Lizard cladistics lab - how species come to be and how we measure changes
You must do MODULES ONE AND TWO
Start with the video of me (walking you through some stuf) then the video explaining the basics of the lizard group - Anoles. They're common pets, but the type you'll see in pet stores is only one of many. There are data table to fill out, a few questions to answer, and a check list that will be saved as a pdf and turned in here on google classroom.
To be clear - you must click "print" on the results tab when you have completed both modules, then "save as pdf", then name the pdf with your name and period. Turn that file in.
Since there was supposed to be one more assessment, this will be it.

comparative anatomy chart may be used and will be collected with the lab practical. So - do it well. Lab practicals can not be reassessed, but the intent is that you will be doubly rewarded if you do paste a good job on the chart.
You may put anything you like on the chart, front and back, but it must all be done by hand. No print and paste.

Muscular layers and roles
Nervous system and “brain” - structures and function
Digestive structures and how they "get food" and what the food is
Circulatory and “hearts”
Waste removal process
Setae description and role
External anatomy  - Front back top and bottom (science terms too!)

Sea Star checklist – make sure you know AT LEAST this stuff
 
Describe the external anatomy
Describe the endoskeleton
Water vascular system (Madriporite to moving tube feet) ALL of it
Know the eating process and the organs involved
Where are the Gonads
Sea stars can regenerate after injury – what is the essential organ that must be present?
 

4 Coloring pages and notes from 24.1 to page 831 in 24.2

For the DOL pages - it's at the very back of the book and "notes" is probably best accomplished with a table

I will scan the colorings Wednesday afternoon if you're stuck at home

Everything from last week (pre darwin lecture and 17.3 and 4 notes) and the lane we did Friday and tuesday is fair game.

These should be done as a continuation of the notes you took in class on wed and thurs - all those bell curve graphs!

Answer the questions at the bottom of the second page. You should have the data sheet from the last two days of class. The answers should be in complete sentences. e.g. your first answer should be like - "yes, the bird flew better at the end." or "No, my bird had a lethal mutation." or My bird was better, but my partners got worse."

This is your resource partition/niche/role of keystone species ASSESSMENT. Essentially, what are factors that shape living parts of ecosystems and how it is that some parts are more important than others.
We'll start it in class at the end of the week. Your organism will be randomly determined  - literally drawn out of a hat!
It's due on Monday, but think of it as homework for this week. You can work on it over the weekend, but I do not expect you will need to if you are focused in class and maybe spend 30 minutes at home.

Hi please be especially nice to the sub (especially since I'm playing hooky!) they'll be coping with the crazy long periods too . . .
For Friday you need to -
1) watch the video linked below
2) THEN get the paper exercise - you may work in groups, and you might need to go back and check some stuff in the video - that 5 page set is due Monday.
3) Complete notes for 6.2 and 7.1


PLUS your third quarter midterm is Monday covering photosynthesis, cell respiration and the ecology stuff we've done in the last two weeks.


Last, I haven't checked notes in a while . . .


So - even though there's lots of time, you also have lots to do

Counts as assessment - treat questions like an open note test!

What is it like to live in this ecosystem? What would make it especially hard to live there? How are those difficulties different from native species in the biome outside your door?



In pairs, create three google slides explaining these questions FROM the perspective of the organism you drew with your partner.

Using the biome you drew from the random deck, identify 4 different plants, primary consumers, and secondary consumers; two each of detritivores and tertiary consumers. (those terms are from your Chapter 4 notes if you don't recognize them)
Arrange those organisms in a food web with images and names (common or scientific is ok) and most importantly arrows indicating which consumes which. The arrows go from the organism being eaten to the organism consuming it - ALMOST all the arrows will point up . . .which will not?

Complete the worksheet for your chosen biome

Lyrics due 2/11 (Friday)
Songs performed 2/16 or 17

Create a comic strip type story describing photosynthesis from light hitting a leaf to the production of glucose. A few example pictures are here - they are not complete stories, just snap shots. The intent is to create context for you to recall details and see how the events in the process are mutually reliant. 


And it counts as an assessment!

This is class work for Wed and Thurs since Jones will be on a field trip with the environmental class

Light reactions and chloroplast anatomy plates

Should have 9.1 done by your block day, and 9.2 by Tuesday  next week - BUT you will be able to work on 9.2 during the "wait time" for your  self designed photosynthesis rate lab on Friday

Explain why and how scientists would select a specific trait to be passed down and the different ways it can occur.
16.1


Selective Breeding, Gene, Variation, Hybridization, Inbreeding, GM organisms

Explain how recombinant DNA is made, copied and used to create transgenic organisms.

16.2

Recombinant DNA, Nucleases, Plasmid, Target Gene, Sticky-Ends, transgenic organism, PCR

Using your phone or computer, create a time-lapse video replicating the meiosis process (just like what we did in class Friday). I need to see your hands moving, drawing, representing every step of the meiotic process. Use anything you like. If you need some clay, ask - I can send some home with you.
Write a script - Your assessment will be me stopping your video, and asking you to explain what's next or what just happened. YOU DON'T GET TO READ THE SCRIPT DURING THE ASSESSMENT, but writing it will help you remember!

Pictures for 15.1 going through sex linked chromosomes and how they affect the various genotypes

NOTE - weird Thursday due date b/c of PSAT schedule

Use the link to join this Pear Deck activity!

The attached file has two pages - just the mitosis

Since an evil robotic representation of Mr Jones viciously assigned 18.1 instead of 8.1 on thursday last week you've got 'til tomorrow for that, but we also have 8.2. Hopefully, you got a good portion of it done in class this morning!

You will create an analogous story with all of the proper terms showing your understanding of the process of protein production from DNA. It is due on Monday the 20th. You can help each other, you can ask a friend from Texas for all I care. It must be done by hand - NO DIGITAL WORK. Artistry will not be part of the assessment, but creativity will. This assessment can not be redone.

The videos are excellent - if you watch videos like this all the time anyway, why not add studying that way?


The DNA unzip is a basic description - you saw it in class last week
Replication happens every time a cell divides (to replace "worn out" cells or when living things grow)
Transcription is how we make a copy of the instructions (genes) for life's primary building blocks (proteins)

quiz 9/14 - 10 of the 20 will be on your quiz
list is here

With the strands assembled in class, answer questions 1-15 (you are really doing t his in a group of four, but you and a partner each build one half of an eight base pair strand)

Watch, answer questions

Read. Color when instructed - all terms correspond with the figure and are labelled with letters. e.g. Guanine is labelled G. Color the word, then color all structures that are labelled G.