3.1

Science News: Oregon's Vehicle Emissions

-Use textbook (hard copy or online) to do 
Directed Reading 3.1 Matter & Substances
-Copy into next open right hand page, do left side processing

-Review answers to Directed Reading 3.1 Matter & Substances

Return Ch. 6 tests; Begin Chapter 3 - Chemistry of Life (3.1)

-TUTORIAL WED & THUR this week in C13!

-Last day to turn in late/missing work is this Fri, 12/18!


-Honors projects due the week of January 11th!

-What happened at the Climate Summit? Listen...

-Return Ch. 6 tests & review (missing test grades?)

-Let's look at our syllabus - where are we? 

Up next: Chapter 3 - Chemistry of Life
-Matter & Substances
-Water & Solutions
-Carbon Compounds
-Energy & Metabolism

-Take 'Chemistry of Life' pretest & check answers 
(write answers in notebook, left side)

Warm Up: Of the following substances, which are compounds and which are elements? 

table salt   copper wire   water   sugar   aluminum foil

Learning Objective: I can understand the structure and behavior of matter in order to understand how living things work and interact.

-Use textbook (hard copy or online) to do 
Directed Reading 3.1
-Copy into next open right hand page, do left side processing

-Review answers to Directed Reading 3.1

Notes:
-Every living and nonliving thing is made up of matter, and all matter is made up of atoms - the smallest unit of matter that cannot be broken down by chemical means.

-Atoms are made of:
protons +
electrons -
neutrons (no charge)

-Since each atom has the same number of protons and electrons, they have no overall charge (cancels out charge)
Watch this video 'Atomic Structure' to help explain the structure of atoms.

-The Periodic Table contains elements, a substance made up of atoms that have the same number of protons. An element's identity is based on its atomic number, which is the number of protons in one atom of that element. 


For example, carbon's atomic number is 6.

-The chemical reactions covered in this chapter involve electrons.

-A change in the number of electrons does not change an atom's identity.

-Atomic structure:
Electrons fill the outer shells of an atom
Only 2 electrons can fill the innermost shell
Outer shells hold eight and prefer to have their outer shell filled, making them stable.
-Hydrogen is stable when it only has 2 valence electrons
-A compound is a substance make of the bonded atoms of two or more different elements.

Comparing bonding:
Covalent - electron pairs are shared; molecules are produced; bond is the attraction for shared electrons.
Ionic - electrons are transferred; ions are produced; bond is the attraction between ions of opposite charge.

Chapter 6 Test & Interactive Notebooks due

-Use first 15 minutes of class to study for your Ch. 6 test and finish up notebooks

-Turn in interactive notebook for 50 points

-Test taking procedures:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do homework, listen to music quietly.



-Trade tests & grade

Ch. 6 Review & Jeopardy; STUDY GUIDE & UPDATED TOC HERE!

You need your Interactive Notebook today!

World Population Clock

Singing glasses video

Why does that happen?

You will have noticed that the pitch of the note goes up as the amount of water in the glass decreases.You vibrate both the glass and the water at a low frequency by running your finger around the rim of the glass. As you do this, your finger sticks and slides around the edge and this action causes the vibrations. You could see that it was both the glass and the water vibrating as you could see the ripples on the surface of the water. The vibration you put in was just the right frequency to get the whole glass and water vibrating. Everything has a frequency that it naturally likes to vibrate at. This is called its resonant frequency. It occurs when we put in just the right amount of energy for an object (and it can be any object) to get vibrating. The pitch of the note went up when you drank some water because there was less stuff (mass) to vibrate. This means that the resonant frequency is a bit higher and you end up with a higher pitch note.

Reminders: 

*Tutorial tomorrow & Friday

*Chapter 6 Test on Friday

Today's agenda:

Review answers to 6.3 worksheets

Chapter 6 Biology Jeopardy review game

Updated Table of Contents HERE: page 1   page 2

Chapter 6 Study Guide HERE!

Finish 6.2; 6.3 Environmental Solutions

-Chapter 6 Test & Interactive Notebook check this Friday!!!

-Review 6.2 Key Ideas from Active Reading worksheet
Glue into notebook, do left side processing

6.3 Environmental Solutions (right side)
Learning Objective: I can describe strategies for reducing pollution and solving environmental problems.

Find your 7 O'clock partner & list all they ways you can think of that you personally can contribute to preserving the environment on the top of your left hand page. Share out.

Watch video: Landfills

-Do 6.3 worksheets, glue into notebook, do processing on left side

*If time...

-Jigsaw NPR 10 Things to Know About the UN Climate Talks in Paris article

-Listen to 'All Things Considered' about using models to predict climate change
Think About:


1. How can models help us better understand phenomena?

Review 6.1 & 6.2; Jigsaw NPR article

"Every time you see darkness around or feeling grief or 

heavy about it, remember that it could be that you 

are here as a bringer of light." -Fatima Ariadne

Be the light. heart emoticon

-Return posters

-Tutorial today! Check your grades now! See me in C13

-Discuss upcoming dates

-Review 6.1 & 6.2 Key Ideas from reading worksheets

Begin Ch. 6: The Environment

-I'm out sick! :( Hope you had a nice Thanksgiving!
I'm grading posters at home and will return them this week

-Begin Ch.6: The Environment
6.1 An Interconnected Planet
6.2 Environmental Issues
6.3 Environmental Solutions

Right now, world leaders are gathered in Paris at the United Nations Climate Conference. Here is a short video about why you should care about the issues they are discussing.
We will follow the Conference in class as it progresses.

6.1 An Interconnected Planet (new right side page)
Learning Objective: I can explain how humans and the environment are interconnected and how population growth and resource availability are contributing factors to environmental issues.

1. Read section 6.1 from the textbook, either hard copy or on your electronic device (www.my.hrw.com, username: biology378 password: biology).
2. Complete 6.1 Active Reading - An Interconnected Planet
3. Glue into notebooks under 6.1 Learning Objective
4. Do left side color processing relating to 6.1 topics

6.2 Environmental Issues (new right side page)
Learning Objective: I can describe examples of how humans can negatively impact the environment.

5. Read section 6.2 from the textbook, either hard copy or on your electronice device. 
6. Complete 6.2 Directed Reading - Environmental Issues
7. Glue into notebooks under 6.2 Learning Objective
8. Do left side color processing relating to 6.2 topics

Ecology Poster Work Period - DUE TODAY!

Work period for Ecology posters!

Ecology Poster Project
Worth 50 points and due by end of class today 11/25
Information and rubric here

Poster example here (except yours will be in COLOR!)
Symbiosis writing example here 

Work on posters

Return Root Word Quiz #3 - good job! 

Work period for Ecology posters!

Ecology Poster Project
Worth 50 points and due by end of class on Mon 11/23
Information and rubric here

Poster example here (except yours will be in COLOR!)
Symbiosis writing example here 

Root Word Quiz #3; begin poster project

-Root Word Quiz #3

-Begin Ecology Poster Project
Worth 50 points and due by end of class on Mon 11/23
Information and rubric here

5.3 Shaping Communities & preview Levels of Organization

-Review:
Data Analysis
Describe what happened to the deer and wolf populations between 1971 and 1980.
Conclusion

What do you think would have happened to the deer on the island if the wolves had NOT been introduced? Explain your answer.

-Check for completion of lab for 20 points in Synergy

-Reminder about Root Word List #3 quiz on Thurs 11/21

-Overview of 'Planet Earth' video & extra credit worksheet

-Do 5.3 worksheet & glue in notebooks

-Preview Levels of Organization to prep for poster project
Will be worth 50 points and due end of class on Mon 11/23


-Next time we'll begin our end of chapter 5 poster project

Warm Up - Deer: Predation or Starvation; Root Word List #3; video with guided note taking

11/13/15 (left side; 10 mins)
WARM UP 
1. What is carrying capacity?
2. Explain how carrying capacity affects biotic factors in an ecosystem.
3. In the Deer: Starvation or Predation lab, how did the wolves affect the deer population over the 9 year period?
(Review answers as a class)

-Root Word List #3 (20 mins)
Glue into notebooks on next right hand page
Make flashcards 
Quiz each other!
(Quiz will be on Thursday, 11/19)

-Planet Earth Video with guided notes worksheet (1 hr)

Deer: Predation or Starvation Activity Lab

11/10/15 (right side)
Learning Objective: I can analyze data and draw conclusions about interactions in communities such as predator-prey relationships.

To take a closer look at how two biotic factors in an ecosystem can affect each other, we'll look at data about how deer (prey) and wolf (predator) populations change over time.

1.Pick one partner to complete Deer:Predation or Starvation
Make sure to follow my notes on the page.
When finished, glue into notebook on right hand side.

2. Answer Data Analysis and Conclusion questions on left hand side of notebook across from Deer worksheet.
Data Analysis
Describe what happened to the deer and wolf populations between 1971 and 1980.
Conclusion
What do you think would have happened to the deer on the island if the wolves had NOT been introduced? Explain your answer.
Add some color processing at the bottom of the page.

Review 5.1 & 5.2

(Left Side)
11/6/15 WARM UP
What are different ways that populations (like a population of rabbits, for example) can interact with one another and with their ecosystems? Try to come up with ten examples of different interactions between biotic and abiotic factors.

-Review answers to worksheets 5.1 Populations and 5.2 Interactions in Communities


Have a good weekend! :)

Begin Ch. 5: Populations & Communities

-Begin Chapter 5: Populations & Communities

1. WARM UP 11/4/15 (left side)
Populations 
You have just been hired for a summer job for the month of July. You will be paid one cent on the first day of the month. Each day following, your pay will be double what it was the previous day. Take a few minutes – no calculators! – to write down how much money you would earn on the 10th, 20th, and final day of July (31st).
What's this have to do with biology?...
Just like the growth of your income, populations can grow exponentially over time, but there are limits to what an ecosystem can sustain. This is called its carrying capacity.



2. Watch video: Crash Course Population Ecology Video 
(watch & listen; no need for note taking)

3. Materials managers, pick up copies of 5.1 Populations and 5.2 Interactions in Communities, for your group. 

4. Read aloud and answer questions in table groups

5. Glue into notebook on right hand sides (each worksheet gets glued into its own page)

6. Do left-side color processing across from each worksheet
(what you don't finish is homework that will be checked on Friday!)

7. Clean up materials 

Return test & notebooks; Periods 6 & 8: Great Volume Exchanger; Period 7: Walking Field Trip/Biodiversity Evaluation

-It's the first day of Q2! Only 3 more quarters to go...
Reflection on Quarter 1 and Goal Setting for Quarter 2
In your interactive notebook: 
1. What are you doing well to help you succeed in biology class so far? Name specific things.
2. What do you need to focus on to improve in Q2? Be honest and be specific. 
3. What will be your first step towards these improvements?
4. What topics do you hope to learn about in biology in Q2?

-Return notebooks and Chapter 4 tests and review answers

Periods 6 & 8: Great Volume Exchanger!
-(Right side) 11/2/15
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.

Now for the fun stuff...

Ms. Ferro's Invention...The Great Volume Exchanger!

The Great Volume Exchanger (GVE) will spontaneously generate liquid matter!
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.

I will make sooo much money $$$$$$$!

It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.

The GVE in Action

-On the right hand side of your interactive notebook, draw what you see (the GVE setup) independently in your notebook. Leave room underneath for some writing.

-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.

-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.

-Take a liquid measurement again (volunteer to take volume). Calculate difference between how much went in and how much came out, write down under diagram.

-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.

-Take 5 minutes independently to form a hypothesis by drawing a cross section of what you think is happening inside the GVE in your notebook. Use observations and be specific, labeling your drawing with an explanation.

-Materials Manager, please get one piece of paper & a marker for your group.

-Now each person will share their ideas with their team, voting for the best idea and drawing it on your team's paper. You can also collaborate to come up with a new group model (hypothesis). (10 mins)

-Reporter in each group shares out the best selected idea. Be able to describe in detail what you think is happening and HOW, and use your drawing to demonstrate it. Be able to answer questions from fellow classmates about your model and how it works.

-Which group's model seems most likely to be the best one, and why?

In science, Occam's razor is used as a heuristic technique (discovery tool) to guide scientists in the development of theoretical models, rather than as an arbiter between published models.^[8][9] In the scientific method, Occam's razor is not considered an irrefutable principle of logic or a scientific result; the preference for simplicity in the scientific method is based on the falsifiability criterion. For each accepted explanation of a phenomenon, there is always an infinite number of possible and more complex alternatives, because one can always burden failing explanations with ad hoc hypothesis to prevent them from being falsified; therefore, simpler theories are preferable to more complex ones because they are more testable.

Sorry...I can't reveal my invention yet, it's not copyrighted! ;)

Nature of Science Concepts-GVE

-Models are used in science to explain and predict how things work.

-Science is uncertain because scientists can make more than one workable model to explain their observations.

-We limit the uncertainty through collaboration.

Exit Slip: How do you think you could test your ideas? Write down a proposed experiment to challenge your hypothesis. (5 mins)

Period 7: Biodiversity Evaluation
Evaluate the biotic and abiotic factors of the FHS campus and complete the Biodiversity Evaluation Datasheet

We've been learning about ecosystems - let's go outside and investigate the ecosystem around Franklin's campus! (If you miss this class, complete the datasheet by doing a biodiversity evaluation of your yard at home)

Biodiversity Evaluation datasheet - worth 20 points
Make sure you have these important notes before doing your evaluation:
Biodiversity Evaluation datasheet with notes


Expectations:
-Same rules as classroom - be respectful, be responsible, be engaged
-Be quiet in the hallways
-Stay together as a class but work in groups:
Time Keeper - keep a close eye on the time
Recorder - keeping notes for your team (important!)
Task Manager - keep team engaged 
Materials Manager - bring device for compass