Statistical Analysis

Today students in E period finished the chocolate statistics lab and we recapped the syllabus points for Statistics (see below and click the pictures to make them larger).  You also have these syllabus points on the back of the Topic 2.4 Syllabus

Mark your calendars because on January 18th, you will have a quiz on statistics.  Check out Mr. T's PowerPoint below for an excellent explanation of Stats.

Statistical Analysis

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Chocolate Statistics

Chocolate statistics

Initial observations

Look at your chocolates. Which do you think has the greater mass, a Smartie or an M&M? Or do you think they have the same mass?

Now touch your chocolates and ask yourself the same question.

Create a Hypothesis 1 (H₁) _{(alternative)} and a Null Hypothesis (H₀ )

Data Collection

How many Smarties/ M&Ms do you think you would need to measure the mass of to collect enough data to be sure of your answer?

Measure the mass of your Smarties. Now do the same for your M&Ms.

Record the data in an appropriate table. Don’t forget to include the units and the uncertainties of your equipment.

Data Processing

Calculate the arithmetic mean mass for your Smarties.

 Now do the same for your M&Ms.

Calculate the Standard Deviations.

Perform an unpaired t-test on your results.

Data Presentation

Draw a graph of your results. Include error bars.

Conclusion and Evaluation

Which hypothesis can you accept/reject and why?

What were the possible errors in your experiment?

Calculating Standard Deviation

The Standard deviation (SD, s or ) of the mean tells us how spread out the reading are ( the ‘spreadoutness’ of the data).

1. Calculate the mean

2. Measure the deviations

3. Square the deviations

4. Add the squared deviations

5. Divide by the number of samples minus 1

6. Square root the answer

Ask your math teacher to show you how to calculate the standard deviation on your calculator. Or…. Just use Excel :)

The unpaired t-test

Go to

http://www.graphpad.com/quickcalcs/ttest1.cfm

and enter your data.

Your analysis is due by the on Thursday.

Topic 1: Statistics

Statistics and using spreadsheets are an important aspect in an scientific field.

Today (or tomorrow for H period), students completed the following activity.

Excel can be used for many things: quickly finding the mean for a set of data, calculating standard deviation and even......... making a cartoon of Mike Tyson. Today students completed a worksheet on their computers where they needed to manipulate sets of data. Below is the worksheet with the hyperlinks.

Using Excel to Manipulate Data

A. Open the first file: 2003 American League Baseball Salaries

1. List three ways in which you could manipulate this data.

2. Sort the data so that each position is grouped together. Make sure that the salary of each player stays with the correct position. How many catchers are there?

Find the mean salary for each of the positions and fill in the information in the table below.

Catcher	1st Base	Outfielder	Shortstop	Pitcher	3rd base	2nd base

Which position has the highest mean salary?

B. Open the Price of Electricity file.

3. How many years have complete records for the price of electricity?

4. Create a scatter plot in Excel (or numbers) showing the average price in electricity for the years 1986-1995. Make sure to correctly label the x and y axis and write a title for the graph. Add your graph to this word document. Unsure how to make an xy scatter plot? Click through this PowerPoint if you are a Mac user.

5. In your own words, explain standard deviation in the space below. If you don’t know what standard deviation is, read about it here (it’s the first term on the list).

6. Go back to your Excel / Numbers file. Calculate the standard deviation for 1986-1995. To do this, click in the cell next to the annual average and type =STDEV(

Then highlight the data for each month in that specific year

Close the ) and press enter/return.

Highlight this cell and place the cursor on the edge of the cell so it changes from an arrow to a +

Drag the blue edge straight down the column, until you have reached 1995.

You now have the standard deviation for each year.

7. Add standard deviation bars to your graph. If you do not know how to do this, watch this video if you use a Mac or watch this video if you have the new version of Windows. You may only be able to add the error bars for three years at a time.

8. Turn your graph from an xy scatter plot into a bar graph. Again, make sure it is correctly labeled.

9. What does the green triangle in the left top corner of each standard deviation box signify?

10. Which year had the most consistent gas price?

11. Which year had the largest standard deviation? What does this tell you about the gas prices that year, compared to the other years?

12. On a scale of 1-10 (ten being impossible, one being super easy) how hard was this assignment? Please write the name of each person in the group and his/her response

13. Please complete the feedback table below. For each of the four tasks, please write if you already knew how do to this or what it is. Write yes if you knew it before or no if you didn’t not know it before class today.

Name	What standard deviation is	How to find standard deviation	How to add error bars to a graph	How to find the mean using Excel

Wrapping up Cell Membranes

Today we finished learning about cell membranes, specifically active transport, endo/excytosis and the role that vesicles play in transporting proteins throughout the cell.  Below are a list of links to the animations we watched in class.

Exocytosis (go to slide 12)
Endocytosis
Vesicles are used to transport proteins (the golgi video)
The Sodium-Potassium pump

Homework:  A typed, paper copy of your experimental design is due Monday or Tuesday, depending on when your class meets.   Since this should be pretty much done, you also have a DBQ due on Monday / Tuesday as well.  The DBQ is also on page 33 of your book.

Osmosis Design Practice

Yesterday and today students had the opportunity to 'play' in the lab using their experimental designs.  Here are some of the things they learned:

It's nearly impossible to transfer yogurt into dialysis tubing.

"Place half of the potato in water" is a completely unacceptable statement in a procedure.

Knowing what equipment is available will making writing a procedure much easier.

Measure in grams, not in "pinches" or "teaspoons."

After you've had a chance to 'play' it's OK and sometimes advisable to completely change your procedure.

Be Specific!
Be Specific!
Be Specific!

Tomorrow you will have class time to continue working on your designs.  The final design, following the guidelines you were given in class (at the back of the packet and have been emailed) will be due on Monday or Tuesday, depending on when your class meets.  You MUST have a printed copy of this assignment.

Experimental Design

Today we talked about experimental design and students were given the pages from the Syllabus that specifically address what assistance they can and can not receive from me.

After reviewing independent and dependent variables, we learned about the 5 x 5 model of experimental design.  Below is a sample 5 x 5 design for an experiment examining the effect of salt concentrations on the growth of bean seeds. 

On Monday or Tuesday of next week you will be carrying out this experiment. You will also have class on Wednesday to do this experiment as well.

You must come to class with the following information TYPED:  Refer to the pack you received in class today for the details of each section.

Planning (a):
         Question
         Hypothesis
         Variable chart


Planning (b):
        Protocol Diagram
        Procedure


Raw Data Table

Osmosis & Diffusion

Today we reviewed osmosis, diffusion and facilitated diffusion.  To see animations of each of these types of molecular movement check out these links:  osmosis, diffusion or facilitated diffusion

from: http://www.glogster.com/media/5/32/61/40/32614024.jpg

Tomorrow we will be talking about experimental design.  You will need to design an experiment that addresses the ONE of following questions:

How do different concentrations of a specific solution affect the rate of osmosis in potatoes?

OR:

How do different concentrations of a specific solution diffuse across a semi permeable membrane?

You have been emailed a series of documents (which you will also receive in class) that help you to plan out your experiment.

When you come to class tomorrow you need to have:

A hypothesis
Identified the independent variable
Identified the dependent variable
A list of things that you will need to control in this experiment

I can not emphasize this point enough:
You must complete this on your own.  You may do any research you like (CITE YOUR SOURCES!), however you can NOT work with a partner!

Test Today - Topics 2.1 - 2.3

Today students had a test on Topics 2.1 - 2.3.

For homework you need to read about osmosis and diffusion.  You can either read pages 28-33 in the book, or you can use the links below.

How osmosis works (animation with narration and text)
Diffusion and osmosis (text)
Osmosis from Wisc-Online (interactive)
Diffusion (John Kyrk) - animation

Topic 2.4 - Membranes

Today (or tomorrow for H period) we started to learn about the importance, structure and function of cell membranes.  We completed 2.4.1-2.4.3.

Click the picture to link to the tutorial on the construction of the cell membrane.

The video clip below explains why the plasma membrane is a fluid mosaic.




Homework: Study for your short test on Topic 2.1-2.3 on Wednesday.

Scale Bar Magnification & Stem Cells

Today we revisited how to calculate the magnification of an image as well as the actual size of the image.  We spent the last 10 minutes in class discussing stem cells.

Homework for next class:  Read pages 25-27 in your book and take notes.

Figure 3: SEM micrographs of the distal part of the tarsus in the Coccinella septempunctata beetle. Inset shows magnified claw tip, where the white inscribed circle was used to measure the diameter of the claw tip. CL: claws; D: diameter of the claw tip. Scale bar = 50 μm. Scale bar of the inset = 5 μm. (Beilstein J. Nanotechnol. 2011, 2, 302–310. doi:10.3762/bjnano.2.35)

Wrapping up Topic 2.3 - Eukaryotes

Today we finished learning about Eukaryotes and how cells differentiate.  Tomorrow we will spend the day working on solving magnification problems. 

On Wednesday November 30th, you will have a test on Topic 2.1-2.3.

Eukaryotes

Yesterday during E period we discussed the parts of animal and plant cells.  For homework you needed to complete the second and third pages of the packet.

image from fsu.edu

In reality, cells aren't as colorful as the one pictured above.  Below is an electron micrograph of a liver cell.

Image from une.edu

 

 

 

 

Prokaryotes & Eukaryotes

Today we completed Topic 2.2 on Prokaryotes and started Topic 2.3 on Eukaryotes.

Work for E period on Monday:
You have been emailed a packet to work on in class on Monday.  You can either print the notes or work on them on your computer.

Here are some resources, in addition to your book, to help you complete the packet:

Eukaryotes

View more presentations from Stephen Taylor
 
Look inside the cell with Utah Genetics 
Nerve Cells
Assignment Discovery: Look inside cells
Specialized Plant Cells

Cell Size and Stem Cells

Today we just about wrapped up topic 2.1.  For homework you need to read and take notes on 2.1.9 and 2.1.10.

In addition to the book, check out the resources below:
Article: Stem cells can convert to liver tissue, help restore damaged organ
Animation: Differentiation and the fate of cells
Online notes: Topic 2.1.9 and 2.1.10
Animation: Stem cell differentiation
Poster/PDF: Stem cell 'cheat sheet'

Calculating Magnification and Actual Cell Size

Today students worked on calculating the magnification and actual size of cells and organelles.  Click the picture below to link to an interactive animation that helps you see the size of a cell.

Homework: Complete the assigned problems from the worksheet in class today.

Starting Topic 2: Cells

Yesterday / today, we started Topic 2 by learning about cell theory.   Please make sure to bring your textbook to class on Wednesday. 

Student Presentations

Today students gave presentations using the data we collected from Academic Travel. 

Practice IA for the data from Academic Travel

Yesterday afternoon we met with Mr. Merritt for an hour to recap our data from academic travel (see the data from Italy below).  He talked to us about the sampling method that his father, Dr. R. Merritt, has created over the past three decades!  Click on the picture to make it larger.

Today students worked on writing Aspects 2 & 3 of the conclusion and evaluation section of an Internal Assessment.

Students were also divided up into groups for their stream presentations on Friday.  Below are the groups.

E period:
Topic 1: Aleksa, Albert
Topic 2: Csilla, Thais, Angelika
Topic 3: Gabri, Lucia, Carlos
Topic 4: Sofia, Sebastian, Tselmeg

H period:
Topic 1: Zoe, Juan, Daniela
Topic 3: Alessandra, Juliana, Nicolo
Topic 4: Tim, Ignacio, Lud

Test Today

Today (or tomorrow for H period) students had their test on Option G.

Please remember that:

Tomorrow (Tuesday) from 15:50-16:50 we will be meeting with Mr. Merritt to go over our stream data in preparation for a practice data collection & processing I.A.

Wrapping up Classification

Today we finished the last bit of classification of the insects from Airolo. We also completed the last bits of Option G. Make sure to review for your test on Monday/Tuesday of next week.

Welcome Back from The Greatest Academic Travel. Ever.

On behalf of all of us teachers who went with you on Academic Travel, thank you for making this the best Academic Travel we've ever been on.

You learned new skills regarding identification & classification of insects, how to kicknet and where the best places are to find the five different types of functional feeding groups in a stream.

This week we will wrap up classifying the organisms you found in Airolo into the five function feeding groups.  Thursday we will review Option G and on Friday you will have a test on Option G.

Wrapping up G3

Yesterday we wrapped up G3 by learning about Biomagnification and the disruption of the Ozone Layer.  Check out the embedded PowerPoint in the post below with the information.

Today we learned about the river continuum concept, which Mr. Merritt will be talking more about on Academic Travel.  We also spent time going over each of the tests you will be doing and started G2.

We leave on Tuesday morning. You must be all packed, ready to go with your lunch made, bladders emptied, and in our classroom at 8:30am. 

Simpson's Diversity Index

Today we learned about the Simpson's Diversity Index.  We used the data in the PowerPoint below (starting on slide 4).  After you have calculated the D values for each of the three sets of data, go to slide 6 click through the PowerPoint to answer the questions on the back of the Simpon's Diversity Index Sheet.

Impacts of Humans on Ecosystems

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Conservation of Rainforests & Invasive Species

In the first class of this week, we focused on conservation of rainforest species, as well as revisiting invasive species.

Please bring a computer to class tomorrow, as we will be learning how to calculate the Simpson's Diversity Index for species.

Also, remember that you were given an extension on the temperature data analysis.

Using Vernier Probes: Events with Entry

On Friday we went out to various locations on campus and learned how to use the Vernier Temperature Probes.  For Academic Travel it will be important for us to be able to use the "Events with Entry" feature to collect our data.

Depending on which class you are in, we either went to five or six locations on campus. To compile the data, I only used the data from locations 1 - 5.

In case you've forgotten, here are the locations:

Location 1: Number 5 on the outdoor basketball court (uncovered)
Location 2: Number 15 on the outdoor basketball court (covered)
Location 3: The blue sign for "Library & Palestra"
Location 4: The grass in front of the Library
Location 5: The Swiss Flag pole

You have been emailed an Excel file with the data as well as a PDF with information about Data Collection & Processing for Internal Assessments and what you need to do with this data.  Read this information carefully.

A printed copy of this assignment is due at the start of class on Wednesday.  This will be assessed using IB criteria and will count towards your overall grade.

Today we went out to the field below the library and used a 10 x 10 meter quadrat with randomly selected 1m x 1m squares to examine the species diversity in the area.  Who knew how many different species were in that little field!

A selection of some of the species

An arthpod on the underside of a piece of clover.

Tselmeg sketches and counts the species in her quadrat.

No homework tonight, enjoy your night off.  Tomorrow we will be using Vernier Temperature Probes to create a temperature map of campus and learn how to use the "Events with Entry" setting.  We will use this method of collecting data on academic travel.

Starting Quadrat Sampling

Today we went out to the field behind the library and students selected a 10 meter x 10 meter area to use for their quadrat sampling.  After clearly marking the quadrat, students chose two numbers out of a beaker act as X and Y co-ordinates to select a one by one meter square to sample.

Tomorrow please go directly to the field.  Make sure to have your notebook and something to write with.

Reviewing Interactions, Learning about Niches and Sampling

Today we reviewed the different types of interactions organisms can have as well as the factors that influence the distribute of both plants and animals.

Moving forward, we finished the guided notes packet and started to talk about different types of sampling.  On Wednesday, you will practice sampling using both a transect and a quadrat, since these are sampling techniques we will use on Academic Travel.

You have two parts for your homework:

Part 1:  Use the example below (from slide #12 of Mr. T's Option G1 PowerPoint) and find the following information for an organism from your food web. 

You need to include:
The scientific name of the organism
A description of its habitat
Nutrition
Predators
Interactions with surrounding species
Reproductive habits.

You must also cite your sources for this information.

Part 2:
Read and take notes on page 352.  Complete the DBQ.  Relax, it's a three point DBQ.

This is due on Wednesday.

Topic 5 Test

Today students had a test on Topic 5: Ecology & Evolution.  When we return from fall break we will continue with Option G and get ready for Academic Travel.

Interactions between species

First: Don't forget that you have your test on Topic 5 tomorrow!

Today we finished G.1.2 and most of G.1.3.  To see many of the video links and examples from class today, click through Mr. T's PowerPoint below.

Community Ecology

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And now for a more light-hearted example of mutualism:

Dichotomous Keys & Option G

Today (or tomorrow for H period) students completed the tree ID using the dichotomous key and created their own dichotomous key for a group of arthropods.

These two activities wrapped up Topic 5.  Moving forward, students were given a new 'student syllabus' for Option G.  Students were also given a guided notes packet, that will help to organize their notes.

We started Option G by outline the factors that influence the distribution of plant and animal species.

Your homework is to study for your test on Topic 5 on Thursday.

Topic 5.5 - Working with Dichotomous Keys

Today we reviewed bionomial nomenclature, the seven levels of taxa and how to distinguish between the four main phyla of plants.

Since the link on the blog for your assignment yesterday was broken, we discussed how to distinguish between the following phyla of animals: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda.

We spent the bulk of the class period learning about dichotomous keys, starting with making a key for the students in the class.  Next students practiced identifying various leaves using a dichotomous key.  This will be a skill that we use on academic travel to identify the organisms in the pitfall traps and that we collect from kick netting.

On Monday/Tuesday we will wrap up the tree identification activity and you will create your own dichotomous key for eight organisms.

Lastly, here's a final reminder about the DBQ on page 201 that is due Monday October 3rd for E period (or October 4th for H period).

Work for class on Thursday Sept. 29th

Here is what you need to do in class on Thursday.

You will be completing the two following assessment statements:

5.5.3 Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta.

5.5.4 Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda.

So, let's begin!

Kingdom Plantae can be broken down into to main groups, non-vascular plants and vascular plants.  You might be thinking, "ugh, plants."  Well, plants are great and without them we'd be hard pressed to get all the oxygen we need (Thank you photosynthesis).  You also need to learn about plants because you will be identifying plants on Academic Travel.  

 

(Image from Mr. T's Topic 5.5 PowerPoint)

Click here to get to Mr. T's PowerPoint on topic 5.5. Start on Slide 14 (use the buttons at the bottom of the viewer to navigate).  By clicking on each picture you can link to information about each type of plant.

Slide 15: Make this table in your notebook.

Slide 15: Fill in this table.  If you're not sure what is meant by sporangia, look it up!  Don't simply write things down if you don't understand them.  You can also click back to slide 14 click on the image of the plant type to get more information.

And now, onto 5.5.4....

Click the picture below. This will link you to a website where you can click on each phylum that you need to collect information about.  Not sure which phylums you need to know about?  Look at your syllabus!  (or just scroll to the top of the post).

You only need to write the brief description about the phylum, not the information about the classes.
Since this website doesn't have information about platyhelminthes nor arthropoda, you can find information about these two phylum, by looking at the links below.

Platyhelminthes

Arthropoda

If you finish this assignment, you can make flash cards or a review sheet for the test a week from Thursday.

Topic 5.5 - Classification

Today we wrapped up topic 5.4 with students sharing examples of the environment driving evolution.  After this we started topic 5.5 - Classification. 

I will not be in class tomorrow, but as we talked about today, you still need to go to class and BRING YOUR COMPUTER/iPAD.

E period - Mr. Bendel is your sub
H period - Mr. Ogilvie is your sub.

You were not given homework tonight, but you should be working on the DBQ due at the beginning of next week and studying for your test on Thursday.

Topic 5.4 - Evolution

Per Angelika's request, here is the evolution PowerPoint we have been working from.  I did not create this wonderful presentation.  It comes from Stephen Taylor.

Evolution (Core)

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Click the picture below to link to the video clip we watched about antibiotic resistance in TB.  (5.4.8)

Homework: Due Wednesday:  

On the syllabus for 5.4.8, it says "Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in  bacteria. "

Your job is to find information on another example of evolution in response to environmental change.  You should be prepared to share with the class a brief summary that includes: what organism was affected, what caused the change, and what the change was. 

Below are some ideas to get you started:
* The changes in size and shape of the beaks of Galapagos finches;

*Pesticide resistance in crops

* Industrial melanism or heavy- metal tolerance in plants.

 

Topic 5.4 - Evolution

Today students took a reading quiz on pages 193-196. This quiz will count towards the effort grade.

After discussing the quiz, we scrolled through the John Kyrk evolution animation.  Click the picture below to link to this incredible animation.

We also watched part of an interview with David Attenborough on his thoughts on Charles Darwin.



Homework for Monday (E period) or Tuesday (H period): Complete the DBQ on page 194. Be sure to carefully read the prompt and command terms in the questions.

Topic 5.4 - Evolution

Yesterday students worked the questions they wrote using the command terms, afterwhich we started Topic 5.4 Evolution.

Below are some short videos to help you get started on this topic.

Who Was Charles Darwin


Isn't Evolution Just a Theory?

The homework was to read and take notes on pages 193-196

Recaping Topic 5.3

Today we recapped topic topic 5.3.
Using a logistical growth simulation, we compared what happens when you change the rate of reproduction (r) for how long it takes to reach carrying capacity (K).  Click the picture below to link to the simulation.

We also looked at Breathing Earth as a simulation that connects topics 5.2 and 5.3 (click on the picture below to link to it).

Homework: page 184 # 3, #4, #6

DBQ: Uncertainty in temperature rise projections

Here are the answers to the DBQ: Uncertainty in temperature rise projections (p. 190)

1. AIFI

2. Minimum 1.1 deg. C, maximum 5.9 deg. C

3. 1.8 deg. C

4. 2.1 deg C in the Arctic versus 1.8 deg C for the global average.  The Arctic temperature rise is higher than the global average.

5. In addition to greenhouse gasses, it is possible that positive feedback cycles will exacerbate the problem; such as melting of polar ice caps; the permafrost melting or increase in cloud cover.

6. You should have made reference to the following things: Depends on whether data used by centers is the same or independently gathered; more centers means more validity in the data; the importance of a larger sample size.

7. Your answer should have made reference to the following points:
* According to the precautionary principle strong action is called for because the consequences of inaction are potentially catastrophic.
* The costs of mitigating the problem should be borne equally among all countries.
* Developing nations need access to carbon production to achieve a higher standard of living.
* Actions taken will require greater reductions of carbon consumption in the developed world.

8. Your answer should have made reference to the following points:
* Forces acting in support of avoiding economic risks are generally more powerful than protecting the environment.
* Some shifts in economic activity are possible.
* Examining the effects of shifts in local vs. global economies.
* A shift to a greater degree of subsistence activities.
* Fossil fuel shortage may aid shift.

Zebra Mussels Webquest

Today (or tomorrow for H period) we started class with a brief recap of the homework.  For the remaining class time, students worked on a Webquest that addresses the following assessment statements:

5.3.2 Draw and label a graph showing a sigmoid (S-shaped) population growth curve.

G.3.4 List three examples of the introduction of alien species that have had significant impacts on ecosystems.

G.3.6 Outline one example of biological control of invasive species.

  

You can link to the Webquest here and read background about the Zebra Mussel here.

Homework: There's no homework due tomorrow.  However if you have time,  you can always review your notes or make a few flash cards or a quizlet.

Bring a computer to class tomorrow (or Tuesday)

Please bring your computer to class tomorrow (or Tuesday).  Click here to link directly to the post with your homework.

News Flash: Arctic Ice Hits Near-Record Low, Threatening Wildlife

This article

"Arctic Ice Hits Near-Record Low, Threatening Wildlife" 

was front page news at NPR.org today.  The article title is basically what assessment statement 5.2.6 is asking you to understand.  

(Don't forget about your homework for Monday, which is right below this post)

Finishing Topic 5.2

Today we wrapped up topic 5.2 - The Greenhouse Effect, by examining the consequences of a global temperature rise on arctic ecosystems (5.2.6).

Upon finishing topic 5.2, students gave themselves revisit scores on their student syllabus.

Students spent the remaining class time working on the DBQ: Uncertainty in temperature rise projections.  The answer for this question will be posted at the end of the day on Tuesday (when both classes have turned in their answers).

Homework for Monday or Tuesday of next week (depending on when your class meets):
Define the following words: natality, immigration, mortality, emigration and read/take notes on page 182.  If you have not already done so, you should also finish the DBQ assigned in class today.

Optional reading :

Melting Tundra Creating Vast River of Waste Into Arctic Ocean

Please bring a computer to class on Wednesday.  The computer needs to have Flash installed, but it does not need Excel.

Analyzing Data on CO2

Today we will be using data from theMauna Loa Observatory on the Big Island of Hawaii to look at trends in CO2 levels.

Follow the directions below to complete the assignment:

Part 1:
1. Open a word document and title it "Analyzing CO2 Data"

2. Click here to access the Seattle Central Website, open this site in a new window or tab. Information about the data: Time is expressed in months, with May of 1974 as month 1 (zero was not used to avoid the usual problems with exponential and power law regression). The observatory is at 3,400 m or 11,000 feet above sea level.

3. Download the data in an Excel File.

4. Open the Excel File.

5. Create an x y scatter plot for the data. Not sure how to make an x y scatter plot? If you are a Mac user, click here. If you use a PC, you can still look at the slideshow, but some of the formatting in your program will be different.

6. Make sure to add a title and label each axis appropriately. Copy and paste this graph into your word document titled "Analyzing CO2 Data."

Part 2:

Answer the following discussion questions below the graph in your word document. Please answer using complete sentences.

A. You no longer need to do question A.

B.Suggest why average carbon dioxide levels increased each year represented in the graph?

C. Explain why the concentrations of CO2 show a yearly zig-zag pattern.

D. Suggest why the island of Hawaiʻi one of the more ideal locations for collecting atmospheric CO2 as a model of the concentration for the world?

E. Does the data collected at Mauna Loa tie in to scientists' recent predictions about climate change and global warming?

Part 3:
Find a current (within the last year) new article on the increase in CO2 levels.

Write the url and title for the article.

Provide a brief summary of the article.

Based on the news source, how much trust can you put into what is said? Explain your answer.

This assignment is due by the start of class on Friday.  You may either print out your answers and bring them to class or email me your answers.

Your first quiz & revisting the precautionary principle

Today students had their first quiz, for many it was very successful. After reviewing the quiz, we took some time to go over the grading for the class and revisited the precautionary principle.

Please read page 188 tonight and make sure to bring your computer to class tomorrow.

Quiz Tomorrow

Tomorrow you have your first IB quiz. You are responsible for topic 5.1. The quiz has seven multiple choice questions and you will have nine minutes (the time limit is set by the IB) to complete the quiz.

We'll correct the quiz in class, so you can have instant feedback. The remaining 25 minutes in class will be used to revisit the precautionary principle writing prompt and work on a DBQ.

Please remember to bring a computer (and a charger for your computer) to class on Thursday.

DBQ: Fishing Down Marine Food Webs

DBQ: Fishing down marine food webs

Here are the answers for the DBQ on page 180:

1. A possible way to deduce the trophic level of a fish once it is captured is to examine its stomach contents. By determining the trophic levels of the fish's prey, one could potentially determine the tropic level of the captured fish.

2. a) Both marine and freshwater fisheries have been declining over the study period. The rate of decline is faster in fresh water populations than in marine populations. The rate of decline is more constant in marine/accelerating in freshwater.

b) Freshwater fisheries have been overfished for longer; freshwater populations smaller/more susceptible to disruption.

3. Generally, increasing in age means increasing size. Therefore increasing size means broader range of prey including larger fish/higher trophic level fish. (note for students: just because an animal is bigger doesn't necessarily mean that its tropic level is higher. For example the Northern Right Whale has a trophic level of 3.2, while the Pantropical Spotted Dolphin has a trophic level of 4.3). I didn't make those numbers up, they came from the paper "Diet composition and trophic levels of marine mammals" by D. Pauly, A.W. Trites, E. Capuli and V. Christensen (ICES Journal of Marine Science, 55, 467-481)

4. Age is correlated with trophic level; lowering of the tropic level means lowering the mean age.

5. Greater biomass of lower tropic level means a higher sustainable yield which allows higher trophic levels to recover. In addition, less energy is lost when there are fewer tropic levels. As the trophic levels increase, less of the initial energy is available.

The Carbon Cycle & ToK Connections

Today we reviewed the carbon cycle (click the picture to link to the animation and background information.We also saw not one, but two ToK links in the biology syllabus. The first one we saw was the Gaia Hypothesis. Here's a connection between the Gaia Hypothesis and carbon dioxide

"(C02) in the Earth's atmosphere is far less abundant than chemistry alone would allow. If life was deleted carbon dioxide would become 30 times more abundant. Large quantities of carbon dioxide are currently locked up by living organisms." (taken from the aforementioned Gaia Hypothesis link)

We finished the class with students completing a timed writing prompt on Topic 5.2.5

Your homework is to study for your quiz on Topic 5.1 in class on Wednesday. Anything in the syllabus for topic 5.1 is fair game.

Wrapping up Topic 5.1

Today we finished Topic 5.1. We started class by attempting to redraw the food webs that you created for homework. This is information you need to remember in two years, were you able to remember it less than 24 hours after writing it down?

Upon wrapping up topic 5.1, students completed a working with data question (page 184 #5).

Homework:
Part 1: Complete the DBQ on page 180. Work by yourself, this assignment will be collected on Monday/Tuesday in class.

Part 2: Read pages 185-187, take notes. Pay particular attention to the carbon cycle on page 186 (this is assessment statement 5.2.1)

Food Webs

Today in class students had their first DBQ (Data Based Question) Pop Quiz (see answer below). After the quiz we looked at the TASIS Effort Scale to remind everyone that an effort 5 is truly outstanding where as an effort 3 is satisfactory work.

We spent the rest of the class learning about food chains, webs and trophic levels (Assessment Statements: 5.1.3 through 5.1.10).

Tonight for homework: Complete 5.1.8 in your notebook. To help you, go to the Ecology/Evolution (5, D, G) page and click on "Basic Build Your Own Food Web -Interactive"
Here are the answers from today's DBQ Pop Quiz (you can find the question on page 175 of the book).

1. The ecological concepts in Charles Darwin's description are food webs, biotic/abiotic interactions and decomposition.

2. The entangled bank is an ecosystem. An ecosystems is defined as a collection of all organisms that live in a particular place, which includes the nonliving or physical environment. When Darwin refers to the "birds singing on bushes [...] and with worms crawling through the damp earth." This is a perfect example of an ecosystem. Identifying his description as a habitat would be incorrect, because a habitat would only refer to the environment in which a species normally lives and not the other organisms in the area. Additionally, stating that Darwin's description is of a community, would be incorrect because a community is the assemblage of different species; it does not include the environment.

3a. The relationship between insects and other species is predation. The insects are food for the birds.

3b. The relationship between worms and other species is decomposition. The worms help to breakdown the other organisms.