 
• Based on the experiment, what factors do you think are required for yeast to thrive
• According to the class data, live yeast needed to undergo fermentation and produce CO2? Write a ClEvR statement using evidence from the lab
• According to the class data, do yeast need to metabolize sugar to undergo fermentation? Write a ClEvR statement using evidence from the lab

1st period

Live Yeast Plain Water	Living Yeast Sugar Water	Dead Yeast Sugar Water
0	15	0
1	40	0
0	10	0
4.5	11	0
0	10	0
3	15	1