Simple organisms/bacteria that reproduce rapidly can demonstrate/exhibit evolution from month to month or year to year.
Here is a recent example:

Phoenix-area hospitals fight highly virulent 'supergerm' 

http://www.azcentral.com/news/articles/2010/05/29/20100529phoenix-hospitals-fight-supergerm.html

Bio - we continued work on the Biodiversity and Evolutionary Relationships lab by discussing the most important evolutionary evidence: biochemical evidence. Specifically, we compared the DNA sequences in part of an allele that codes for a certain protein in each of the four species, respectively.
We reviewed the ultra=important processes known as the central DOGMA of molecular biology - transcription of DNA to mRNA and translation of that mRNA code to the amino acid sequence that makes up a polypeptide/protein.
Review book hw check was postponed so make note of the shift in the hw schedule:
On TUESDAY, I will check over sections 1,2, and 3 ; sections 4 and 5 will be due on Wednesday. Each section should take you about 45 minutes to do properly, so plan accordingly.
I have just uploaded ANOTHER sample of how to do the review book hw: this file shows a properly outlined section. Use it as a guide to help you get credit for your hw effort.

Bio - took the unit exam on Ecology and Human Impacts on the Environment.
We then continued the Relationships and Biodiversity Lab.

After school, we had the first of many Regents review sessions in Room 301.
Check this blog for future times and room numbers.

Bio - The following objectives are modified or answered below; print them out and hand them in with your hw. For the modified objectives, write your own answers.:

24. list examples of pioneer organisms and climax communities in Northern NY.
A typical succession in New York State: lichens and algae and then the annual grasses represent the pioneer or first organisms in this succession. The beech-maple forest would represent a typical Northern New York climax community. The climax community will last hundreds or thousands of years unless again disrupted. A forest containing oak and/or hickory trees would be a more typical Southern New York climax community.
Each step in a succession involves organisms that change the composition of the environment making it more suitable for the next succession of organisms that are well adapted to and become plentiful in the new environment.

27. Skip this one, you already know what succession is.

30. explain the competitive exclusion principle and list an example of this.
the competitive exclusion principle is a general rule that results from competition between species: the more similar the niches of two species, the more they will compete because they will consume mostly the same resources- this may lead to the extinction/exclusion of the less well adapted species because it is out-competed for the resources needed for survival. The alternative is that the out-competed species seeks a new habitat/different niche as a survival strategy.


36. monoculture is a general term for monocropping, which we discussed in the notes.

Human Impacts:
6. This is just a good example of how eliminating a natural predator can have negative effects on an ecosystem:
Before 1905, the deer on the Kaibab Plateau were estimated to number about 4000. The average carrying capacity of the range was then estimated to be about 30,000 deer. On November 28th, 1906, President Theodore Roosevelt created the Grand Canyon National Game Preserve to protect the "finest deer herd in America."

Unfortunately, by this time the Kaibab forest area had already been overgrazed by sheep, cattle, and horses. Most of the tall grasses had been eliminated. The first step to protect the deer was to ban all hunting. In addition, in 1907, The Forest Service tried to exterminate the predators of the deer. Between 1907 and 1939, 816 mountain lions, 20 wolves, 7388 coyotes and more than 500 bobcats were killed.
Signs that the deer population was out of control began to appear as early as 1920 - the range was beginning to deteriorate rapidly. The Forest Service reduced the number of livestock grazing permits. By 1923, the deer were reported to be on the verge of starvation and the range conditions were described as "deplorable."
The Kaibab Deer Investigating Committee recommended that all livestock not owned by local residents be removed immediately from the range and that the number of deer be cut in half as quickly as possible. Hunting was reopened, and during the fall of 1924, 675 deer were killed by hunters. However, these deer represented only one-tenth the number of deer that had been born that spring. Over the next two winters, it is estimated that 60,000 deer starved to death.
Today, the Arizona Game Commission carefully manages the Kaibab area with regulations geared to specific local needs. Hunting permits are issued to keep the deer in balance with their range. Predators are protected to help keep herds in balance with food supplies. Tragic winter losses can be checked by keeping the number of deer near the carrying capacity of the range.

12. just give examples of ANY exotic species in ANY part of the world, though the gypsy moth caterpillar has caused consideral damage to forests in NY.

27. State Environmental Quality Review, SEQR requires the approving governmental body to identify and mitigate the significant environmental impacts of any industrial or development activity it is proposing or permitting. Typically, the business and/or the government must do research and experimentation to develop an ENVIRONMENTAL IMPACT STATEMENT/document about the consequences to the environment of the activity proposed.

29. You don't have to write seven different variations, two will be sufficient.

Check Blackboard for review book answer keys and many unit worksheets complete with answer keys! There area also three practice tests with answers posted!

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.

Bio - 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 further discussed specific negative impacts on the environment such as water pollution via dumping of sewage, heavy metal ions, and other toxic chemicals.
We focused on the phenomenon of BIOMAGNIFICATION, the increase in CONCENTRATION of a substance that cannot be broken down by enzymes/metabolic activities. These substances increase in concentration as they get passed on to subsequent consumer levels in a food chain because there is a decrease in the total biomass of each level (most of the mass consumed gets excreted or burned up via respiration).
We then focused on several exotic/imported/INVASIVE species:
 purple loosestrife, brown tree snakes, the rhinohorn beetle, and zebra mussels.

We then did the next comparative anatomy step in our evolution/biodiversity lab.

AP Chem- took measurements to determine the Ksp of magnesium hydroxide.

Bio - Practice for Thursday's unit exam by taking the PRACTICE TESTS that I posted on Blackboard- answer keys are provided for quick feedback.
Check Blackboard  for a template/sample of how to do your upcoming review book homework (starting Thursday night) i.e. follow the directions and apply the test-taking skills that we have been discussing throughout this entire course. Your homework grade will be based mostly on your work shown (as seen in the template).
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).
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.
Better awareness of these negative human impacts can lead to legislation that decreases these disturbances.

AP Chem - we learned how to calibrate a pH probe to set up our Ksp lab.

Bio - Check Blackboard later this weekend for our upcoming review book hw schedule and Regents review session calendar.
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 began our Biodiversity/Evolutionary evidence lab. Those who were absent must make up this lab- be at extra help on Monday morning or afternoon. Thank you.

Bio - we continued our discussion on human impacts on the environment and continued to practice test skills, doing a review book section of questions.

Bio - we finished our discussion and write-up of the Beaks of Finches evolution via natural selection lab.
We then began the second part of our unit: Human Impacts on the Environment.


AP Chem- took part I multiple choice of our course final.

We then discussed competition among species that occupy similar niches (food source, habitat, resources used) in an ecosystem as seen in the Finch chart from our lab on natural selection/speciation of finches.
We reviewed the reason for biomass and energy pyramids for the various levels of organisms from producers through tertiary consumers: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 - 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 - We reviewed and discussed examples of the three types of symbiotic relationships:
mutualism, commensalism, and parasitism.
Then, we discussed food chains and food webs, which show the flow of nutrients and energy throughout an ecosystem among its organisms. A given food chain shows that nutrients/energy flows from producers (autotrophs=plants and algae) as they are eaten by primary consumers/herbivores and sometimes omnivores; then nutrients/energy flows from primary consumers to secondary consumers (carnivores/omnivores) as they eat the herbivores. Ultimately, when producers, primary consumers, and secondary consumers die, their nutrients are broken down and recycled into the ecosystem by the decomposers.
BRING IN YOUR REVIEW BOOKS FROM HERE ON IN. We will be reviewing test skills as we do questions for this dual unit and then be using the book for review hw.

Bio - BRING IN your review books- starting on Friday, we will be using them throughout the rest of this Ecology/Human Impacts unit.
Today we reviewed the types of organisms in an ecosystem as classified by method of obtaining nutrients and then we listed more specific and descriptive synonyms.
For example, heterotrophs can be herbivores, omnivores, or carnivores. Carnivores can be further subdivided into predators (lions, bears, humans) and scavengers (vultures, hyenas).
Saprophytes are decomposers that obtain nutrients by digesting and absorbing the nutrients from dead organisms.
We looked at the pyramid of biomass in a stable ecosystem, explaining how each subsequent level has ONLY about 10% of the total mass of the lower level. This has to be so because 90% of the nutrients consumed are respired for energy, much of which is lost as waste heat and cannot be converted to the flesh of the organisms of the higher trophic level. For example, you weight a LOT LESS than all of the food that you've ever eaten because much of the energy and nutrients from that food was lost as waste CO2, H2O, and heat from you!
We then looked at the nutritional relationships and flow of energy/nutrients in an ecosystem as seen in a FOOD WEB (series of inter-related FOOD CHAINS). We saw how biodiversity can stabilize a food web by lowering the impact of the loss of one member of a food chain because a higher order consumer would have more choices/food sources in a higher biodiversity food web.
Finally, we predicted the various effects of losing/depleting one organism in a food web; the loss of an organism typically causes an INCREASE in the population of organisms that were previously being consumed by the now extinct/depleted organism. The loss of the one population may also caused increased competition among the species that used to eat the population of now depleted organisms. The increased competition usually results in a population decrease.

Bio - we reviewed the abiotic factors/selecting agents, which are also some of the LIMITING FACTORS/resources in an ecosystem; we also reviewed the requirements for a stable ecosystem.
We then classified the various types of biotic factors by their nutritional relationships:
in an ecosystem, the AUTOTROPHS, e.g. green algae and plants, are the only organisms that can trap and store light energy in the bonds of glucose via photosynthesis; thus they make their own "food"/nutrition/carbohydrates.
ALL other organisms in an ecosystem are heterotrophs that obtain nutrition by consuming and absorbing nutrients from other heterotrophs and autotrophs.

AP Chem - congratulations to all of you who tried so hard and came to the apparently psychic review sessions :)
I hope that the test was a good experience for all of you and that you learned and applied a deeper understanding of chemistry from this year, and also that you applied test-taking skills to this AP exam.
Now it's time to relax and have a ...

Bio - began our unit on Ecology, which is the result of the process of evolution via the action of the selecting agents (both living and non-living) on the various species in their environments.
We defined and discussed populations, communities, ecosystems, biomes, and the biosphere.

AP Chem - went over our final part I released exam today and discussed a few lab technique and error source questions. Study today, tonight, and tomorrow BUT make sure that you are RESTED and that you have adequate carbs AND proteins before the test- you physically cannot think maximally without them!

Four hour marathon free-for-all review session at school today/tonight starts in Room 253, then switches to Room 308.
7AM LAST SECOND short-term memory review session just before your AP exam tomorrow morning. MOST/ALL students who attended the last minute review (in past years) were IMMEDIATELY rewarded by seeing some of the things just seen/discussed ON their actual AP exams. Sometimes, you make your own luck.

We are in the homestretch - as those of you who have actually taken practice timed exams already know, every point of improvement counts.
So, go to the AP Chem Exam Super Extra Help Files section, download and take the last two part I multiple choice exams; the answer keys and partial explanations are provided.
 Do not use a calculator, practice your estimation techniques. I found that putting numbers in scientific notation SPEEDS UP your solution time.
Also, check out the lab questions files.

Final review sessions: Monday after school from 4PM to 8PM with a break at 6PM.
Tuesday morning at 7AM in Room 308

Bio - took our unit exam on Evolution.
Finished up some of the labs: Peppered Moth Natural Selection, Biochemical Analysis of Evolutionary Relationships among Primates, and Dichotomous Keys.

AP Chem - discussed another Part II exam.

AP Chem Super Saturday!

Congratulations to those who are about to brave a Saturday alarm clock and experienced a REAL current-format AP exam. At least you will know the MINIMUM score that you will achieve in about 72 hours from then. You will also learn 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 will continue to practice 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 at 7AM, come to Room 308 for some last second exam facts, tips, reactions, lab equipment, colors, and bagels. That morning, before the exam, is also the FINAL deadline for any overdue homeworks. No work will be accepted for credit after that time.
Have a studious weekend!

Bio - check out Blackboard for the phylogenetic tree handout based on biochemical/amino acid sequence comparisons among species.
Also, DO the practice quizzes, tests, and worksheets! This practice will GREATLY help you on the exams.
Also, use your REVIEW BOOK- go through the evolution unit and check answers on Blackboard!
Today, we covered phylogenetic trees, which show evolutionary relationships among species from common ancestors, to more recent descendent species, to extinct descendent species. We use all 5 lines of evolutionary evidence, MOST importantly the biochemical DNA, amino acid similarities and differences to establish which species to put on which branches.

AP Chem - did a part II exam, partially, and then started our next part I.
For those of you who continue to miss our practice exams, I am staying after school on Friday to proctor whichever exam you previously missed.
Super-SATURDAY is our final practice AP exam in the SAM SPRINGER GYM AT 8AM !
We will be done with scoring and review by about 12:30 PM.
Do not miss this last opportunity. Attendance and taking at least two of the three released exams will determine whether we have an ELECTROCHEM/NUCLEAR/ORGANIC UNIT EXAM!

Bio - we covered all but one of the remaining evolution topics; we compared and contrasted Darwin's Theory with the more enhanced and accurate Modern Synthetic Theory of Evolution. We then discussed some of the more specific features of the modern theory: sexual vs. asexual reproduction adaptations in a changing vs. stable environment, convergent and divergent evolution, geographic isolation and eventual reproductive isolation causing speciation.
We then discussed the Heterotroph Hypothesis.
We discussed classification in order to discern evolutionary relationships. In doing so, we talked about Dichotomous Keys, how to use them, and how to create them based on a series of questions of opposites i.e. "does have trait A (go to 2), does not have trait A (go to 3).

AP Chem- we covered a released part I exam, discussing lab techniques, and specific redox processes e.g. galvanization. This is due on Thursday (unless you see me about handing that in later). Remember, work must be SHOWN for each question.

AP Chem - we did two of the eight part two questions. You must do all six of the remaining questions- we have to do them all to prepare for each question type on your forthcoming AP Chem exam.

Remember, as we do descriptive chem, think of the reaction types that you know COLD/by heart and SEEK them out- they WILL be on your AP exam! Don't let the test dictate to you- YOU control the test.
Be sure to carefully look over the part I exam and bring it to class tomorrow ready to immediately cover as many questions as possible.

Tomorrow night, WEDNESDAY,  at 6PM, we will have our second of the three released AP Chem exams. Again, we will have strict timing and test conditions, no food or cell phones allowed during the test. Work for the ENTIRE allotted time. Do NOT sit at your seat doing nothing, thinking you are done - that is wasting your test experience; there is NEVER, EVER, any test during which you cannot improve your answers with supplemental drawings, grammar/spelling correction, and/or checking that your answers actually addressed the question. If you do not take this practice exam as if it is the REAL exam, you are wasting your time AND creating psychological DOUBT about how you will "really" do. Make the MOST of this opportunity and do your utmost, your absolute best; then, do so again on Tuesday, May 11th.
Thank you.

Bio -  Here is an interesting website that you can use to trace your genetic ancestry back to various countries as you go back in time: https://genographic.nationalgeographic.com/genographic/lan/en/atlas.html

Give it a try.
We discussed the observations of Charles Darwin that led him to his proposed Theory of Evolution via Natural Selection. We went through his proposed mechanism of speciation of the various finches from the mainland of South America to the various islands of the Galapagos; each island had a different environment that had different selecting agents that favored/selected for different phenotypes/traits. Eventually (100000 years) each island had its own unique species of finch that had evolved from the common ancestral species of finch.

AP Chem - we finished nuclear by discussing fusion (binding energy, Einstein's equation) and fission. We focused on nuclear decay kinetics, which are always FIRST ORDER and, UNLIKE chemical kinetics, nuclear decay kinetics are INDEPENDENT OF TEMPERATURE CHANGES!

We introduced the first of our review AP exams.
HERE IS HOW THIS WORKS:
Look at the exam the night/day before class; the exam file will be posted on Blackboard by 6PM the night before.
Do whatever problems you can. For any problems give you trouble, ask about them in class and we will solve them together and review the concept.
The exam handed out in class today is on Blackboard; ALSO, the PART I/MULTIPLE CHOICE exam that we will review during the second of our two periods, is on Blackboard - download it, print it, and be ready with questions. Part I hw is TIME-CONSUMING because you must SHOW YOUR WORK/REASONING for each question. You will not be given credit for a mere correct answer. Also, I want to see test-taking skills on the hw- underline keywords and data.