SciHawks

Bio- the January 2007 Living Environment Regents is now posted. (UPDATE: Thanks to the observant student who noted that the exam was incorrectly linked to the August exam! The Jan. 2007 exam is now correctly posted.) Take this exam over the course of this weekend. Don't worry about timing or taking it all at once- nice when you can do so but generally unnecessary for a Regents exam.

After you complete the exam, check your work versus my fully annotated (with underlined keywords, predicted answers, drawings, etc.) ANSWER KEY. You can then score your exam with the scale conversion chart.
If you have doubts about whether your response would be given credit, see me at extra help on Monday @ 8:15 AM or thereafter.

AP Chem- continued our discussion/application of MO theory and also discussed some strategies involving logic and its application.

Bio 6- I will posted the UPDATED review book hw calendar this weekend.
I will post your first practice Regents along with MY separate posted answers. This way, you will have a model/template for taking all practice and future Bio Regents exams. First, take the exam and then check your answers with my key.
I want to give you lots of Regents practice before the June 2009 Bio/LE exam so that you can boost both your fourth quarter and course grade.
We will discuss a Regents review schedule next week.

For extra credit for your fourth quarter average, now that we have covered the course curriculum, you may schedule a practice Regents exam to be taken after school. There are several benefits from and responsibilities for taking these practice tests:
1. you will gain valuable test-taking experience on actual Regents Bio/LE exams.
2. your score on each exam CANNOT lower your average but, if you score higher than your current average, the exam will be factored in as a full test grade.
3. you MUST show proper test-taking skills on EVERY question on the test: keywords underlined/highlighted/circled, predicted answers, drawings/diagrams to accompany any explanations/descriptions. If you co not follow this criterion, you will not receive credit for the practice test. The purpose of this criterion is to guarantee that your test-taking ability will improve.
4. you may take another Regents exam AFTER you have reviewed with me any errors from the previous exam.

We discussed the "Making Connections" proper design of a scientific experiment lab.
Explained that a proper scientific investigation has large sample sizes and multiple trials in order to prevent anomalies from significantly influencing the data and to have the random errors from the multiple trials AVERAGE OUT to close to zero i.e. minimize the AVERAGE of the random errors, respectively.
Our NY State Lab unit exam will be given next Thursday.

Bio 7/8 - I will posted the UPDATED review book hw calendar this weekend.
I will post your first practice Regents along with MY separate posted answers. This way, you will have a model/template for taking all practice and future Bio Regents exams. First, take the exam and then check your answers with my key.
I want to give you lots of Regents practice before the June 2009 Bio/LE exam so that you can boost both your fourth quarter and course grade.
We will discuss a Regents review schedule next week.

For extra credit for your fourth quarter average, now that we have covered the course curriculum, you may schedule a practice Regents exam to be taken after school. There are several benefits from and responsibilities for taking these practice tests:
1. you will gain valuable test-taking experience on actual Regents Bio/LE exams.
2. your score on each exam CANNOT lower your average but, if you score higher than your current average, the exam will be factored in as a full test grade.
3. you MUST show proper test-taking skills on EVERY question on the test: keywords underlined/highlighted/circled, predicted answers, drawings/diagrams to accompany any explanations/descriptions. If you co not follow this criterion, you will not receive credit for the practice test. The purpose of this criterion is to guarantee that your test-taking ability will improve.
4. you may take another Regents exam AFTER you have reviewed with me any errors from the previous exam.

We discussed the "Making Connections" proper design of a scientific experiment lab.
Explained that a proper scientific investigation has large sample sizes and multiple trials in order to prevent anomalies from significantly influencing the data and to have the random errors from the multiple trials AVERAGE OUT to close to zero i.e. minimize the AVERAGE of the random errors, respectively.

We finished up the data collection on the Biodiversity Lab except for the pending chromatography chart, which will be shown/discussed on Monday.
Our NY State Lab unit exam will be given next Thursday.

AP Chem- explained the basis of molecular orbital theory, the most successful and advanced theory that explains the physical and chemical properties of molecular substances. We then applied that theory to simple diatomic molecules in order to predict the bond order/strength and para/diamagnetism of these species.

Bio 6/7- we finished discussing the osmosis/diffusion lab and then continued to work on the Biodiversity lab.

Bio 8- continued our discussion of the osmosis/diffusion lab.

AP Chem- finished up the molar mass of butane lab.

Bio 6- began the four state labs review by going over the processes and terms from the osmosis/diffusion lab.

Bio 7/8- began the four state labs review by going over the processes and terms from the osmosis/diffusion lab.
We completed more of the tests in determining evolutionary relationships in the Biodiversity lab.

AP Chem- used common cigarette lighters and 4 simple measurements in order to determine the molar mass of butane. Good times.

Bio 6/7- took the Ecology unit exam and began the state lab on Biodiversity in which we determine evolutionary relationships among four plant species by considering comparative anatomy, embryology, cytology, and biochemistry.

Bio 8- to the Ecology unit exam.

AP Chem- finished the silver redox application and got more feedback on the remaining units of the course.

Bio 6- reviewed some of the infamous "invasive species" cases: purple loosestrife, brown tree snakes, and zebra mussels and then we looked at practice test questions, practicing test-taking skills of underlining keywords and PREDICTING answers before looking at the answer choices.
The remaining practice quizzes, complete with answer keys, are on Blackboard.
I WILL have extra help on Tuesday morning from 8:15 AM till 9AM; take advantage of that before your test later that day.

Bio 7/8- reviewed some of the infamous "invasive species" cases: purple loosestrife, brown tree snakes, and zebra mussels and then we looked at practice test questions, practicing test-taking skills of underlining keywords and PREDICTING answers before looking at the answer choices.
The remaining practice quizzes, complete with answer keys, are on Blackboard.
I WILL have extra help on Tuesday morning from 8:15 AM till 9AM; take advantage of that before your test later that day.
We did the first part of the state lab on Biodiversity in which we examine several species of plants in order to determine their evolutionary relationship. We use the various fields of evolutionary biology: comparative anatomy, cytology, embrology, and biochemistry, to gather evidence that suggests closer or more distant evolutionary relationships.

AP Chem- congratulations to the many strong SAT II scorers. Your achievement reflects your hard work, dedication, diligence, confidence, and intelligence. Don't keep your chem knowledge to yourself! Tutor and teach others- you can correctly and cogently explain what you know.


Bio 6/7 - Check Blackboard for a hw/test-taking skills template and many unit worksheets complete with answer keys!
Discussed some of the positive impacts that human societies have caused on ecosystems via ecological education and awareness, conservation of resources, nature preserves, anti-pollution laws, population checks, and more ecologically sound energy sources.
We worked on the deer population lab and the section 10 hw.


Bio 8- Check Blackboard for a hw/test-taking skills template and many unit worksheets complete with answer keys!
Discussed some of the positive impacts that human societies have caused on ecosystems via ecological education and awareness, conservation of resources, nature preserves, anti-pollution laws, population checks, and more ecologically sound energy sources.

AP Chem- reviewed some of the 2009 AP Chem Part II's.
Bring in a glass bottle for the silver mirror reaction tomorrow.

Bio - For the unit objectives hw, you do NOT have to do obectives 24,27,30 and 35 through 37. Any "recognize" objective just has to be COPIED verbatim.

We discussed some of the ways that humans impact the environment:by over-hunting and over-fishing, humans have caused the extinction of various species: the dodo-bird, the QUAGGA, one of Africa's most famous extinct animals, was a subspecies of the plains zebra, which was once found in great numbers in South Africa's Cape Province and the southern part of the Orange Free State. It was distinguished from other zebras by having the usual vivid marks on the front part of the body only. The Tasmanian Tiger was hunted to extinction in 1936. The sea cow grew up to 7.9 meters (25.9 ft) long and weighed up to three tons, much larger than the manatee but is now extinct.By burning fossil fuels, carbon dioxide concentration in the atmosphere increases and can contribute to the greenhouse effect. Also oxides of sulfur and nitrogen, from burning coal and other fuels, can react with water in the air to form acids, which produce acid rain that changes the abiotic factor, pH, of aquatic biomes. This can upset a stable ecosystem.We discussed various ways that humans can negatively impact ecosystems. From deforestation, which reduces the producer/autotroph level of organisms and can cause ecosystem instability, to monoculture farming, the planting of a single type of crop that can deplete the nutrient-rich layer of topsoil of the same essential nutrients so that the soil becomes less and less fertile for plants, we gave several examples of some of the negative effects that humans can and do cause.
We discussed some of the positive impacts that human societies have tried to produce on various ecosystems via laws and intelligent ecological practices.

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Bio 6/7- discussed the remianing objectives on negative human impacts on the environment.
Did a lab graphing activity that showed possible natural and human factors that affected the deer population throughout the 1900's.

Bio 8- discussed the remianing objectives on negative human impacts on the environment.

AP Chem- took Part I/multiple choice of the in-class final exam.

Bio 6- Check Blackboard on Tuesday for a template/sample of how to do your homework i.e. follow the directions and apply the test-taking skills that we have been discussing throughout this entire course.
We discussed some of the negative impacts of human activities on ecosystems such as the extinctions caused by overhunting and exploitation of animals, the destruction of forests and the habitats that the forests provide, and poor farming practices such as mono-cropping and overgrazing (leads to soil erosion).
Better awareness of these negative human impacts can lead to legislation that decreases these disturbances.

Bio 7/8- Check Blackboard on Tuesday for a template/sample of how to do your homework i.e. follow the directions and apply the test-taking skills that we have been discussing throughout this entire course.
We discussed some of the negative impacts of human activities on ecosystems such as the extinctions caused by overhunting and exploitation of animals, the destruction of forests and the habitats that the forests provide, and poor farming practices such as mono-cropping and overgrazing (leads to soil erosion).
Better awareness of these negative human impacts can lead to legislation that decreases these disturbances.
We did a deer population lab in which a predator-prey population pattern is graphically shown.

AP Chem- we looked over the "west coast" version of the AP Chem exam and discussed some of the upcoming lab work for the rest of the course. Bring in some cool glass bottles for Wednesday.

MONDAY AND TUESDAY are the test days for the final exam for this quarter.

Bio 6/7- we discussed some of the human impacts on the ecosystems of the Earth, stemming from the tremendous growth in the human population that leads to greater use and abuse of both abiotic and biotic resources. This weekend, I will post some Ecology review sheets with answer keys.
We finished up the finch and moth labs and began a deer population carrying capacity lab.

Bio 8- we discussed some of the human impacts on the ecosystems of the Earth, stemming from the tremendous growth in the human population that leads to greater use and abuse of both abiotic and biotic resources. This weekend, I will post some Ecology review sheets with answer keys.

AP Chem- did some course analysis with respect to topics that can be emphasized more (or less).
The final exam will be given in class next Monday (multiple choice) and Tuesday (written response). I have seen the 2009 exam and was gratified that practically all of the part II questions were replicas of past test questions (though most were easier on this AP exam) and/or hw questions.

Bio 6- discussed ecological succession, from pioneer organisms to their effect of changing the soil to (given that seeds from other species reach the soil in that area) new and more complex species successfully reproducing in the area to the eventual stable ecosystem of the climax community. If a climax community is destroyed, SECONDARY succession begins and eventually a SIMILAR climax community forms (given the same type of climate and abiotic factors).
We reviewed the evolutionary mechanism of competition as part of natural selection and saw how the similarity between species niches determines the level of competition and eventually the rate of evolution (of those species).
We discussed the various biomes on Earth and the typical species that are best adapted to their niches in those biomes.

Bio 7/8- discussed ecological succession, from pioneer organisms to their effect of changing the soil to (given that seeds from other species reach the soil in that area) new and more complex species successfully reproducing in the area to the eventual stable ecosystem of the climax community. If a climax community is destroyed, SECONDARY succession begins and eventually a SIMILAR climax community forms (given the same type of climate and abiotic factors).
We reviewed the evolutionary mechanism of competition as part of natural selection and saw how the similarity between species niches determines the level of competition and eventually the rate of evolution (of those species).
We discussed the various biomes on Earth and the typical species that are best adapted to their niches in those biomes.
We finished the Finch Lab.

AP Chem- will discuss the course experience relative to the AP exam experience with respect to topic emphasis.

Bio 6/7- reviewed/explained energy and biomass pyramids. We then saw and discussed the Carbon, Nitrogen, and water cycles and related them to their necessity to a self-sustaining, stable ecosystem.
We almost finished the finch lab analysis.

Bio 8- reviewed/explained energy and biomass pyramids. We then saw and discussed the Carbon, Nitrogen, and water cycles and related them to their necessity to a self-sustaining, stable ecosystem.

AP Chem- took the 2009 AP Chemistry exam. Good times.

Bio 6- Bio- we discussed the flow of energy among organisms in an ecosystem. This energy flow is easily seen in a food web. A food web uses arrows to show the flow of energy, which is stored in the molecules that make up the organism, from producers (plants and algae) to primary consumers (herbivores) to secondary consumers to tertiary consumers and sometimes even beyond that.
Going from producer level to primary consumer level and beyond, the total energy of each subsequent level decreases due to the fact that 90% of the energy consumed is lost/released as heat so only 10% can be stored as potential energy in the molecules that makeup the organisms in a given level.

Bio 7/8- Bio- we discussed the flow of energy among organisms in an ecosystem. This energy flow is easily seen in a food web. A food web uses arrows to show the flow of energy, which is stored in the molecules that make up the organism, from producers (plants and algae) to primary consumers (herbivores) to secondary consumers to tertiary consumers and sometimes even beyond that.
Going from producer level to primary consumer level and beyond, the total energy of each subsequent level decreases due to the fact that 90% of the energy consumed is lost/released as heat so only 10% can be stored as potential energy in the molecules that makeup the organisms in a given level.
We continued working on the natural selection/speciation of finches lab.

AP Chem- message from Administration this morning: you MUST be at the Sam Springer gym by 7:30 AM tomorrow morning. NO cell phones, backpacks, food, or water is allowed.
You SHOULD bring several pens (blue or black) AND pencils, and TWO calculators with FRESH batteries (EVERY YEAR, at least one student's calculator dies due to dead batteries; don't let that be you).
Here is a link to some lab videos: play the ones on the BURET use, pipette use, solution preparation, and spectrophotometer analysis. One or more of these techniques should be on your AP exam tomorrow.
I'll be in 308 EARLY tomorrow so stop by to get SEE some last minute exam tips.
Sleep well or study hard or both!

Bio 6/7- we saw more examples of environmental ABIOTIC (non-living) factors. We then defined CARRYING CAPACITY of an environment as the maximum number (capacity) of members of a given POPULATION that an environment can "carry"/support. The FINITE or limited quantity of abiotic factors in an environment directly determines the carrying capacity of, for example, polar bears in their environment. The other determinants of carrying capacity are the BIOTIC factors i.e. the other populations that make up the community, their actions, their wastes, etc.

We looked at the types of nutritional relationships that are possible in an ecosystem. AUTOTROPHS merely require inorganic abiotic factors (like CO2 and H2O) and an energy source (sunlight) to make carbohydrates and other important macromolecules; autotrophs make their own nutrition. Plants and algae are the main autotrophs on Earth. HETEROTROPHS depend on other organisms as sources of their nutrition. There are four main categories of heterotrophs: carnivores (meat-eaters), herbivores (plant eaters), omnivores, and saprophytes (live off of dead plants and animals).

We also discussed possible SYMBIOTIC relationships between pairs of populations in a community:
commensalism: +, o (win-draw)
mutualism: +, + (win-win)
parasitism: +, - (win-lose)

We continued working on our finch-beak selection lab.

Bio 8- Bio- we saw more examples of environmental ABIOTIC (non-living) factors. We then defined CARRYING CAPACITY of an environment as the maximum number (capacity) of members of a given POPULATION that an environment can "carry"/support. The FINITE or limited quantity of abiotic factors in an environment directly determines the carrying capacity of, for example, polar bears in their environment. The other determinants of carrying capacity are the BIOTIC factors i.e. the other populations that make up the community, their actions, their wastes, etc.

We looked at the types of nutritional relationships that are possible in an ecosystem. AUTOTROPHS merely require inorganic abiotic factors (like CO2 and H2O) and an energy source (sunlight) to make carbohydrates and other important macromolecules; autotrophs make their own nutrition. Plants and algae are the main autotrophs on Earth. HETEROTROPHS depend on other organisms as sources of their nutrition. There are four main categories of heterotrophs: carnivores (meat-eaters), herbivores (plant eaters), omnivores, and saprophytes (live off of dead plants and animals).

We also discussed possible SYMBIOTIC relationships between pairs of populations in a community:
commensalism: +, o (win-draw)
mutualism: +, + (win-win)
parasitism: +, - (win-lose)

Congratulations to those who braved a Saturday alarm clock and experienced a REAL current-format AP exam. At least you know now, the MINIMUM score that you will achieve in about 72 hours from today. You also learned about the scoring guideline SCRUTINY and values of the College Board chief AP reader/grader: s/he LOVES detailed setup in any quantitative or qualitative answer. Do NOT expect the reader/grader to assume knowledge FOR you in your answers; write your answers as if you were explaining chem to a 5th grader.
You also practiced time-management and other test skills.

I will go over ANY and all questions on Monday in class. AFTER SCHOOL, I will hold a marathon review session covering all of your questions and also a unit by unit applied course review. You may attend afternoon or night or BOTH.

Tuesday morning, come to Room 308 for some last second exam facts, tips, reactions, lab equipment, colors, and bagels.
Have a studious weekend!

AP Chem- All handed-in work has been graded and posted. People who have been swamped in AP's, you can still hand in work on Monday until that evening!
We went over some of the problems on the latest AP Part II. I will post the remaining recent (2007 and 2008) AP Part II's with answer keys as well as other helpful files.
I also posted our last Part I WITH answer key so you can focus on the how and why of the correct answer while being sure that your answer is correct (if so).
The above work will not be collected so just use your time wisely.
We're almost at the finish line but, until then, EVERY identified and CORRECTED error can improve your AP Chem score. The key is to do as many problems as is possible and to come to extra help so that you can save time in finding the reasoning to the answer.
On Monday, I will cover as many questions as is possible before school, during class, and then after school. Take advantage of the help because I have none to offer after the AP Chem exam.

Bio 6- worked on the state lab.

Bio 7/8- discussed various abiotic factors/selecting agents and saw how they caused the particular members (with the suitable adaptations) of a given ecosystem to survive and thrive.
We also worked on the finch lab.

AP Chem- we mainly discussed various laboratory questions, the measurements made in each lab, and application of the collected data using the relevant formulas.
We then did one of the latest AP Part II questions, the rest of which is due for hw on either Friday or, if you have the AP US tomorrow, on Monday. I also posted another Part I multiple choice exam WITH answer key; just show your work/reasoning and we will analyze these any questions to which you did not understand the answer on Monday.
I have extra help after school every day and the morning OF (starting at 6:30 AM, with bagels!) the AP Chem exam.
Also, as you have been repeatedly informed earlier, this is a reminder that, after the AP Chem exam, NOTHING may be handed in/ accepted for credit. Nothing. Nothing will affect your 4th quarter grade after the AP Chem exam other than your final test, which will be given a few days after the AP Chem exam.
Saturday morning at 8AM, the last of the mock AP exams will be given. This one has the EXACT same format as the exam that you will take exactly 48 hours later! ALL students should avail themselves of this great opportunity to see where they stand and how they should use their remaining study time. I will be there and I will be brutally exhausted.

Bio 6/7- preliminary results on the Evolution exam look very good! Congratulations!
We began our final curriculum unit: Ecology (though we also do a review unit on the 4 state labs). Review books were also distributed; the hw calendar for that book will be posted on Blackboard and also be distributed in class. By the last week of school, we will have covered almost the entire review book.

We defined ecology and related it to evolution; we looked at essential language/terms for discussing things ecologically and gave examples of each term.
We then finished the data collection for the Beaks of Finches natural selection lab.

Bio8- preliminary results on the Evolution exam look very good! Congratulations!
We began our final curriculum unit: Ecology (though we also do a review unit on the 4 state labs). Review books were also distributed; the hw calendar for that book will be posted on Blackboard and also be distributed in class. By the last week of school, we will have covered almost the entire review book.

AP Chem- you are taking the AP Chem exam in 6 days. You can improve your score significantly over this time period if you
1. take the AP exams that are assigned and any extra, if you have time.
2. find out the FULL and GENERAL explanation to anything that you did not QUICKLY know how to answer (at extra help or from a knowledgeable classmate).

With each day passing, there is still time for improvement but to a diminishing degree.

We spent ALL of our time on the part II from Tuesday. I'll post a new exam for preview for tomorrow's double period. If you do not have an AP exam tomorrow, any responsible student will AT LEAST be in her/his AP Chem class for our penultimate double period. We will be covering precious LAB-based questions WITH demos.

Bio 6- took the Evolution unit exam

Bio 7/8- took the Evolution unit exam and completed the state lab on natural selection of the beaks of finches via food source-selecting agent.

AP Chem- explained various types of redox reactions and focused on two main oxidizers: dichromate and permanganate; these two oxidizers react in acidified solutions to form Cr 3+ (aq) and Mn 2+ (aq), respectively, and water.
We then did the electrochem lab question from today's part II question set, which is due on Thursday.
I know that most of you have other AP exams so I will work with you on these HW deadlines but you have to let me know what your schedule/situation is.
No HW or any other assignment will be accepted after the actual 2009 AP Chem exam.

Bio 6/7- answers to the practice test given out at the end of class today are now posted on Blackboard. Do the test first and then check your answers.
We discussed the Heterotroph hypothesis that predicts and explains the first organisms on Earth and their evolution into the various early life forms and their impact on the atmosphere and on the evolution of other organisms. There is supporting evidence for this hypothesis but not as much evidence as there is for the Theory of Evolution.
We also discussed and did application questions on phylogenetic trees; then we practiced with dichotomous keys, which are used to classify/organize various organisms based on phenotypic differences and similarities.
We then began the state lab on natural selection of finches based on beak phenotype for a given food source/selecting agent.

Bio 8- answers to the practice test given out at the end of class today are now posted on Blackboard. Do the test first and then check your answers.
We discussed the Heterotroph hypothesis that predicts and explains the first organisms on Earth and their evolution into the various early life forms and their impact on the atmosphere and on the evolution of other organisms. There is supporting evidence for this hypothesis but not as much evidence as there is for the Theory of Evolution.
We also discussed and did application questions on phylogenetic trees; then we practiced with dichotomous keys, which are used to classify/organize various organisms based on phenotypic differences and similarities.

AP Chem- reviewed Part I multiple choice questions from various topics. We still need to review various lab techniques and certain types of redox reactions, so we will focus on these two skills tomorrow. Also, preview the next AP exam part II that is posted on Blackboard.

Bio 6- discussed influence of sexual vs. asexual reproduction on rate of evolution and chances of surviving environmental changes. Also predicted the rate of evolution in stable vs. unstable environments.
We then looked at the Heterotroph Hypothesis, which is NOT part of the Theory of Evolution, that tries to predict and explain how the first life forms came about on Earth from and what they must have been like.

Bio 7/8-discussed influence of sexual vs. asexual reproduction on rate of evolution and chances of surviving environmental changes. Also predicted the rate of evolution in stable vs. unstable environments.
We then began the state lab on the beaks of finches/evolution via natural selection simulation.

AP Chem- Our full-length proctored and scored AP Chem exam sessions will take place in the Sam Springer gym on:
Tuesday night, May 5th from 6PM to 10PM (including the time for break and scoring)
Saturday morning, May 9th from 8AM to 12PM
If you can't make one of these sessions, talk to me and I'll try to work out something comparable.
Try to avail yourself of both of these great opportunities to accurately simulate your AP Chem exam performance. You can trust the grade that you receive from these sessions and focus on any areas that gave you trouble; you can also correct any test taking skill errors that caused you to not reach your maximum potential.

I will complete most of the grading of past hws/electro test this weekend (before/after the glorious Kentucky Derby!).

Here is the link to the chromate-dichromate equilibrium reaction shown in class today.

We discussed nuclear physics: the five types of nuclear decay and the basic reasons for this decay. I will post copious solved problems on what we covered today. You will be given a brief take-home nuclear test next week.
Because we didn't get to the Part I questions today, we will cover that exam on Monday but try to do most/all of the Part I's this weekend; don't just preview them. This way, you won't have much hw on Monday night.
The part II from today is due on Monday in class (and I have the usual extra help on Monday morning).

Bio- Objectives HW is due on Monday, May 4th. We will cover objective #31 on Monday so you do not have to do that one.
On objective #8, the word "incidence" means "frequency" or "percentage" and you already know from the genetics unit the factors that can cause mutation. Any change in exposure to these factors can change the incidence of mutations.
Objectives #7 and #10 are identical so you can ignore one of them.