Welcome to Biology II
Day One: (3/17)
Watch the following video: https://www.youtube.com/watch?v=8FqlTslU22s
Students will be able to write a two page paper on 'What is a virus'. This paper should include information about the structure of a virus, the lifespan of a virus and some general facts about viruses. It may include specific examples.
Day Two: (3/18)
Students will be able to name the three stages of cellular respiration and state the region of the eukaryotic cell where each stage occurs and state the net amount of ATP, NAPH and FADH2 generated by each stage and the type of phosphorylation that occurs.
Cellular Respiration POGIL.pdf
Day Three: (3/19)
Students will be able to determine how carbon dioxide cycles through a biological system by performing the “Carbon Transfer Through Snails and Elodea” virtual experiment.
Carbon transfer.pdf . or (in a word document) Cellular REspiration Virtual Lab Snails and Elodea.docx
Day Four: (3/20)
Students will understand that catabolic pathways yield energy by oxidizing organic fuels, Name the three stages of cellular respiration and state the region of the eukaryotic cell where each stage occurs. State the net amount of ATP generated by each stage and the type of phosphorylation that occurs. Be able to label or draw a representation of cellular respiration in a eukaryotic cell.
Students will read Chapter Nine of their text book.
Day Five: (3/23)
Students will understand that catabolic pathways yield energy by oxidizing organic fuels, Name the three stages of cellular respiration and state the region of the eukaryotic cell where each stage occurs. State the net amount of ATP generated by each stage and the type of phosphorylation that occurs. Be able to label or draw a representation of cellular respiration in a eukaryotic cell.
Student will answer questions based on their reading of chapter 9 AP chapter 9 cell respiration.pdf
Day Six: (3/24)
Students will continue to work on answer the questions document for chapter 9.
Day Seven:(3/25)
Students will review concepts of cellular respiration by completing a quizlet
https://quizlet.com/36472576/campbell-biology-test-your-understanding-chapter-9-flash-cards/
Day Eight: (3/26)
Students will be able to understand importance of photosynthesis in plant growth, Be able to write the balanced equation for photosynthesis and Understand key components of light and dark reactions. Students will complete the following websheet Bioman worksheet.pdf
Day Nine and Day Ten: (3/27 and 3/30)
Students will be able to understand how cells can transport chemicals/molecules into and out of their boundaries as well as changing the molecular construction of the molecules to create new macromolecules. Students will complete a cell communication webquest :
cell communication webquest.pdf
Day Eleven: (3/31)
Please review the following notes on Chapter 22: Descent with Modification
Day Twelve: (4/1)
Read Chapter 22 Decent with Modification in your book. Come to class ready to discuss
Day Thirteen: (4/2)
Students will define natural selection and how it relates to evolution. Students will be able to describe the relationship between natural selection and evolution. Students will complete
Day Fourteen: (4/3)
Students will be able to simulate changes in moth population due to pollution and predation, and observe how species can change over time. Students should complete Peppered Moth Simulation.docx
Easter Break 4/4 through 4/13
4/14:
Students test their knowledge of Mendelian genetics by completing
https://quizlet.com/173608637/bio-chapter-22-test-bank-flash-cards/
4/14 and 4/15:
Students will examine how DNA and comparative anatomy are used to show relatedness
https://d3jc3ahdjad7x7.cloudfront.net/kxSJgNqLsw7YTabo4r75DVIdrIJMW1srPiJl0sR0VYxNn6ga.pdf
4/16, 4/17 and 4/20:
Students will be able to describe what is meant by 'Descent with modification' via natural selection, Explain ow evolution is supported by scientific evidence. Students will complete Chapter 22 questions Chapter 22 darwin.docx
4/21:
Students will be able to define natural selection and describe how natural selection works. Students will write a two paragraph paper answering, 'What is natural selection' and 'How does natural selection work
4/22:
Students will be able to see natural selection occurring by viewing demonstrations. Go to https://www.legendsoflearning.com/learning-objectives/natural-selection/ and play two natural selection games. Write a small summary of each game you decided to play
4/23:
Students will be able to see how natural selection leads to evolution by watching (copy and paste the link into a browser) https://www.youtube.com/watch?v=GcjgWov7mTM
April 24 - May 1st:
Students will be able to write an essay about evolution via natural selection Darwin writing assignment - Bio 2.docx
(This assignment will be due Friday, May 1st and is an assessment)
May 4th:
Students will be able to watch an overview of the question of how life first arose on Earth. https://www.khanacademy.org/science/biology/history-of-life-on-earth/history-life-on-earth/v/origins-of-life
May 5th:
Students will analyze how ecology integrates all areas of biological research and informs environmental decision making, Describe interactions between organisms and the environment limit the distribution of species. Students will read Chapter 52 in their text
May 6th:
Students will review a powerpoint on Ecology and the environment https://biolympiads.com/wp-content/uploads/2018/09/Chapter-52-Ecology-Biosphere-.pdf
May 7th and 8th:
Students will analyze how ecology integrates all areas of biological research and informs environmental decision making, Describe interactions between organisms and the environment limit the distribution of species, Identify that aquatic biomes are diverse and dynamic systems that cover most of Earth. Students will answer Chapter 52 questions Ch52 guidednotes Campbell-EcologyBiosphere-Modified.pdf
5/11:
Students will use this day to catch up on any work missed from previous days (a 'ketchup' day)
5/12:
Students will graph data on the Kaibab deer population of Arizona from 1905 to 1939, Determine factors responsible for the changing populations, and Determine the carrying capacity of the Kaibab Plateau Kiabab Deer Lesson.pdf
5/13:
Students will be able to calculate the number of deaths (predation + starvation), determine the deer population change, subtract the number of deaths from births (births - deaths), calculate the deer population by adding/subtracting the population change from the population the year before, graph the deer and wolf populations as two lines (color and label) by completing Deer_ Predation or Starvation.docx
5/14:
Students will look at how data obtained from random sampling compare with data obtained by an actual count. Students will complete the random sampling lab Random Sampling.docx
5/15:
Students should familiarize themselves with various ecological terms and their meaning ch1_populations_and_communities.pdf
and Populations, Communities and Ecosystems Chap 19-20.pdf
5/18:
Students will be able to read graphs about various populations and answer quetions pertaining to those graphs. Students will complete population-ecology-graph-worksheet_KEY.pdf
5/19
Students should familiarize themselves with various ecological terms and their meaning ch1_populations_and_communities.pdf
5/20:
Students will use their notes or other source to define vocabulary associated with ecology
BiologyVocabularyEcology912.docx
5/21
Students will answer questions about ecology by taking an ecology assessment
5/22
Students will use this day to catch up on any work missed from previous days (a 'ketchup' day)
5/25 Memorial Day
5/26-5/29
The environment is constantly in the news. Pick a news story relating to the environment that interests you. Write a letter to the editor indicating what you feel is the appropriate action for citizens and the government to take in response to this news event. Use Google and other resources (other internet sites, newspapers, magazines, scientific journals, etc.) to provide an educated recommendation. Limit your response to two double-spaced, typed pages. Include the websites used as your sources. This assignment is being graded as an assessment.
6/1
Students be able to look at logistic and exponential growth using graphs to answer questions, Use vocabulary to match the correct vocabulary word to its definition and answer questions about population ecology PopulationEcology.docx
6/2
Students will use this day to catch up on any owed work from the fourth marking period
6/3
Students will use their knowledge of ecology to answer ecology based question for an assessment
6/4
Students will use clues and their ecology vocabulary to complete an ecology crossword puzzle
Bio Review Ecology Student CW.pdf
6/5
Students will be able to describe what they learned about ecology by writing two paragraphs on 'What I learned about ecology' (enrichment assignment)
* All work can be submitted to [email protected]. If you are unable to print or write on a document, you may take a picture of your answers and send it to the above email. If worse comes to worse and you can not print, write or email your answer key to me, please hold on to all completed work until we get back to school
** All assignments are available on-line and in print. If you do not have access to a computer or the internet, please make arrangements to pick up your work packet. More information on when and where this can be done will be posted shortly.