2.      Read chapter 1. 

1.      Concept Check 1.1
2. Identify an ecosystem in the area where you live.

2.      Concept Check 1.2
1. Explain the relationship between the terms species and organism.
3. Explain the main difference between organisms of the domains Bacteria and Archaea and organisms of the domain Eukarya.

3.      Take notes on 1.3

Sept. 9:

1.      Define what makes a thing living

2.      Google benzalkonium chloride, or thymol or ethyl alcohol or soap and water. Explain how it kills germs.

Sept 12: Read Chapter 36.1

Concept Check 36.1

1. How are the movement of energy and the movement of chemicals in ecosystems different?

2. In the following food chain, identify the trophic levels: An owl eats a mouse that ate berries.

Sept 13:

Read 36.2 Concept Check 36.2

1. What does primary productivity measure? What does it tell you about an ecosystem?

3. What does the shape of the energy pyramid indicate?

Sketch a food web based on the creatures we have found and what roles they play in ecosystems.

Sept 14: no homework

Sept 15:

Construct a sketch of a food web based  on the animals and plants we discussed. Remember, this is just a start˘a preliminary food web.

Read 36.3

Concept Check 36.3

2. Explain how photosynthesis and respiration are involved in cycling carbon and oxygen.

4. Follow a raindrop through one possible path through the water cycle, ending as water vapor in the atmosphere.

Sept. 16:

Make your food web diagram from the ≥Fieldston Forest≈, with a minimum of 20 species.

Read 36.4 Concept Check 36.4

1. Describe how increased quantities of carbon dioxide in the atmosphere may contribute to global warming.

2. Give an example showing how pollution relates to biological magnification.

Sept. 19:

Read 35.1, just the first two sections:

      Defining Populations

      Population Density

Read 35.2

Concept Check 35.2

1. Describe how a population grows with unlimited food, space, and water.

2. Describe what happens when a population reaches its carrying capacity in a particular environment.

Due Sept 27:

Part I: Make up a test that a person needs to pass in order to become a "citizen of the ecosystem." It should have at least five questions, each of which should be answered by a few sentences OR a diagram.

Part II: Write an "answer key" to this test.

Part III: Get a friend or family member to take the test (He or she can remain anonymous.) Grade the test and hand that in as well with your corrections.

Sept 21:

Read 2.1-2.2. Look at Method.

P35:  1-4 Concept Check:

1.     Write a hypothesis to explain why a door hinge squeaks. Then use your hypothesis to make a prediction that could be tested.
2. Why do experiments usually test only one variable at a time?
3. In the snake experiment, what was the basis for the hypothesis that mimic species benefit from looking like unrelated harmful species?
4. What role did the brown artificial snakes have in the experiment?

Oct 3:

Read Food Burn Lab, #1 and #2 for tomorrow. Be prepared to go over experiment set up.

Oct 6:

1.      Describe your results so far of the burning lab. (a few sentences: what the numbers tell you, in your own words)

2.      Make sure your group≠s data are in the GDocs spreadsheet for analysis: FoodBurn11

3.      Calculate, for your group≠s data, the Kcal/g released by each food item:

1.      Kilocal = 20 X (change in Temp) ÷ (1000) X 1, and then divide by change in grams.

For extra credit : Read and summarize main points of the forest article:

http://www.nytimes.com/2011/10/01/science/earth/01forest.html?_r=1&;scp=3&sq=forests&st=cse by Tuesday

Oct 7: Write drafts of the I, A parts of your IMRAD lab report. Do not drop them to me. Bring them in and we will go over them in class.

1.      Write an introduction to your lab report. (I)

2.      Begin the Analysis part of your lab report (A). Even though you haven≠t made any graphs yet, look at your group≠s data, and look at the class data (FoodBurn11), and describe in a few sentences any pattern that you see.

Oct 11:

1.      Make your column graph of kcal/g for your group≠s data. It should like the class average graph, but the exact heights of the bars will be different.

2.      Complete writing your Analysis section of the lab report.

Oct 12:

Food Burning Lab Report due Monday.

For tomorrow:

Read 4.2-4.3

Concept Check 4.3
1. Describe how an ionic bond forms. How is this process different from the formation of a covalent bond?
3. What information does a chemical equation provide about a chemical reaction?
4. A carbon atom has 4 electrons in its highest energy level. How many hydrogen atoms could become bonded to a single carbon atom?

Oct 18:

Read 5.1-5.3

Concept Check 5.1
2. Explain the connection between monomers and polymers.
3. What molecule is released during construction of a polymer? What is this reaction called?

Concept Check 5.2
1. Explain the difference between a monosaccharide and a disaccharide. Give an example of each.

Concept Check 5.3
1. What property do lipids share?
2. What are the parts of a fat molecule?

Oct20:

Read 5.4 √ 5.5

Concept Check 5.4
2. Relate amino acids, polypeptides, and proteins.
3. Explain how heat can destroy a protein.
4. Which parts of an amino acid's structure are the same in all amino acids? Which part is unique?

Oct 21:

Read Enzyme Lab. Fill out sheet (for yourself), and prepare lab notebook.

Oct 27: Click on the word Enzyme for the link to the spreadsheet where you can enter data for the lab. Is there a pattern?

Oct 28:

Make a line graph of the average time it takes a disk to rise in the HP beaker based on the temperature of the catalase enzyme.

1.      For each temperature (6, 24, 33, 47, 86, 100) calculate the average time.

2.      Put those average times on the Y-axis. The X-axis is those temperatures above.

Quiz on Friday:

1.     Understand the terms:

a.       Dehydration Synthesis

b.      Hydrolysis

c.       Enzyme

d.      Monomer and polymer

e.       homeostasis

2.      Know these pairs and how they relate:

a.       Monosaccharides-Polysaccharides (Carbohydrates)

b.      Lipids-Fats & Steroids

c.       Amino Acids-Polypeptides (Proteins)

3.      Understand what goes into the shape of a protein

a.       Know what will denature it

b.      Understand how an enzyme can speed up the rate of a chemical reaction

Nov 4:

Read 7.1 (some of this is review)

Concept Check 7.1
2. Explain the role of food (glucose) in both photosynthesis and cellular respiration.

Read 8.1

Concept Check 8.1
2. What are the reactants for photosynthesis? What are the products?
3. Name the two main stages of photosynthesis. How are the two stages related?

Nov 7: Read 8.2. Concept Check 8.2
1. Explain why a leaf appears green.
2. Describe what happens when a molecule of chlorophyll a absorbs light.
3. Besides oxygen, what two molecules are produced by the light reactions?
4. Where in the chloroplast do the light reactions take place?

November 9:

Read Photosynthesis Lab and prepare lab notebook. If you want you can print the chart and paste it in your lab notebook, but you may do the chart by hand. Be sure to familiarize yourself with the lab procedure.

Nov 11:

1. Please enter your group≠s data on the spreadsheet. Because there are a lot of data, perhaps you can split up the different wavelengths of light. Here is the link:

https://docs.google.com/spreadsheet/ccc?key=0AtGU4iV25bujdFJpbXhlaWloWkFzSFoya0hjcmtDZUE&;hl=en_US#gid=0

3.      Make a scatter graph or a line graph of YOUR GROUP≠S DATA. This graph will look have five lines (no light, white light, green light, red light, blue light). The X axis will be TIME.

Nov 14: Make sure your group data look right!

https://docs.google.com/spreadsheet/ccc?key=0AtGU4iV25bujdFJpbXhlaWloWkFzSFoya0hjcmtDZUE&;hl=en_US#gid=0

1.     Do your group graph

2.      Do Activity 8.2, especially the second page in your on-line textbook.

3.      Try to answer the question: ≥Is there any reason I might expect the blue light treatment not to do well?≈

November 15:

This link is to an EXCEL spreadsheet with the cleaned up data: Photo11clean.

1.     Make a class average graph.

2.      Write an analysis section:

a.       Describe any patterns you see on the class average graph.

b.      Compare to what you see on your group≠s graph.

November 16:

By now, you should have two graphs from the Photosynthesis lab: your group graph and your class graph. No need to send them to me. Do drop your analysis to me.

Read 8.3 and answer:

Concept Check 8.3
1. What are the inputs and outputs of the Calvin cycle?
3. Why is the Calvin cycle called a cycle?
4. What molecule is the direct product of photosynthesis? How is that molecule then used by plant cells?

November 18:

Read 7.3 and 7.4

Concept Check 7.4
2. List the reactants and products in cellular respiration.
3. What is meant by the "falling" of electrons to oxygen? How does this process release energy?

November 21:

Read 7.5 There is a lot of information in this section. The first part is review from today≠s lesson, but then there is a lot that is new. Just read it over realizing that we are going to go over the details.

Concept Check 7.5
1. How is the mitochondrion's structure suited to its function?
2. Identify the three stages of cellular respiration, where in the cell each takes place, and how many ATP molecules it produces.

November 28: Read 8.4

Concept Check 8.4
1. Give an example of carbon moving from an inorganic compound to an organic compound in the carbon cycle. Give an example of carbon moving from an organic to an inorganic compound.
2. How is carbon dioxide important to Earth's climate?

November 29: Read 6.5

Concept Check 6.5
1. How are the functions of chloroplasts and mitochondria similar?
4. How is membrane structure important to the functions of mitochondria and chloroplasts?

December 1:

1.     Read over Metabolism Lab. Write short answers to the pre-lab questions 1-4.

2.    The Photosynthesis-Respiration Poster project is due Tuesday Dec 6^th.

December 6:

Please enter data for Metabolism lab in appropriate spaces:

https://docs.google.com/a/ecfs.org/spreadsheet/ccc?key=0Au8w9PGjgEG_dHk0dlZyc0FabEVTbzBWMHdWS2VEU3c#gid=0

(If you haven≠t already, finish you poster project.)

December 7: Metabolism Lab:

1. Make your group graph (already done in class).
2. Make the class average graph.
1. In order to make the class graph, you need to calculate the mean C02 at each time interval, for each treatment.
2. Copy and paste all the means in one place. On top of the four means, put the time intervals:

20 25 30 35 40 45 50 55 60

mouse room

mouse fridge

lizard room

lizard fridge

Then create a scatter graph (no need to connect the dots).

3. Write a short analysis section, describing the two graphs, and whether they are similar.
4. Describe if you can why or why doesn't the pattern make sense.

Dec 8:

Study for short quiz on Photosynthesis and Respiration.

Read the first ten pages of ≥Stats.≈ Until page 8 it is review of what you know. From page 8 to 10 read carefully, but you don≠t have to calculate anything. We will go over how to use EXCEL to calculate the Standard Deviation of a sample, in class.