Thursday, May 31, 2012
Thurs-Day 2
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.
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.
# posted by C @ 9:27 AM 
Wednesday, May 30, 2012
Wednes-Day 1
Bio - took the unit exam on Ecology and Human Impacts on the Environment.
We then continued the Relationships and Biodiversity Lab.
We then continued the Relationships and Biodiversity Lab.
# posted by C @ 9:26 AM
Tuesday, May 29, 2012
Tues-Day 2
Bio -Check Edline 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.
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.
# posted by C @ 9:25 AM
Friday, May 25, 2012
Fri-Day 1
AP Chem - the course final will be given on Tuesday and Wednesday, May 29th and 30th. Check email from Edline.
Bio - we discussed several major ecological problems, their causes, their negative effects on ecosystems/the environment, and ways that humans can reduce or undo the damage that they have caused primarily due to their overpopulation of the planet.
Enjoy your three-day weekend but PREPARE for next week's exam on Ecology/Human Impacts. There are HUNDREDS OF PRACTICE QUESTIONS posted on Edline with answer keys! Do the practice worksheets, quizzes, Regents review questions, etc. and come to extra help on TUESDAY morning (I'll be in Room 308 at 8:20, since we do not have school on Monday) and after school.
Do not take any chances on your next test; good preparation (doing many questions and written response answers) will result in a relatively easy A on this test. Ecology/Human Impacts is more story-telling than complex science.
Bio - we discussed several major ecological problems, their causes, their negative effects on ecosystems/the environment, and ways that humans can reduce or undo the damage that they have caused primarily due to their overpopulation of the planet.
Enjoy your three-day weekend but PREPARE for next week's exam on Ecology/Human Impacts. There are HUNDREDS OF PRACTICE QUESTIONS posted on Edline with answer keys! Do the practice worksheets, quizzes, Regents review questions, etc. and come to extra help on TUESDAY morning (I'll be in Room 308 at 8:20, since we do not have school on Monday) and after school.
Do not take any chances on your next test; good preparation (doing many questions and written response answers) will result in a relatively easy A on this test. Ecology/Human Impacts is more story-telling than complex science.
# posted by C @ 5:58 PM
Thursday, May 24, 2012
Thurs-Day 2
Bio - 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.
AP Chem - prepared solutions for the silver-reducing sugar lab.
Better awareness of these negative human impacts can lead to legislation that decreases these disturbances.
AP Chem - prepared solutions for the silver-reducing sugar lab.
# posted by C @ 5:51 PM
Wednesday, May 23, 2012
Wednes-Day 1
Bio - Thanks and kudos to all of you who took the time to participate in our first of many LE Regents review sessions. The work shown from that session is now posted on Edline. As we generalize from each exam, and perform score-increasing test-skills, we will gain increasing skill, knowledge, and confidence in taking this exam. Good job today!
We reviewed ecological succession, stressing that the plant/producer climax community heavily influences/selects for/determines the animal climax community in a given stable ecosystem.
We then discussed the world's aquatic and various terrestrial biomes, noting the typical plants and animals seen in each of these very different climate determined types of ecosystems.
CHECK EDLINE for a list of OBJECTIVES that can be omitted from the hw due Friday.
Recall, our unit exam on Ecology/Human Impacts is next Wednesday.
Bring your LE Review Book tomorrow.
AP Chem - began our silver mirror redox lab.
We reviewed ecological succession, stressing that the plant/producer climax community heavily influences/selects for/determines the animal climax community in a given stable ecosystem.
We then discussed the world's aquatic and various terrestrial biomes, noting the typical plants and animals seen in each of these very different climate determined types of ecosystems.
CHECK EDLINE for a list of OBJECTIVES that can be omitted from the hw due Friday.
Recall, our unit exam on Ecology/Human Impacts is next Wednesday.
Bring your LE Review Book tomorrow.
AP Chem - began our silver mirror redox lab.
# posted by C @ 3:24 PM
Tuesday, May 22, 2012
Tues-Day 2
Bio - we discussed and did a worksheet on ecological primary succession and secondary succession. This is just the normal course of events that form a stable ecosystem due to the long-term interactions between the biotic and abiotic factors in an ecosystem.
We also explained the element cycles of carbon, nitrogen, and oxygen, as well as the water cycle.
The chief reason for these cycles are the life processes of photosynthesis and respiration.
AP Chem - continued our qualitative analysis work.
We also explained the element cycles of carbon, nitrogen, and oxygen, as well as the water cycle.
The chief reason for these cycles are the life processes of photosynthesis and respiration.
AP Chem - continued our qualitative analysis work.
# posted by C @ 3:20 PM
Monday, May 21, 2012
Mon-Day 1
Bio - REGENTS REVIEW SESSIONS begin this Wednesday immediately after school; we will quickly and efficiently analyze an entire Bio Regents exam, and GENERALIZE from each question. This will maximize your preparation and potential for success on the 2012 Bio/LE Regents exam.
explained the phenomenon of BIOMAGNIFICATION in which a non-biodegradable substance that is not excreted or egested, accumulates in greater and greater concentrations in higher level consumers due to overall decrease in biomass of each higher level (90% of biomass is lost due to excretion and other life functions).
We then began to discuss the observed phenomenon of ecological succession, which merely shows that organisms (biotic factors) that are best adapted to a nearly barren environment, can change that environment (its abiotic factors), thus making the environment habitable for more complex organisms that are adapted to the more fertile environment.
AP Chem - finished up our qualitative analysis observations.
explained the phenomenon of BIOMAGNIFICATION in which a non-biodegradable substance that is not excreted or egested, accumulates in greater and greater concentrations in higher level consumers due to overall decrease in biomass of each higher level (90% of biomass is lost due to excretion and other life functions).
We then began to discuss the observed phenomenon of ecological succession, which merely shows that organisms (biotic factors) that are best adapted to a nearly barren environment, can change that environment (its abiotic factors), thus making the environment habitable for more complex organisms that are adapted to the more fertile environment.
AP Chem - finished up our qualitative analysis observations.
# posted by C @ 6:45 PM
Friday, May 18, 2012
Fri-Day 2
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.
AP Chem - continued our qualitative analysis procedures.
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.
AP Chem - continued our qualitative analysis procedures.
# posted by C @ 6:33 PM
Thursday, May 17, 2012
Thurs-Day 1
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)
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)
AP Chem - we began our qualitative analysis workout.
# posted by C @ 6:35 PM
Wednesday, May 16, 2012
Wednes-Day 2
Bio - we explained each factor that determines the stability of an ecosystem, emphasizing the most important factor, which is a constant source of energy i.e. sunlight energy.
We continued to finish our lab skill of using or making a dichotomous key in order to classify organisms.
Unit objectives will be posted on Edline, and handed out tomorrow.
Also, we will discuss Regents Bio Review sessions, which I will begin this week or next Monday, and have regularly until the the morning of Tuesday, June 19th, our Bio Regents testing day. If you start to prep with me this week, you should be able to achieve a high 90s or even a triple-digit score on this exam - we will cover both Regents Bio material AND specific test-taking skills for this exam.
We continued to finish our lab skill of using or making a dichotomous key in order to classify organisms.
Unit objectives will be posted on Edline, and handed out tomorrow.
Also, we will discuss Regents Bio Review sessions, which I will begin this week or next Monday, and have regularly until the the morning of Tuesday, June 19th, our Bio Regents testing day. If you start to prep with me this week, you should be able to achieve a high 90s or even a triple-digit score on this exam - we will cover both Regents Bio material AND specific test-taking skills for this exam.
# posted by C @ 2:23 PM
Tuesday, May 15, 2012
Tues-Day 1
Bio - began our new unit on Ecology; this unit will be presented in the context of Evolutionary Theory, that is, we will show how ecological relationships are the result of natural and artificial selection of phenotypes within and among species.
We looked at several terms, with examples, that we will used throughout the unit: population, community, ecosystem, biome.
We looked at several terms, with examples, that we will used throughout the unit: population, community, ecosystem, biome.
# posted by C @ 2:19 PM
Monday, May 14, 2012
Mon-Day 2
Friday, May 11, 2012
Fri-Day 1
Bio - we finished up the Evolution unit by reviewing some aspects of modern evolutionary theory such as gradualism vs. punctuated equilibrium, and the strengths and weaknesses of each of these hypotheses. We looked at phyogenetic trees, which show evolutionary relationships. These tree diagrams are assembled mainly from biochemical evidence, but geological, cytological, embryological, and anatomical evidence are also used.
Study for Monday's exam! Plenty of practice tests/quizzes on Edline. There is also extra help on Monday morning, a perfect last chance to ask questions just before the exam.
Study for Monday's exam! Plenty of practice tests/quizzes on Edline. There is also extra help on Monday morning, a perfect last chance to ask questions just before the exam.
# posted by C @ 7:17 PM
Thursday, May 10, 2012
Thurs-Day 2
Bio - REMINDER: BRING IN YOUR BIO REVIEW BOOKS FOR FRIDAY'S CLASS; WE WILL DO SOME PROBLEMS FROM THE BOOK, AND I WILL SHOW YOU HOW TO BEGIN YOUR REGENTS REVIEW BY PROPERLY USING THAT HELPFUL BOOK. Thanks.
we discussed two contentions regarding the RATE of evolution of species throughout biological history. These slightly different explanations are called Gradualism and Punctuated Equilibrium; we discussed their two main proponents: Richard Dawkins and Stephen Jay Gould, both super-geniuses!
we discussed two contentions regarding the RATE of evolution of species throughout biological history. These slightly different explanations are called Gradualism and Punctuated Equilibrium; we discussed their two main proponents: Richard Dawkins and Stephen Jay Gould, both super-geniuses!
# posted by C @ 2:03 PM
Wednesday, May 9, 2012
Wednes-Day 1
Bio:
Here's the update on the objectives that you can omit for the hw that is due tomorrow.
Remember, for the many "recognize" and "realize" objectives, you merely have to copy (and memorize/understand) the objective stated after the words "recognize" or "realize". Objectives to omit: #7 (this objective is redundant) #16, #17, #22, #26, and #31.
For help with number 5, here is a definition of the observed Law of Superposition: The Law of Superposition states that strata/rock layers that are younger will be deposited on top of strata that are older, given normal conditions of deposition. This way, we can infer that fossils found in lower layers/strata were from species that came before the species that formed fossils in the upper layers/strata.
Also, thanks to Alley for providing these informative and fun instructional video links on
speciation: http://www.youtube.com/watch?v=2oKlKmrbLoU&feature=g-u-u
and natural selection: http://www.youtube.com/watch?v=aTftyFboC_M&feature=relmfu
(you may have to copy and paste these links into your browser address bar)
See you tomorrow!
Mr. Cicale
Here's the update on the objectives that you can omit for the hw that is due tomorrow.
Remember, for the many "recognize" and "realize" objectives, you merely have to copy (and memorize/understand) the objective stated after the words "recognize" or "realize". Objectives to omit: #7 (this objective is redundant) #16, #17, #22, #26, and #31.
For help with number 5, here is a definition of the observed Law of Superposition: The Law of Superposition states that strata/rock layers that are younger will be deposited on top of strata that are older, given normal conditions of deposition. This way, we can infer that fossils found in lower layers/strata were from species that came before the species that formed fossils in the upper layers/strata.
Also, thanks to Alley for providing these informative and fun instructional video links on
speciation: http://www.youtube.com/watch?v=2oKlKmrbLoU&feature=g-u-u
and natural selection: http://www.youtube.com/watch?v=aTftyFboC_M&feature=relmfu
(you may have to copy and paste these links into your browser address bar)
See you tomorrow!
Mr. Cicale
# posted by C @ 3:57 PM
