PRINCIPLES OF ECOLOGYStudent Course Guide

Elizabeth Terry

TABLE OFCONTENTS

INTRODUCTION TO CLASS...........................................

Course Syllabus and Important Information......................................................................2

Safety in the Science Context.............................................................................................4Introduction to Science…………………………………………………………………………..5

Evolution…………………………………………………………………………………………….…38

Community Ecology…….……………………………………………………………………….46

Population Ecology ………………………………………………………………………………70

Biogeochemical cycles …………………………………………………………………………95

IntroductionHOW TO USE THIS BOOK

This book is intended to be your go to guide for information in the course. It is expected that you not only keep this book for the duration of the course, but that you continually add to it into your binder. You will have binder checks to determine if you are keeping up with your work. Key elements in each chapter include:

1. Guiding questions and unit objectives2. Check-lists mid and late unit3. Lecture Guide Kloze Notes4. Important Lab activities5. Projects6. Unit Study guide7. Post Exam review

You will submit your binder at the end to ensure you have done all of the above at the end of each unit.

2019-2020 ECOLOGY COURSE SYLLABUS

Ecology is the study of the living environment (plants, animals, bacteria) and their relationship to the non-living environment and the interactions between them. This course is a laboratory D class for UC, and thus the majority focus will be on laboratory activities. In addition, for the entirety of the year we will be cultivating our plants outback of the old library. During the course of the year, you will learn about major subsections of ecology. These include:

1. Introduction to science – how do you do science a. Labs – Life lab, Heart rate lab, measurement lab, Spectrophotometer lab, cow head

dissection2. Overview of Ecology – What is it and what does it study

a. Labs include: biotic and abiotic stations, ecology of a stream bed, owl pellet lab, transect lab, coliform testing

b. Activities – Philosophy of ecology – Debate3. Evolution – The unifying theme that tells us WHY stuff happens

a. Lab activities – Horse lab, hominid lab, Hardy Weinberg labb. Stations activities

4. Population Ecology – How do we study populations a. Activities – Energy Transfers – food webs, food pyramids, b. Readingsc. Raptor debate and symposium

5. Community Ecology – how do communities develop, biodiversitya. Activities /Labs– Global warming and population control, Tree transects, Aerosols, Dirt lab,

Survey of fire damage around Antioch, and community growth6. Biogeochemical cycles – Carbon, Nitrogen, Water, and Phosphorous cycles

a. Stream erosion lab, CO2 lab (2), pH and CO2 lab, b. A lot of readings

7. Island Project – the takes most of quarter 3a. Scaling Maps, map making, reading topographic maps, organic gardening, scale modeling,

website design8. Amgen Biotech Experience – Most of Q4

a. Transformation of E. coli of the red florescent protein. b. Formal Lab Paper

Grading:

The grades in the class are on a weighted point system.

Category Description Percentage Weight

In Class Activities Includes anything done in class which is NOT an assessment

40%

Assessment Quizzes, CER’s, Projects, Performance tasks, Exams, formal lab reports

40%

Homework 10%

Professionalism Subjective assessment of your behavior/classroom performance – Assessed 1/quarter

10%

Late Work – Work is generally collected on Friday’s. The penalty of late work is 10% per day. Work will not be accepted after 5 days late. The reason is that students generally just copy off each other, defeating the purpose of the work.

Cell Phone Policy * PLEASE READ *

Cells phones have become a HUGE distraction in all of the classes. It is the policy of the school that electronics cannot be used in class. I have provided a phone charging bank in the classroom. It is the expectation and requirement that students either charge their phone during the class period, or the phone is put away. It will not be allowed out unless I give permission to do so. Failure to have cell phone put away will result in the teacher taking the phone and forwarding it to the administration.

General Expectations

1. If you are doing something in the lab that I deem unsafe, you will be immediately stopped and sat out of the lab. Proper attire in the lab is necessary.

2. Follow classroom instructions – come to class ready to learn3. NO CELL PHONES ALLOWED – I have a charger. It is expected that you will either charge your phone, or

you will have phones in bag – this includes ALL headphones4. NO food in the lab5. Cheating will result in immediate referral and a zero.

Obviously, this is not a complete list and doesn’t cover all situations – more will be shared in class.

HOW TO SUCCEED IN THIS CLASS!

Who is your teacher?

I have been teaching for the better half of my life, first to adults, and then to teenagers for over fifteen years. In 2014, I decided to take a year off to explore my own growth – writing a novel, and spent the year living in Egypt and traveling to far-flung destinations. I have a now high school graduate son, who is attending DVC. He has learning disabilities, so I’ve learned how to teach to this unique population of students. I also love traveling and will often teach this class in a multicultural context. If you look around the room, you will see pictures of the 48 countries (and counting) that I’ve been to. I’m pretty goofy, love to laugh and dance in class and I love a good joke. But mostly, I love DOING science and hope to impart some of that love to you too!

THINGS YOU MUST GET ASAP!!!

1. A composition book – The composition book is where you will write all of your notes, and your labs. It is assessed every 2 weeks. For this reason you will only be allowed to take it home occasionally. YOU ARE RESPONSIBLE FOR Your LAB BOOK. If you lose it you will have MAJOR problems.

2. Calculator – no you may not use your phones – You will need a basic scientific calculator (the ones with the extra buttons) you will need this right away

3. 2+inch dedicated binder – As I’m collecting these, you will need one for just this class. This binder will have all of your materials for the class.

4. Helpful, but not strictly necessary – Ruler, colored pencils, markers, glue

*CLASSROOM DONATIONS: Kleenex, Dawn Liquid Soap, Non-Latex gloves, Volunteers

HOW TO KEEP YOUR GRADE UP

1. DO your work! Seriously – if you just do your work, you’ll be ok! 2. Ask for Help – I’m available EVERY day before school to get extra help3. REALLY SERIOUSLY just do your work

Contact Information – elizabethterry@antioch.k12.ca.us

Google: talisman28@gmail.com

Phone – 925 448 5536

CHAPTER 1 – INTRODUCTION TO SCIENCE

In this unit you will learn the basic steps in the scientific method, how we study Ecology, and finally, to clarify your own feelings about Ecology.

Unit Check List

You should use this as a check list for work assignments:

All About Me Worksheet

Thinking about my Environment

Signed Syllabus and District Safety contract

Materials

Ecology Philosophy Perspective Poster

(group) Life Lab (LB)

Measurement Lab (LB)

Transect Lab (LB)

Spectrophotometer Lab (LB)

How to write labs (appendix)

Debate Prep

Vocabulary Posters

CER Reading/Review

Kloze Notes –

o The Rules at AHS

o Science Safety

o Introduction to Ecology

o Scientific Method

o Ecology Perspectives

Test Blue Print

Exam

Introduction to Science Objectives

Unit 1: Introduction to Principles of Ecology Cross Cutting Concepts Addressed

Science & Engineering Processes

Unit Background: In this unit, students will be introduced to the major themes In Ecology, how Ecologists sample, begin utilizing various techniques, and studying the scientific method. Emphasis is on how we study science and what that looks like in Ecology

1. Patterns2. Cause and Effect3. Scale Proportion and Quantity4. Energy systems and Models5. Structure and Function6. Stability and Change7. Systems and System Models

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and Using Models

3. Planning and carrying out investigations

4. Analyzing and Using Data

5. Using Mathematics and Computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating and communicating information

21st Century Habits of Mind

RequirementStandard

DescriptionUnit Concepts Student Learning Objectives

1 Asking Questions and designing Problem solutions

Students will be asked to

conduct a field study of the back lot of the school. They will have

design a grid system, using stakes and string which can section out

the grid and show them how to sample methodically

I can create a grid study pattern, take data from it, and observe patterns both intra-grid as well as extra-grid.

2 Developing and Using Models

Students will study various models for tracking weather data

and microclimate data which shows them how ecologists study

ecosystems by building various modelling systems

I can collect weather data at the microclimate level and compare and contrast that to weather conditions reported locally.

I can compare and contrast my own weather model to

those reported locally.

3 Planning and carrying out Investigations

Students will carry out 5 investigations that show various

steps in the scientific method, including:

- Observation lab (how do I observe accurately) –Organisms, and transecting lab

- Hypothesis lab (figure out the unknown object from observation)

- Data Analysis Lab – (2 – weather lab, and spectrophotometer lab – which focuses on finding an unknown concentration of solution via serial dilution

- Conclusion Activity – given a data set, how do I conclude

I can: use EACH step of the scientific method to study a scientific problem. Included in this objective, I can:

a. Make a scientific observation

b. Write an appropriate hypothesis

c. Analyze data, and make meaning of them

d. Graph datae. Write a

conclusion – utilizing CER (Claim, evidence, and Reasoning) format

4 Analyzing and Interpreting Data

Students will gather data from all labs and do at least one

computation (percent change/mean/mode, etc) and

represent their data via line graph, bar graph, and best fit line

I can perform statistical analysis on a data set, and represent that data graphically. Further, I can draw conclusions from this data set.

7 Engagement in argument from evidence

Students will be given a variety of primary source documents and asked to begin to evaluate them for validity.

Students will be given a variety of secondary source documents and be asked to evaluate them for validity

I can distinguish between primary and secondary source documents

I can analyze secondary and primary source documents for study design, and study validity.

I can begin to interact with these documents in a scientifically literate way (using talk to text strategies) and discuss the bias I find in these documents.

8

Obtaining, evaluating, and communicating information

Students will be asked to write mini-lab reports on all the labs they performed. Secondly, they will choose one lab to write a formal 5 part lab paper (abstract, introduction, materials & methods, results, and conclusion

I can discuss the pertinent parts of a formal lab paper.

I can discuss the scientific method as applied to Ecology

I can perform the scientific method independently

I can write this up in a paper format using standardized conventions

Unit 1: Introduction to Principles of Ecology

Essential Questions Tasks and Sequence/Labs Assessments

1. What is Ecology?2. What is the difference

between Ecology and Environmentalism?

3. How do we study Ecology?

4. Why is it important to do the Scientific method?

5. How do we employ the scientific method in Ecology to validate our results?

1. Welcome to POE! 2. Introduction – Lecture – What is

Ecology? And What is the difference between Environmentalism and Ecology?

Formative

- Lab sheets, lab pre-plans, questions from labs,

- Quizzes

6. What is the difference between a primary and secondary source document?

7. What is bias in writing, and how is that translated into scientific papers?

8. What makes a study invalid/valid? How can you tell?

3. What do Ecologist study (lecture)4. What is the scientific method?

Observation lab (specimens – students observe these and make accurate drawings

Reading response primary and secondary

Hypothesis Lab- Students are given a bag of unknowns, they must hypothesize what is in the bag without ever opening bag, and propose novel ways of testing the bag

Evaluation of primary and secondary source articles (why do we care about ecology?)

Spectrophotometry – Students make serial dilutions and find an unknown concentration of solution by graphical and computational means

Graphing the Lab Data Precision and Accuracy lecture Quiz Write up on the lab Outside Grid – Students will make an

outside grid to study an area.

Summative

- Exam- Paper – Students will

write a paper with all the conventions for one of the labs we did in the unit

21st Century Skill Focus

- Graphing, making meaning of graphs, and using primary and secondary sources

Ecology Lab Book/Interactive Journal

PASTE IN THE BACK OF YOUR LAB BOOK

Introduction – Ecology is a science, and thus, requires proper documentation. This year, you will begin to learn how to keep a scientific journal. It represents a lot of what I will be grading during the year. In other words, if you would like it graded, you will need to have it in your journal. You will, occasionally, be allowed to take the journal home, however, most days you will keep it in the classroom. This is done to prevent your losing the journal, and all of your work. For my part, I will respond and comment in your journal while I’m grading it. I will grade your journal every one to two weeks.

Types of items you will need in your journal:

1. Lab write ups – including conclusions2. Reading responses3. QOD/Agendas/Objective4. Think/Pair/Shares5. Post Lab Questions

6. Ponder Questions7. Et. Al.

Agenda and Objectives- QOD – Daily – 5 points/Day

1. Daily Objective2. Daily Agenda Items3. Answer to the QOD4. Any Questions you have5. Thoughts about the activity6. Post Class Follow-up

Reading Response – 20pts/each

1. Title of the Reading2. Author and Citation3. Words you did not understand and the ultimate definition of these words4. Summary of the article – what was it about?5. What are 3 things you learned while reading the article?6. What do you think of the ideas/data presented?7. 2-3 questions you have after reading the article8. Conclusion

Laboratory Report – 50 points - each

General Guidelines:

1. ALWAYS use black pen – which is required for a legal document.2. ALWAYS have your table of contents up to date – (every page must be numbered) with a page number,

a title, and date3. ALWAYS sign your lab book when you are finished with the lab4. ALWAYS list your laboratory partners and references – YOU did not work alone, nor did YOU make the

experiment up.5. ALWAYS FINISH YOUR LAB BOOK AT SCHOOL! (YOU WILL FALL BEHIND IF YOU DON’T!!!)6. NEVER – tear a page out of your notebook – if you make a mistake – keep it moving – 7. NEVER scratch out a mistake – just put a single strike through the mistake – it is helpful for your

evaluator to see your mistakes = put your initials above the scratch out8. NEVER take your lab book home9. NEVER use your lab book for anything other than LAB!!!

NEVER doubt your thinking – it is important! Specific Guidelines:

1. Title, Date, Partners, and Your signature2. Background – All the information you will need to understand the experiment, including notes.3. Purpose: Why are you doing the experiment, what do you expect to see, what is the desired

outcome.4. Hypothesis – Formal statement of what you expect to see

5. Materials and Methods – What will you do, what will you use, and how will you use it – often referred to as a “protocol” or “SOP”(standard operating procedure) Make sure you list the amounts with the correct units. Do not say “repeat steps”

6. Record any changes to the procedures compared to the protocol you were given.7. Safety – Outline the safety precautions per materials used8. Observations – DETAILED explanation of what you are observing. Also, if someone else has

observed the phenomenon – put his or her name on it. 9. Results – You will likely use a table, a graph, or just an observation – could be color change, etc.

Must include profuse descriptions, including colors, textures, temperatures, bubbles, movements, et al. Diagrams are labeled. Tables and graphs must be labeled and titled.

10. Discussion – What do your results mean? What does it tell you?11. Accept or Reject your hypothesis 12. Explanation – Discuss WHY your results are as expected – was that true of others?13. Note anything unusual about the equipment, that could be useful when repeating the materials. 14. Discuss errors, what are they, and how can they be avoided.

Unit Objectives Pre-TestIntroduction to Ecology - GREEN

1. What is the difference between an ecologist and an environmentalist? 2. What are each of the perspectives for the environment – how could you explain them?3. You want to study the number of trees in a forest. Explain how you would use a radial transect

to do this, and discuss why you would do it.4. What are two different ecological points of view (technocentered, etc). What do they mean,

and describe how they would interact with the world5. What are the steps of the scientific method?6. What is the difference between a variable and a data point?7. What is a control in an experiment?8. What is scientific validity, and what does the percentage of error have to be in order to be

valid?9. What is the difference between accuracy and precision?10.What is density and how is it calculated?11.What makes up matter?12.How do you use a balance?13.Want is the difference between a graduated cylinder, a beaker, and a flask? When would you

use them?14.What are specific safety rules in the lab and why are they important?15. What are the characteristics of life? How do you know if something is living16. How do you set up a dilution series?17.How does a spectrophotometer work and what is it used for?18.What is a biotic factor and an abiotic factor?19.What is a feedback loop and how did we measure it?20.What is homeostasis, how does it work?

RED STYLE QUESTIONS

1. When thinking about the various view points for conservation, discuss the differences between techno-centrism and anthro-centrism – are they the same, or are they different? How do the two perspectives overlap?

2. What do cornecopians believe?3. Why did we do the the heart rate lab? What were we trying to accomplish?4. What happens if you percentage of error is over 5%?

Purple style question1. Which is better – to eat grass, or be the predator that eats grass – explain in terms of energy2. Some might think that anthro-centrism is wrong, that nature exists for nature’s sake. Is this a

nihilistic (end of the world perspective) and if so, what does that mean for humans – are we worth saving – why/why not?

3. Why does a steel boat float and a steel ball sink – answer in terms of density

The Rules at AHS – Kloze Notes – Google Liz Terry You Tube – to find Youtube channel

Date: Title of PowerPoint Points

Unit Name:

When? __________

Who is Grumpy Cat? ___________________________________

1. Rule 1: Come ____________________________

a. This means you have:

i. ______________________________________

ii. ______________________________________

iii. ______________________________________

iv. ______________________________________

v. ______________________________________

vi. ______________________________________

vii. ______________________________________

2. Rule 2: Talking

a. When every is talking when I’m trying to lecture _________________

b. When I’m talking to the whole class, YOU _______________________

3. Rule 3 NO _________________________________

4. Rule 4: NO ________________________________

c. Examples: ___________________________

d. Will get an immediate __________________________________

e. Classroom is a ________________________________________

5. Rule 5: Don’t go into the ________________ without _______________________

6. Rule 6: Lets ________________________________

7. Rule 7: NO _________________________________

f. Examples _____________________________

g. Why __________________________________

8. Rule 8: NO _________________________________

h. Consequence

__________________________________________________

9. Rule 9: The ____________________________________________________

What this means

____________________________________________________

Summary

Science Safety – Watch Video at home, fill in kloze notesDate: Title of PowerPoint Points

Unit Name:

Use Your Head

1. Exercise ____________________ and ________________________2. Follow all _____________________________ given by your teacher3. ______________________ the teacher ___________________ following any unsafe areas.4. __________________ lab instructions _____________________ of the lab5. Always _______________________________________________________6. Never do an ___________________________________________________

Eye Safety

1. In case of an emergency in which a ________________ gets into your ____________ use the _______________ and flush for ___________________________. Notify the teacher.

Proper Attire

1. Keep _____________________________________________2. Do not ____________________________________________3. Wear _____________________________________________

Hand Safety

1. If a __________________________ spills on your skin, ____________________ the teacher and ______________________ with water for ______________________

2. Handle __________________________________________________________ carefully3. Always __________________________ and body4. Always ___________________________________________________________5. Never try to catch ___________________________________________________6. Grasp sharp objects by the ____________________________________________

Electrical Safety

1. Only _____________________________ are to be put into the socket2. _________________________________ after use3. Keep all ______________________________________________________________

Physical Safety

1. Handle equipment ________________________________________________________2. Do not place a cord where __________________________________________________3. Push all stools ____________________________________________________________4. Keep ______________________________ out of the lab

Heating safety

1. Never leave a heat source ___________________________2. Handle with _______________________________________3. Do not place hot glassware on ________________________ or in ___________________

Chemical Safety

1. Read all ________________________________________________________2. Use the _________________________________________________________3. Never _________________________________________, instead you should _________4. Never ___________________________ unless instructed to5. ____________________________ carefully6. Keep ______________________________ when not in use7. When _________________________, Pour the _______________ into ______________8. Consider ______________________________________________________________

Animal Safety

1. Only _____________________ living organisms with _______________________________2. Always treat _______________________________________________________________3. _________________________________ after handling animals

Plant Safety

1. Do not ______________________________2. Wash your ___________________________3. Tell your teacher of any ____________________________________________________4. Plants should be considered _________________________________________________

IN the Lab You Should Never

1. __________________________________________________________________________2. __________________________________________________________________________3. __________________________________________________________________________4. __________________________________________________________________________5. __________________________________________________________________________

a. This includes: ______________________, _____________________, ___________In Case of Emergency

1. The Fire Extinguishers are ___________________________________ only use if ___________________________.

2. Fire Blanket is _________________________________________. Put Ms. Terry____________________________

3. If you spill a chemical, _____________________________________________________

Summary:

Scientific Method Kloze Notes Scientists use the _____________________ so solve a _______________________

STEPS

Observation –

Includes: _________________________________ to gather information on the world.

Leads to a ________________________ about the ___________________.

Hypothesis

Based on ______________________, established through ___________________ and _______________. COMES _______________________ the EXPERIMENT!!!

Often an ______________________________________________ statement

Testing:

Called the ______________________________

Should have ____________________________

A Variable is a factor that _______________________________________

Dependent Variable _____________________________________

Independent Variable ____________________________________

Parts of an Experiment

Control ________________________ used for ______________________

Procedure/Protocol ____________________________________________

Results _________________________communicated in _____________

Conclusion

COMES _________________the experiment

A scientists then decides whether their ____________________ was correct

Theory and Law

A Theory – provides a ____________________________________come after many __________________________

A LAW is a rule that __________________________________ must be ________________________________________________

Summary:

Life Lab Name_________________________Period___________________________________

Introduction: All living things share common characteristics. For this lab, you need to look at the differences and commonalities between the specimens. Further, it will be your first lab you will need to record in your lab books.

Materials –

Lab book Black Pen 20 specimens (numbered)

Methods:

1. In your lab NOTEBOOK…add Entry on the TOC with the title – Life Lab 2. On The Correct Page: RE-WRITE THE TITLE-3. On the same page you have written the title, write the introduction above.4. Your QUESTION/Hypothesis – What are the common characteristics of life?5. Create the following 2 tables in your lab book – You need 20 rows:

Results

Tables

1. In the boxes below:1. Write down the Station # . There will be 10 different stations 2. Identify the object ( goldfish, rock, etc.)3. Decide whether the object is one of the choices below:

Station # What is it? Is it alive? It was alive, but now it is dead

It is not alive now, but may in the future

It has never been alive

EXAMPLE goldfish √

1

2

Add more rows until you have 20 rows

2. Look at your responses. For each one, offer an explanation for why you picked option a, b, c or d...

Station # Object Option a, b, c,or d from above Explanation

Example

goldfish a It is alive because it moves and breathes

1

2

Add more until you have 20 rows

Post Lab Questions (new section in your notebook) –

1. What common characteristics did you notice that all things alive shared?2. Was there any species in the lab that was capable of movement?3. Look in your biology book – what are the characteristics of life?

Finally write a summary and a lab conclusion to finish up

Heart Lab- Introduction to Scientific Design

Name __________________________ Per _______________ Date ______________

Purpose:

The purpose of this lab is twofold; first, it is to prepare you for experimental design. Second, it is to demonstrate important feedback regulation done by an organism due to outside stimulus. The organism tries to maintain homeostasis in all situations. You are the organism in this lab, and will test how your body responds when stressed.

Objectives:

- To identify a variety of variables in experimental design- To identify sources of experimental error and genetic variability- To run an in-depth investigation- To work through the steps of the scientific method- To analyze the relationship between structure, function, and homeostasis- To determine how a feedback loop works within the living organism

Scientific Problem –

How does the body return the body back to homeostasis when stressed by physical exertion?

Lets assume for a minute that you are working out, stressing your internal environment. Drawing on your previous experiences, how does your body respond?

2. Making a Hypothesis. Use the information that your group found on page one to sensibly complete the statement below. You should use the open space before the box to come up with a rough draft of your statement.

Output

Response: Increased exercise changes the

internal environment in the following ways:

IF a person increases his or her activity, THEN

__________________________________________________________________________________________

__________________________________________________________________________________________

_______________________________________________________________BECAUSE

________________________________________________________________________

__________________________________________________________________________________________

________________________________________________________________________

_________________________________________________________________________________

PART 3 - Experiment

Directions: Use the materials provided, and follow the procedures below to test your hypothesis. Your observations/data should be recorded in the table on the reverse side of this page, and you should create an appropriately labeled bar graph to provide an additional illustration of your AVERAGE data.

Materials and Methods

- Partner, stopwatch, writing utensil

Methods:

1. Take resting pulse – as directed 2. Multiply this number by six. This is how much your heart beats per minute while you are RESTING. 3. Record the data on the table. 4. Stand up and have your partner time you for one minute as you walk down the track (Your teacher

will show you where to start and stop) after resting, repeat 3 times per partner – record the average as your walking heart beat.

5. Repeat all aspects of step six while running. Record your data6. Repeat for all members of your group.7. Find the average for each category for each of the category by dividing by the number of group

members8. Create a bar graph of the average of your data.

Data – SET up in your lab book

Trials Resting Heart Rate Walking Heart Rate Running Heart Rate

Trial 1

Trial 2

Trial 3

Averages

Ave = Sum/3

Partner Averages Resting Heart Rate Walking Heart Rate Running Heart Rate

YOU

Class Data

Averages

Ave = Sum/4

Percent differences

Use graph data on my desk to graph data in a bar graph – paste in book

Analysis of Data

1. Reconsider the experiment and refer to your data table and graph to answer the following questions:2. What were the AVERAGE resting, walking, and running heart rates for this group?3. Why did you create a group average rather than simply using data from one person to make

conclusions – you should come up with 2 distinct and important reasons from the experimental ppt.

4. What did you (the experimenter) purposely change or manipulate in the experiment (cause)?5. What factor in the experiment allowed you to determine if there was an actual change in the heart rate

as the activity level changed? (control)6. What characteristics of components of the experiment were (or should have been) consistently the

same or unchanged during the experiment? 7. What patterns or trends did you notice when looking at your data table/graph?8. Did you encounter any issues/problems during your experimentation?9. Did your data support your hypothesis – explain your reasoning10. How is this stimulation like a feed back loop – explain the input/output model to the experiment 11. What stimulus caused your nervous system to respond? How did it respond, and how did it re-align the

body back to homeostasis?

Conclusion

Formulate a conclusion to the original problem/question that is based on the analysis of your data. In your conclusion, be sure to re-state the problem, summarize what you did, describe whether your data/results supports your hypothesis, and highlight any factors that could have impacted the accuracy of your data.

COW DISSECTION

Introduction – Today’s class is all about using animal (who was already dead) for the purposes of learning – therefore…respect the cow! We will focus on the gross anatomy (means you can see it, not that it is icky) of the skull, the gross anatomy of the eye, and the gross anatomy of the tongue. Obviously, this is a pretty interesting opportunity. The hidden agenda is to see if you can write descriptions of what you observe using

high level academic vocabulary. Remember the scientific method – this is when we are employing observation skills. We will also compare the cow (a grass eater) to the horse (another grass eater)

1. I have already cracked the skull. Draw a picture in the box, and describe, using the best academic language (use the word bank provided) to describe what it looks like

Draw a picture of the skull Describe what you are seeing using academic science vocabulary

Questions:1. What are the attachments to the skull, why might they be necessary?2. How did the cow die? 3. Look up in the book what the meninges are. – What are they? What do you think meningitis might

be, and how would this affect the brain?

Part 2 – Eye Gross Anatomy –

Draw a picture of eye 1 Describe what you are seeing using academic science vocabulary

Human Eye Describe what you are seeing using academic science vocabulary

Questions

1. What do the muscles attached to the pupil do?2. What would happen if those muscles did not work?3. Why do pirates wear eye patches?4. Draw a model eye – compare and contrast what you are seeing with what “Should” be there.

Part III. Tongue

Draw a picture of the tongue Describe what you are seeing using academic science vocabulary (add the taste buds!)

Questions

1. Why is a cow’s tongue so much bigger than ours?

2. Why are there “bumps” on the cow’s tongue – what are they, and what do they do?3. Tongues are a very sensitive muscle – how has the tongue evolved over the millennia?4. A cow is a ruminant animal; thus, it spends most of its time chewing – observe the teeth, how do the

teeth of the cow support its lifestyle?5. Compare the snout length to the horse – what are the similarities what are the differences?6. Can you tell this organism eats grass? How? What evidence do you see that can support your

argument?7. How is the structure of the cow head, related to the function of eating grass?8. Do you think the cow and the horse have similar evolutionary histories? Why/why not?

Academic Science Words –

Not a complete list!

achieveacquisitionalternativeanalysisapproachareaaspectsassessmentassumeauthority availablebenefitcircumstancescommentscomponentsconceptconsistent

Anterior Lateral

correspondingcriteriadatadeductiondemonstratederiveddistributiondominantelementsequationestimateevaluationfactorsfeaturesfinalfunctionPosterior

initial

instance interpretationjournalmaintenancemethodperceivedpercentperiodpositivepotentialpreviousprimaryprincipleprocedureprocessrangeregion

Medial

relevantrequiredresearchresourcesresponserolesectionselectsignificant similarsourcespecificstrategiesstructuretheorytransfervariables

Name _______________________________________ Period ___________________

Measurement Lab

Name _____________________________ Date ________________ Period ______________

Purpose: Measuring accurately in science is a crucial part of science. The intention of this lab is to both practice the scientific method, as well as teaching (re-teaching) important strategies/skills that you will need for the rest of the course. Over the next few weeks, we will be practicing all types of measurements, and will end with a capstone wherein you will design and perform your own investigation on homeostasis and feedback loops.

Objectives (green): I can measure accurately to no more than 5% experimental error I can perform a %error calculation I can use scientific units/metric units accurately and within context I can define/identify basic laboratory tools

Red: I can use Archimedes’ principles to find unknown volumes of an irregular object I can correctly determine which lab tool is useful for the right context

Purple: I can discuss the connection between Archimedes Principle and the natural world I can find an unknown in a novel way

Introduction:In this lab, we will investigate scientific measurements such as: length, mass, volume, and density. Many of you might be unfamiliar with measuring in the science lab as you have not had science, so we will assume you are all beginners. Accuracy in the scientific concept is correct to within 5% of error. Since no one is perfect, we would expect that there will always be some degree of error. This is why we use large sample sizes and multiple trials. If all the data agree and are within 5% of each other, we can be reasonably certain that our measurements are correct. If they fall over % percent there was an error of some sort in the process. Therefore, it is crucial to all of our lab investigations (of which there will be many) that we measure accurately and precisely. Here are some terms that you will need to define for this lab

Sample size Trials Independent Variable Dependent Variable Accuracy Precision Control Hypothesis Qualitative Observation Quantitative Observation Inference Question Water Displacement

In your Lab Groups – answer the following and be ready to share:

1. There are many types of experimental designs, and as such there are many types of errors. Describe 3 errors, and define how you might overcome them.

Part 1 – Count Your Drops – A measurement of Volume

1. Hypothesis – How many drops of water will it take to equal 1ml. of water _________#drops

2. Test

Follow the directions to find the number of drops in 1 milliliter of water, and then answer the questions. You will need a small graduated cylinder (25 ml), a beaker of water, and an eyedropper for this section.  Remember to read the bottom of the meniscus when you are reading the volume

of a liquid in a graduated cylinder.

1. Fill a small graduated cylinder with 10 ml of water.2. Count the number of drops it takes to raise the water to 11 ml. Record the number in

the chart.3. Leave the water in the graduated cylinder and count the number of drops it takes to

raise the water to 12ml. Record the number in the chart.4. Leave the water in the graduated cylinder and count the number of drops it takes to

raise the water to 13ml. Record the number in the chart.5. Calculate your average and round to the nearest tenth.  

# of drops to 11 ml # of drops to 12 ml # of drops to 13 ml Average 

      

Based on your average, how close were you to your guess? ________ 

Based on your average, how many drops would it take to make 1 liter? _______

Group Questions:

A Graduated Cylinder

Meniscus – due to hydrogen bonding, water makes a curve in the cylinder called the meniscus. You want to measure the bottom of the curve

1. Predict how this would change if you were to use a substance other than water? 2. What might be the relationship between Type of Substance and the AMOUNT of

substance to take the SAME amount of volume?

Length

Typically a metric ruler is used to determine the length of an object. To measure length, use either centimeter (cm) or millimeters (mm). You should know how to covert millimeters to centimeters and vice versa.

1inch = 2.54cm 1 cm = 10mm.

The metric ruler we are working with is calibrated – or scaled – in centimeters. The lines indicated by numbers 1, 2, 3 and so on each represent a distance of 1 centimeter. The smaller divisions each equal 1 millimeter (10 mm = 1 cm).

1. Measure the length of the lab table and record the measurement. ________m

2. Change this measurement to _______cm. ________mm. (show work and units)  

3. Measure the width of the Lab table and record the measurement. ________m

 4. Change this measurement to ________cm. ___________mm. (show work and units)

Mass Vs Weight

Good News – I loose weight when I go to Tahoe!!!! YAHOO! But sadly, I don’t loose Mass. Further, if I was to go diving, down deep enough…in a submarine…I gain weight. In your groups theorize about the relationship between mass and weight – what is the difference between altitudes? (Wicked hard question – use the purple people to answer!. Mass is the scientific measurement of matter. It literally measures the amount of atoms that make up a substance. This differs from weight. In the science lab, at least this one, we use a triple beam balance. You have probably seen this in other science class, but may not know how to work it.

Using the Triple Beam Balance

The picture at the upper left shows two different models of triple beam balances commonly used in the biology laboratory.  

The picture at the lower left shows the measurement of a mass in progress. Without estimation, the mass of the object appears to be 373.3g.

A triple-beam balance has a single pan and three bars (beams) that are calibrated in grams. One beam, the 500-gram beam, is divided into five 100-gram units. Another beam is divided into 10 units of 10-gram totaling 100 grams. The front beam is divided into 10 major units of 1 gram each. Each of these units is further divided into 0.1-gram units.

Before using a balance make sure that the pan is empty and that the pointer and all of the riders (devices that are moved along the beams) are on zero. To determine the mass of an object, it is first placed on the pan. Then, starting with the 500-gram beam, the masses on the beams are adjusted until the pointer is again pointing to zero. The mass of the object is the sum of the readings on the three beams.

Directions:

1. Check to see that the Pointer is pointing to zero.2. If it is not, check to see that all the Riders (weights) are all

the way to the left at the Zero mark.3. Adjust the balance by turning the Adjustment Screw slowly

until it points to zero.4. Place your metric ruler on the pan and read & record the

ruler's mass.5. After resetting the balance to Zero, measure and record the

mass of the empty 50-ml graduated cylinder and then the ball.6. Reset the balance to ZERO when all items have been

massed.

Mass of Metric Ruler (g) Mass of Empty 50-ml graduated cylinder (g) Mass of assigned ball (g)

 

    

Part 3 – Density and the irregular item

Density is a measure of how tightly packed the atoms are in a sample, and is a useful measurement when you have an unknown sample. We will find the density of the ball you were given by using the “Water Displacement Method” otherwise known as Archimedes principle. Archimedes principle states that the volume of the water displaced by an object is equal to the volume of an item. Think about it this way; If you get into a bathtub, the water rises, because it is displaced by the volume of your bootie. Thus, you can find the volume of the ball by measuring the volume of water it displaces in a graduated cylinder. You can then find the density of the object by using an easy formula.

Follow the directions to find the volume of three marbles using water displacement.

1. Add 10 ml of water to a 50 ml graduated cylinder. Record this amount in the chart.2. Add the ball to the cylinder and measure the volume. Record this amount in the chart.3. Find the difference between the two measurements and record in the chart. The difference

between the two measurements will be the volume of the ball.

Volume of Water Before adding ball(ml)

Volume of Water After Adding ball(ml)

Difference in Volume (ml) Volume of the Ball

 

      

Volume by Formula

Check out a box from your teacher. Follow the directions to find the volume by formula

Volume of a “REGULAR” object = Length X Width X Height

_______________ x _________________ x ______________ = _____________________

Take a mass of the box ___________________ g

Finally, calculate the density of both the box and the ball by formula:

Density – Mass/volume

Ex: Mass = 12.3g, Volume = 5ml = density = 12.3/5 = 2.46g/ml.

Density of Ball _________________ Density of Box ____________________ (show work/units)

Questions

Green Questions

1. Compare your density and measurements with other labs groups – are they consistent? Cite evidence

2. What are possible reasons why the measurements are not correct (accuracy/precision?)

3. How does sample size influence this lab, is it adequate to get the desired response? What variables would have to change for the methodologies to be valid scientifically?

Red Questions –

1. How could you use density to find the volume of an item if you couldn’t place it in water? Assume you know its mass and its density.

2. How could you tell by simply picking up the balls which was more dense than others? Is this a qualitative or quantitate measurement? And is it an example of a scientific inference?

Purple Question

1. Why does a steel boat float, yet a small steel ball sink….explain this using Archimedes principle.

Spectrophotometry Lab

In this lab, you will be setting up a serial dilution series to determine an unknown concentration of dye.

Background –

A Spectrophotometer is a sensitive piece of scientific equipment used to determine how cloudy or clear a sample of solution is. It works by shooting light through a sample of liquid and measuring how much light comes out of the other side of the sample. Measurements are read two ways. Absorbance is the amount of light that has been deleted from the sample by the stuff in the solution, and transmittance is how much light passed through the sample. You can use the spectrophotometer to figure out how much bacteria is in a sample, how many particles are in the material, or how dense the materials are in solution. As you can see it is a handy tool to have around. In this lab, we will set up a solution series. This means that you will measure the amount of light passing through a solution set of known values. Then you will create a graph of this data. You will then figure out an unknown concentration of dye in solution by using a graph.

Read the entire lab and answer the questions in the prelab section of your lab book

1. What is the purpose of the lab?2. What is the definitions of the following words?:

Serial Dilution, Pipette, Spectrophotometer, Absorbance, Transmittance, Solution

3. Write your hypothesis – this should be a statement similar to: “By changing the concentration of dye, we can determine an unknown concentration”

4. What are ALL the materials you should gather before beginning?5. What are your step – List the step on your paper.6. What type of data will you gather?7. How would you set up a graph of your data? (email me if you need help or come by

office hours )8. What conclusion will you draw based on this data?9. What safety concerns should you be aware of prior to doing the lab?

Theorize what the objective might be for you to learn (i.e., what is the teacher trying to teach you during this lab, and how will you know you have achieved it?)

Materials

1. Obtain 5 test tubes from the ones provided2. Obtain 1 Eppendorf tube filled with dye starter (1.5ml)3. 1 test tube for testing4. 1 unknown Eppendorf tube5. 1 pipette bulb6. Several pipettes

Methods:1. Place 9 ml of water de-ionized water into test tubes 1 - 52. Transfer 1 ml from your dye starter to tube number 1 – mix3. Transfer 1 ml from t.t. 1 to t.t. 24. Transfer 1 ml from t.t.2 to t.t.35. Transfer 1 ml from t.t.3 to t.t. 46. Transfer 1 ml from t.t.4 to t.t. 7. Go to Ms. Terry at the specs to help you run the spec. Test all samples

first, then test the unknown8. Record the data on your data sheet9. Remember to mix the solutions before you transfer the solution10. Graph your results (in class) 11. See Drawing of the process below12. Conclude – what is your unknown concentration – from the graph!!!!

Results – set up your table thusly

Concentration Transmittance

.1

.01

.001

.0001

.00001

UNKNOWN

Post lab questions – answer in lab book

1. How does the spectrophotometer work?2. What is the difference between transmittance and absorbance?3. Why did we measure our samples in transmittance verses absorbance?4. What are some sources of experimental error in this experiment?5. If the actual unknown concentration was 0.05% what is your percent error?6. What would be the concentration if your transmittance was 72 Use your graph?7. How is this test applied in industry? (go back to your lecture notes)8. Design an experiment using everything you know to measure how much protein is made

from a new bacteria cell… How would you set up the dilution series to see the yield?

Write your conclusion

FOUNDATIONS OF ENVIRONMENTAL SYSTEMS AND SOCIETIES

1.

Name ____________________________. Period _______Environmental Values Personal Perspective:

1. Which EVS do you most strongly identify with? ___________________________

Significant Ideas

Historical Events, among other influence, affect the development of environmental values systems and environmental movements.

There is a wide spectrum of environmental value systems each with their own premises and implications

Applications and Skills:

Historical Events, among other influence, affect the development of environmental values systems and environmental movements.

There is a wide spectrum of environmental value systems each with their own premises and implications

Knowledge and Understanding

Significant historical influences on the development of the environmental movement have come from literature, the media, major environmental disasters, international agreements and technical developments.

An environmental Value System (EVS) is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues, influenced by cultural, religious, economic and soci0-political contexts.

An EVS might be considered as a ‘system’ in the sense that it may be influenced by education, experience, culture and media and involves a set of interrelated premises, values, and arguments that can generate consistent decisions and evaluations.

There is a spectrum of EVS’s from eco-centric through anthro-centric to techno-centric value systems

An ethnocentric viewpoint integrates social, spiritual and environmental dimensions into a holistic ideal. It puts ecology and nature as central to humanity and emphasizes a less materialists

Knowledge and Understanding

An Anthropocentric viewpoint argues that humans must sustainably manage the global system. This might be through the use of taxes, environmental regulation and legislation.

A Techno-centric viewpoint argues that technological developments can provide solutions to environmental problems. This is a consequence of a largely optimistic view of the role humans can play in improving the lot of humanity. Scientific research is encouraged in order to form policies and understand how systems can be controlled, manipulated or exchanged to solve resource depletion. A pro –growth agenda is deemed necessary for society’s improvement.

There are extremes at either end of this spectrum (eg. Deep ecologists – eco-centric to cornucopian – techno-centric) but in practice EVSs vary greatly with culture and time and rarely fit simply or perfectly into any classification.

Different EVSs ascribe different intrinsic values to components of the biosphere.

2. Why do you identify with this perspective?

________________________________________________________________________

________________________________________________________________________

______________________________________________________

3. Give some examples of what someone who held your EVS would do to fight global climate change.________________________________________________________________________

________________________________________________________________________

______________________________________________________

4. If you were arguing with someone who did not hold your value system, what would you say to them?________________________________________________________________________

________________________________________________________________________

______________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

5. What do you suppose their response would be?________________________________________________________________________

____________________________________________________________

__________________________________________________________________

Knowledge and Understanding

Significant historical influences on the development of the environmental movement have come from literature, the media, major environmental disasters, international agreements and technical developments.

An environmental Value System (EVS) is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues, influenced by cultural, religious, economic and soci0-political contexts.

An EVS might be considered as a ‘system’ in the sense that it may be influenced by education, experience, culture and media and involves a set of interrelated premises, values, and arguments that can generate consistent decisions and evaluations.

There is a spectrum of EVS’s from eco-centric through anthro-centric to techno-centric value systems

An ethnocentric viewpoint integrates social, spiritual and environmental dimensions into a holistic ideal. It puts ecology and nature as central to humanity and emphasizes a less materialists

Knowledge and Understanding

An Anthropocentric viewpoint argues that humans must sustainably manage the global system. This might be through the use of taxes, environmental regulation and legislation.

A Techno-centric viewpoint argues that technological developments can provide solutions to environmental problems. This is a consequence of a largely optimistic view of the role humans can play in improving the lot of humanity. Scientific research is encouraged in order to form policies and understand how systems can be controlled, manipulated or exchanged to solve resource depletion. A pro –growth agenda is deemed necessary for society’s improvement.

There are extremes at either end of this spectrum (eg. Deep ecologists – eco-centric to cornucopian – techno-centric) but in practice EVSs vary greatly with culture and time and rarely fit simply or perfectly into any classification.

Different EVSs ascribe different intrinsic values to components of the biosphere.

Test Blue Print- Exam 1Directions: Answer Each Question FULLY, with complete sentences, or if it is a math question, with work shown. If you can answer these questions, it is likely you will score well on the exam

1. What is the difference between an ecologist and an environmentalist? 2. What are each of the perspectives for the environment – how could you explain

them?3. You want to study the number of trees in a forest. Explain how you would use a

radial transect to do this, and discuss why you would do it.4. What are two different ecological points of view (technocentered, etc). What do

they mean, and describe how they would interact with the world5. What are the steps of the scientific method?6. What is the difference between a variable and a data point?7. What is a control in an experiment?8. What is scientific validity, and what does the percentage of error have to be in

order to be valid?9. What is the difference between accuracy and precision?10.What is density and how is it calculated?11.What makes up matter?12.How do you use a balance?13.Want is the difference between a graduated cylinder, a beaker, and a flask?

When would you use them?14.What are specific safety rules in the lab and why are they important?15. What are the characteristics of life? How do you know if something is living16. How do you set up a dilution series?17.How does a spectrophotometer work and what is it used for?18.What is a biotic factor and an abiotic factor?19.What is a feedback loop and how did we measure it?20.What is homeostasis, how does it work?

RED STYLE QUESTIONS5. When thinking about the various view points for conservation, discuss the

differences between technocentrism and anthrocentrism – are they the same, or are they different? How do the two perspectives overlap?

6. What do cornecopians believe?7. Why did we do the the heart rate lab? What were we trying to accomplish?8. What happens if you percentage of error is over 5%?

Purple style question

4. Which is better – to eat grass, or be the predator that eats grass – explain in terms of energy

5. Some might think that anthrocentrism is wrong, that nature exists for nature’s sake. Is this a nihilistic (end of the world perspective) and if so, what does that mean for humans – are we worth saving – why/why not?

6. Why does a steel boat float and a steel ball sink – answer in terms of density