Dr Bein science: November 2013

Saturday, November 30, 2013

Wednesday, November 20, 2013

Classification worksheets for the LE 2A section should take two days.
Plant adaptations worksheet is for LE 2B and should take two days.

This is an excellent movie on Human evolution. It should be watched in the 2A section and will likely not get finished in the 2 days 11/25 & 26. It should be finished in the 2B section on 11/26

This is an excellent movie on Human evolution. It should be watched in the 2A section and will not get finished in the 2 days 11/25 & 26. It should be finished in the 2B section on 11/26.

If any don’t play just go back and skip them. You can try later. Feel free to discuss any of the sections.

Discovering Ardi part 1 10:55
http://www.diretube.com/artist/Discovery%20Channel/ click above or cut & paste in browser.
Discovering Ardi parts 2-11
http://www.diretube.com/artist/Discovery%20Channel%20Ardi/ click above or cut & paste in browser.

Tuesday, November 19, 2013

Waves

Wavelength Demo with music.

Bitesize BBC waves.

Speciation & Process

Objective: To explore and understand the process of evolution including the concept of speciation and its parts.

Video http://www.youtube.com/watch?v=2oKlKmrbLoU Speciation- Of Ligers & Men - Crash

http://evolution.berkeley.edu/evosite/evo101/VSpeciation.shtml

Animation http://bcs.whfreeman.com/thelifewire/content/chp24/2402001.html

What is the definition of species?

What is speciation?

What conditions are necessary for speciation to occur?

Name two places that geographic isolation can occur. Describe how this makes speciation possible.

Tell a story. Write this on the back, or on a separate piece of paper.

Now that you know all about how speciation happens in real life, write your own speciation story. Your story should include the following details:

· The following concepts should be included in your story

o Genetic drift, bottleneck effect, founder effect, gene flow, and/or mutation (include at least 1)

o Natural selection (directional (things move to an extreme), stabilizing (things kind of average),, and/or diversifying (species splits into two different)- include at least 1)

o Modes/mechanisms of speciation (e.g. geographic speciation, Genetic barriers, temporal or reproductive isolation, etc - include at least 1)

· The background - set the stage, describe the organisms involved - where do they live? what do they look like? what do they eat? what is their life cycle?

· The details of the speciation event - set the stage and tell the story. What happened? How did one species become multiple species? Your details should correspond to actual modes and mechanisms of speciation you studied.

· The aftermath - what has changed? Again describe the organisms involved, now that a speciation event has occurred. What's different, and what has remained the same?

11/19 Forces and Static Electricity

These are the links for the Forces and Static Electricity worksheet

Go to http://shows.howstuffworks.com/stuff-to-blow-your-mind/51304-stuff-to-blow-your-kids-mind-magnets-video.htm and watch the video. Then answer the questions on your worksheet.

Gravity

Go to http://www.ducksters.com/science/gravity.php and watch the video. Then answer the questions on your worksheet

Static Electricity

Go to http://shows.howstuffworks.com/stuff-to-blow-your-mind/51311-stuff-to-blow-your-kids-mind-static-electricity-video.htm and watch the video.

Then go to the web site http://www.ducksters.com/science/static_electricity.php and answer the questions on your worksheet

Monday, November 18, 2013

11/19 LE activity

You will have today in class to complete this activity. Each person needs to turn in their own copy of this sheet.

Part A: Have some fun and play “Darwin’s Evolution Game” @ http://science.discovery.com/interactives/literacy/darwin/darwin.html. Answer the questions as you are able to. Click on learn about natural selection to start and then click through. Be sure you are answering the entire question!!!!

1. What does “survival of the fittest” mean?

2. What does viable mean?

3. What does diversity mean?

4. How would you describe your starting environment? What kinds of landforms are present? What kind of vegetation is there? Anything else that is noteworthy?

5. Draw your 3 starting variants of your species and describe why you chose the ones that you did in the table below. What advantages did you think they might have over some of the other options?

Trial #1

Picture of variant	Reason for choice
1.
2.
3.

How long did your species survive? ____________

4. Repeat the above until you make it to 1,000,000 years!! Use the table below to show the makeup of your variants when you were able to make it to 1,000,000 years..

1,000,000 year Trial

Picture of variant	Reason for choice
1.
2.
3.

5. Once your species has succeeded, take the quiz on the site and write in a statement to show a correct statement from that question. #1 is shown as an example:

1. Every species exhibits variation.

9. No need to write here.

10.

11. What was the name of the guy pictured on the right page?

11/18 Simple Machines

Simple and Compound Machines

Machines make our work easier! This WebQuest will help you understand simple machines. It will also help you find simple machines in compound machines! Remember, a compound machine is 2 or more simple machines that work together! Let’s learn more so you can invent your own machine!

You will complete a drawing and written description of “How it Works” for each of the 6 simple machines.

Click on at least 4 websites and gather more information.

http://www.mikids.com/Smachines.htm (pictures)

http://www.fi.edu/qa97/spotlight3/ (explanation)

http://www.mos.org/sln/Leonardo/InventorsToolbox.html (explanation with pictures)

http://library.thinkquest.org/06aug/02338/ (explanation)

http://tech.texasdi.org/simplemachines (explanation)

http://www.school-for-champions.com/science/machines.htm (explanation)

http://www.cosi.org/files/Flash/simpMach/sm1.html (explanation)

Sunday, November 17, 2013

11/20 Extinction LE

Task

You have just taken on a new job as a paleotologist. Your boss has just given you your first assignment. Your responsibility is to learn about 5 different animals that are now extinct. You will describe 3 ways in which these animals may have become extinct while investigating 3 ways to prevent more animals from having the same demise or from being placed in the endagered animal list. You will do research to see how long ago the 5 different animals that you have selected became extinct by providing a time line for each animal. Lastly, you will fill out a chart that lists all the information that you have learned about extinct species tp present to your boss.

Processes---You will begin your task by looking at the following Web sites/resources given here to find information that will enable you to complete your chart on extinct animals.

Resources

http://www.ypte.org.uk/environmental/extinction/2 Extinction---Visit this site to describe the three ways in which extinction generally occurs. This is a great way to introduction you to the concept of extinction.

http://timelinesdb.com/listevents.php?subjid=785&title=Extinction Timelines – Extinction---Visit this site to survey the timeline and history of the extinction of animals beginning with the Worst Mass Extinction in Earth’s History up until now.

http://www.dosomething.org/tipsandtools/11-facts-about-endangered-species 11 Facts About Endangered Species----visit this site to examine 11 facts about endangered species.

Facts About Endangered Animals----Visit this site to learn about the four ways in which endangered animal species are classified a) vulnerable, b) threatened, c) endangered and d) extinct species.

http://www.ehow.com/list_7442338_causes-extention-plants-animals_.html What Causes the Extinction of Plants and Animals---Visit this site to read about the causes of the extinction of plants and animals.

http://www.fws.gov/laws/lawsdigest/esact.html Endangered Species Act of 1973----Visit this site to read about the Endangered Species Act of 1973 which is a federal action put in place in 1973 established to protect species that may be listed as endangered or threatened

http://www.oum.ox.ac.uk/thezone/animals/extinct/ Museums are probably the only places you can see extinct animals and often the only places you can see some endangered animals. Although we prefer animals to be left in the wild today, scientists can use the information they gain from museum collections to understand more about the animals still in the wild.
http://www.endangeredspeciesinternational.org/overview1.html Of the 44,838 species assessed worldwide using the IUCN Red List criteria, 905 are extinct and 16,928 are listed as threatened to be extinct.

Now that you have completed your research on the extinction of animals, you will prepare a chart that organizes your research for your boss to review and evaluate

1. In column 1 you will name five animals that have become extinct.

2. In column 2 you will give a time frame in which the animals were categorized as extinct

3. In column 3 you will state how the extinct animal is classified.

4. In column 4 you will name one way in which you think that the extinction occurs.

Chart --------Extinction of Animals

Complete the Chart by filling in the correct information about the Extinction of animals.

Name 5 animals that are now extinct

Time Frame in which animal was categorized as extinct

Describe how the extinct animal is classified

Name 1 way in which you think the extinction occurs

CATEGORY	25	20	15	10
Required Elements	The chart was done by the student. Pertains to the time frame studied. Requirments are exceeded.	Required elements are met.	Some of the required elements are not included on the poster.	Several required elements were missing.
Use of Time	Good use of time. Could tell student took time to ensure chart was professional and attractive.	Used time ok. Focused on getting the chart done and not especially concerned about attractiveness of project.	Could tell time was not used well. Chart either looks hurried and unfinished or student claimed minimal time used.	Did not take time to do the chart with thought and concern.
Content - Accuracy	many details and facts are accurate and displayed on/in the chart.	accurate facts are displayed on/in project.	Some facts are accurate others are not.	Facts are not accurately displayed on/in the project.
Mechanics/neatness	The chart is exceptionally neat. Capitalization and punctuation are correct throughout.	There are 1-2 errors in capitalization or punctuation. Chart could use some cleaning up.	There are several errors in capitalization or punctuation. Chart needs to be neater.	There are more than 5 errors in capitalization or punctuation. Chart was thrown together.

11/19 Energy

Part 1

1. Each student researcher is responsible for studying two of the energy sources shown below.

Solar Energy	Fossil Fuels	Wind	Tidal
Water	Nuclear	Geothermal	Biomass

2. Answer the following questions while researching your two energy sources:

Which forms of energy did you choose?
Why did you choose these forms of energy?
Where can these energy sources be obtained?
How does this energy get its power? Explain the source of this energy form.
How is this energy transformed into usable energy?
List and describe the advantages to using this source of energy.
List the disadvantages to using this energy.
Where is this source of energy commonly used? Is New York using this type of energy?
Is this a renewable or non-renewable resource?
How can this energy resource be conserved? Is conservation necessary?
How does using this energy effect the environment?

Part 2

1. Promoting Public Awareness:

Choose one of the following options to get your information out to the public:

Write a newspaper article

Create a bifold brochure

Make a commercial (in the form of a skit)

Design a poster

Construct a model that best reperesents how these forms of energy are used.

2. All group members should review the rubrics for PowerPoint, Oral and Written Presentations. You will each receive copies of the rubrics.
3. After completing your assignments you should be prepared to share your presentation with the rest of the class. Please prepare for a 10 minute presentation.

Good Luck!!!

Forms of Energy:
General Resources Energy

http://www.energyquest.ca.gov/story/index.html -- The energy story. Information on renewable, non-renewable resources, energy conservation
http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.html

Fossil Fuels

http://www.darvill.clara.net/altenerg/fossil.htm -- Energy resources
http://www.eia.doe.gov/kids/energyfacts/sources/non-renewable/naturalgas.html -- Energy kids page
http://www.energyquest.ca.gov/story/chapter08.html -- The energy story
http://go.grolier.com/

Nuclear

http://www.darvill.clara.net/altenerg/nuclear.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter13.html -- The Energy story
http://www.eia.doe.gov/kids/energyfacts/sources/non-renewable/nuclear.html -- Energy kids page

Solar

http://www.darvill.clara.net/altenerg/solar.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter15.html -- The energy story
http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html -- Energy Kids page

Wind

http://www.darvill.clara.net/altenerg/wind.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter16.html -- The energy story
http://www.eia.doe.gov/kids/energyfacts/sources/renewable/wind.html -- Energy kids page

Tidal

http://www.darvill.clara.net/altenerg/tidal.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter14.html -- The energy story

Water

http://www.darvill.clara.net/altenerg/hydro.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter12.html -- The energy story
http://www.eia.doe.gov/kids/energyfacts/sources/renewable/water.html -- Energy kids page

Geothermal

http://www.darvill.clara.net/altenerg/geothermal.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter11.html -- The energy story
http://www.eia.doe.gov/kids/energyfacts/sources/renewable/geothermal.html -- Energy kids page

Biomass

http://www.darvill.clara.net/altenerg/biomass.htm -- Energy resources
http://www.energyquest.ca.gov/story/chapter10.html -- The energy story
http://www.eia.doe.gov/kids/energyfacts/sources/renewable/biomass.html -- Energy kids page

Friday, November 15, 2013

Genetics Webquest

Always answer with complete sentences and put the question in the answer. For all questions with a blank space write out the entire sentence and fill in the blank.

What is DNA? ( look at the navigation bar and click on What is DNA?)

1) Why is DNA important?

2) What does DNA stand for?

3) Why is DNA called a blueprint?

4) The "twisted ladder" shape of the DNA molecule is called a ______________.

5) Name the four bases found in a DNA molecule.

6) A DNA strand is made of _________ which make up __________ which make up sentences.

7) These "sentences" are called ________________.

What is a Gene? ( just look at the navigation bar and you'll see What is a Gene? )

8) What is a gene?

9) Blood cells use a protein called ___________ to capture and carry oxygen.

10) When a gene is changed, it is said to be ________________.

11) A mutation in the hemoglobin gene cause what disorder?

What is a Chromosome?

12) If you stretched the DNA from a cell out, how long would it be?

13) How many chromosomes are in a human cell? In a mosquito? In a carp?

What is a Protein?

14) How is a protein like a car engine?

15) Receptor proteins are responsible for picking up _______________.

16) Each gene in DNA encodes information on how to make a __________.

17) Once in the cytoplasm, the _________ reads the message.

What is Heredity?

18) The passing of traits from parents to a child is the basis of __________.

19) Every child receives _________of its chromosomes from his mother, and _________from his father.

20) When a sperm and egg join, they create a single cell called a _________.

21) Each child inherits a _________ set of chromosomes.

What is a Trait?

22) Give an example of a physical trait: _______________

23) A dog fetching a bone is an example of what kind of trait.

24) Scientists describe the set of information for each form of a trait as an ____________.

Build a DNA Molecule

25) What is the base pair rule?

26) Draw a small 5 base pair DNA molecule showing how A/T and G/C go together.

Transcribe and Translate a Gene

27) Define transcription.

28) Define translation.

29) Follow the instructions for the activity. List the amino acid sequence you created.

What Makes a Firefly Glow

30) Fireflies glow to attract a _________and to avoid ___________.

31) RNA polymerase binds to the ____________gene.

32) When transcription is complete, the LUC mRNA moves to the ________

33) The ribosome interprets the mRNA to produce the string of ________

34) In order to become a functioning luciferase enzyme, the string must _________________.

35) The enzymes bind to _____________to create light.

What is a Stem Cell

36) What is special about stem cells?

37) What is a special kind of stem cell and why is it special?

38) How are somatic stem cells different? What can they turn into?

#39, 40, 41) Make up 3 questions (and answer them!) from any part of the WebQest. You can make up these 3 questions from the “Mouse Party Game” if you like.

Game

Mouse Party - follow the directions and drag the mice to the chair to observe how the brain is affected by the different drugs.

Thursday, November 14, 2013

Why Does Evolution Matter Now activity

Why Does Evolution Matter Now?

Evolution and Antibiotic and Pesticide Resistance

When people go to the doctor's office, they expect to be cured. They don't like to be told, "Go home, drink lots of fluids and rest, and you will get better." They want a more proactive approach. Often, doctors prescribe antibiotics just to make their patients happy, even if the antibiotics cannot treat the illness at hand. As a result, antibiotics become more prevalent, the microbes they attack are more likely to develop resistance, and over time the antibiotics become ineffective. Learn about why some diseases have become antibiotic-resistant and how you can help address the problem.

Misuse of Antibiotics

1. View "Why DoesEvolution Matter Now?" Travel inside a Russian prison to see the impact of evolution on the lives of the inmates and the surrounding community. This video describes the transmission of tuberculosis and the evolution of multiple drug-resistant strains of TB.

2. Answer the following questions about the video segment on a separate sheet of paper:

Why is the Russian prison system considered to be "ground zero" in the fight against TB?

What is responsible for the evolution of TB strains that are resistant to multiple drugs?

How does the misuse of antibiotics affect the evolution of disease-causing bacteria? Use the theory of natural selection to explain the growing resistance to antibiotics.

Why should we care about a resistant strain of TB in Russia?

When you finish this activity, click on the PBS video link below and view those you are interested in.

PBS Evolution links

Dr Bein science