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Biology, 1st Quarter

01.01 Classification (Biology)

Generalize criteria used for classification of organisms

TO DO

Read: Chapter 1 Classification in the EHS Biology Quarter 1 - Biological Diversity text book.

Explore:  The URLs found under the heading 01.01 Classification (Biology).  

Complete: Once you have read the chapter and explored the URLs complete the following activities:

  • 01.01.01 Classification - Assignment
  • 01.01.02 Virtual pond dip – Lab
  • 01.01.03 Classification - Quiz

Click here for the 01.01 Classification study guide.


 

00.0 Start Here (Biology)

Course Description

The Biology Core Curriculum has two primary goals: (1) students will value and use science as a process of obtaining knowledge based on observable evidence, and (2) students' curiosity will be sustained as they develop and refine the abilities associated with scientific inquiry.

The Biology Core has three major concepts:

  1. The structures in all living things occur as a result of necessary functions.
  2. Interactions of organisms in an environment are determined by the biotic and abiotic components of the environment.
  3. Evolution of species occurs over time and is related to the environment in which the species live.

Class Overview

Each quarter of Biology is worth .25 credit. Assignments should be sent via the text box in Module three (3) Lessons, Activities, Quizzes & Tests. 

Once you enroll in the class, you need to send your first assignment within one week. You do not have to do the assignments in order, but it may be helpful as they will give you knowledge about the basics in that unit.

At times if you are waiting for a reply to a question, it is fine to work ahead on the next assignment. You can send one assignment to me, or many at a time. Either way is fine. You need to MAKE SURE YOUR NAME IS ON EVERY ASSIGNMENT.  ALWAYS KEEP A COPY OF ALL ASSIGNMENTS SENT.

Make a folder on your desktop (or a Flash Drive, if you are working on a school computer), and save all your assignments there. 

As you work on your assignments, realize that the links you may need are in the course material in Topic Two in the units. I am continuously working on updating them. Please just use search engines if you find that a link is broken on an assignment you are working on. The links change so often it is very hard to keep up with them. I personally like the search engine, dogpile.com, as it includes quite a few of the other existing search engines.

You need to finish this course within nine weeks of your start date.  If you've passed the class your grade will be sent to the EHS office on the tenth week.  Please message me if you feel you need an extension to your completion date.  I am on-line each day. If you run into problems, just hold that assignment and send me a message through your class INBOX. You may go on to the next assignment or the next question in the assignment if you would like.

Grading

Each assignment within the course is worth 10 points, with the exception of a few large projects.

GRADING SCALE
A 93 - 100%
A- 90 - 92%
B+ 87 - 89%
B 83 - 86%
B- 80 - 82%
C+ 77 - 79%
C 73 - 76%
C- 70 - 72%
D+ 67 - 69%
D 63 - 66%
D- 60 - 62%
F 0 - 59%

In-class quizzes are counted as assignment grades, and the final test is worth 50% of your grade.

 

 

00.00 Orientation (Biology)

self-scored (no gradebook points) 0 points possible 8 minutes

Click here to watch the 6 minute orientation video.

Click here to download and save the pacing guide.  There are not any due dates listed in the course.  The pacing guide will tell you what you need to do each week, so you will complete the course in nine weeks.  Your grade will be sent to the EHS office on week ten.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


00.00 About Me (Biology)

teacher-scored 10 points possible 90 minutes

This is your first assignment. Copy everything between the asterisks, paste the assignment in a word document, complete the assignment, save the file.  Once you've saved your work copy and paste the assignment under "About Me".  Once you submit the "About Me" assignment, the other assignments will be made available.

 

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ASSIGNMENT About Me - REVISION DATE: 5/30/14 (Copy everything between the asterisks.)

Instructional Procedures:

Fill out the assignment and submit it to your teacher.

 

STUDENT INFORMATION

Name

E-mail

Phone Number (Don't add hyphens.  Give the phone number in numerical digits only)                                                           

Can I text this number?

Which “brick and mortar” school do you attend?

What year do you graduate?

Counselor’s Name

Counselor’s E-mail

Counselor’s Phone Number (Don't add hyphens.  Give the phone number in numerical digits only) 

As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect. (Type Yes or No).

 

PARENT INFORMATION

Name

E-mail

Phone Number (Don't add hyphens.  Give the phone number in numerical digits only) 

Can I text this number?

 

EXPLORE THE COURSE

After watching the orientation video. Answer the following questions.

1. What is the icon next to the folder where you find your assignments?

A. a chain link

B. a piece of paper with an A+ on it

C. a circle with the letter Q

2. What is the icon next to the folder where you submit your assignments?

A. a chain link

B. a piece of paper with an A+ on it

C. a circle with the letter Q

3. What is the icon next to the folder where you take a quiz or exam?

A. a chain link

B. a piece of paper with an A+ on it

C. a circle with the letter Q

4.  What is your completion date?

The text book is found in Module 1 under the “Required Resources” section.

5. Did you download the biology book? 

6. Do you know where you saved the book on your computer?

A printable pacing guide is found in Module 2 under the "Start Here" section.

7.  Have you downloaded the pacing guide?

8. Do you know where you saved the pacing guide on your computer?

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.


00.01.01 Student Software Needs

 

Students need access to a robust internet connection and a modern web browser.

This class may also require the Apple QuickTime plug-in to view media.

For students using a school-issued Chromebook, ask your technical support folks to download the QuickTime plug-in and enable the plug-in for your Chromebook.

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01.00 Diversity (Biology)

This unit is worth .25 credit and contains an introduction assignment, seven curriculum assignments and one review assignment. Once you have completed this unit, you will be able to schedule your proctored test.

Welcome to Biology.

This course is designed to follow the Biology core curriclum.

The Biology Core Curriculum is a set of learning standards that all students are expected to know and be able to do upon completion of this course. This course is designed to meet the requirements for biological science credit. All objectives and indicators may be successfully completed with a variety of learning activities. In many cases suggestions have been provided that may or may not be used.

A major guide used during the writing of this curriculum was Project 2061's Benchmarks for Science Literacy. It describes levels of understanding and ability that all students are expected to reach on the way to becoming science literate. According to Benchmarks, the Common Core of Science Learning should center on science literacy, not on an understanding of each of the separate disciplines. It is from this perspective that a functional approach was taken rather than the structural approach (e.g., "What functions are necessary for life?" versus "List the organs or organelles necessary for life.").

Benchmarks use only technical terms that ought to be in the vocabulary of science-literate people, therefore, this core curriculum includes a minimal amount of technical terminology.

An attempt has been made to increase the cognitive level and personalize the curriculum. Students are expected to explain ideas or concepts in their own words, relate them to other topics and apply them in a new context. Throughout the curriculum, students are provided with information and then are required to apply it (e.g., design a model, compare and contrast, infer). It is necessary for students to examine their decisions or actions, and determine how they impact the world around them.

Careers in many fields of biology are infused across the curriculum as well. Students will also become cognizant of current technologies, methods and changes in the practice of science. The hands-on nature of the Core increases the need for students to use appropriate precautions in the laboratory and field. Guidelines for the proper use of animals, equipment, and chemicals should be observed.

01.01.01 Classification (Biology)

teacher-scored 10 points possible 120 minutes

Summary:

Students will research information about Carl Linnaeus, how to classify organisms, and how to use and design a dichotomous key. Using the research information students will be able to document their findings and site the sources used.

Instructional Procedures:

This assignment contains five questions. Your answers must be VERY DETAILED. Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.

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ASSIGNMENT 01.01.01 - REVISION DATE: 7/30/14 (Copy everything between the asterisks.)

  1. In your own words, write a 150 – 200 word description of Linnaeus' role in developing the modern system of naming organisms. List all websites and other reference materials you used to gain the knowledge to answer this question. Do not cut and paste; put the answer in your own words. Plagiarism is not ethical and will result in your being dropped from the course.
     
  2. In your own words, explain Linnaeus' scientific system for classifying organisms. Your explanation needs to be at least 150 words. List all websites and other reference materials you used to gain the knowledge to answer this question. Do not cut and paste; put the answer in your own words. Plagiarism is not ethical and will result in your being dropped from the course.
     
  3. Pick two organisms of your choice and classify each from the largest (kingdom) to smallest categories (species). EXAMPLE: Humans are classified under the following categories:
    Kingdom— Animal
    Phylum— Chordate
    Class— Vertebrate
    Order— Primate
    Family— Hominidae
    Genus— Homo
    Species— Sapien

     

  4. Describe how evolution is a part of classification. Your explanation needs to be at least 150 words. List all websites and other reference materials you used to gain the knowledge to answer this question. Do not cut and paste; put the answer in your own words. Plagiarism is not ethical and will result in your being dropped from the course.
     
  5.  Using the example from Chapter 1, design your own dichotomous key for the following six organism found in the Family Felidae: lion, tiger, leopard, cheetah, jaguar, and cougar. 

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.


01.01.02 Virtual pond dip – LAB (Biology)

teacher-scored 20 points possible 120 minutes

Summary:

When you look at pond water under a microscope you are likely to see tiny organisms. If you spend enough time examining the pond water you will see organisms from the Monera, Animalia, and Protista Kingdoms. In this lab you will explore pond water virtually, and identify organisms from the Monera, Animalia, and Protista Kingdoms.

Instructional Procedures:

1.  Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.
2.  Open URL 1 - Virtual Pond Dip
3.  Explore the information found at URL 1. Use this information to fill in the table.
4.  Open and explore URL 2 - Pond Water Critters That You See With A Microscope.
5.  Use the information from PART I, URL 1, URL 2, and URL 3 to develop a dichotomous key.

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ASSIGNMENT 01.01.02 - REVISION DATE: 7/07/14 (Copy everything between the asterisks.)

PART I
Instructions: Open and explore URL 1 - Virtual Pond Dip. Use the information found in the site to fill in the table below.

ORGANISM NAME SINGLE OR MULTICELLULAR KINGDOM PHYLUM UNIQUE CHARACTERISTICS
Actinosphaerium        
Amoeba        
Cycolps        
Daphnia        
Euglena        
Paramecium        
Rotifer        
Stentor        
Volvox        
Vorticella        

 

PART II

Instructions: Open and explore URL 2 - Pond Water Critters That You See With A Microscope. Using the information from PART I, URL 1, URL 2, and URL 3 develop a dichotomous key. The dichotomous key you develop must contain seven of the organisms from PART I.

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.


01.01.03 Classification (Biology)

computer-scored 5 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


01.01.04 - Lesson Check (Biology)

both teacher- and computer-scored 13 points possible 15 minutes

This is a self-reflection on how you did this week and what you plan to do next week.  

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


01.02 Biological Diversity (Biology)

Relate principles of evolution to biological diversity.

TO DO

Read: Chapter 2 Biological Diversity in the EHS Biology Quarter 1 - Biological Diversity text book.

Explore:  The URL found under the heading 01.02 Biological Diversity (Biology).  

Complete: Once you have read the chapter and explored the URL complete the following activities:

  • 01.02.01 Biological Diversity - Assignment
  • 01.02.02 Biological Diversity – Quiz

Click here for the 01.02 Biological Diversity study guide.


 

01.02 Biological Diversity (Biology)

This is a site to research organisms.  You are not limited to this site.  But, it's a great place to start.

01.02.01 Biological Diversity (Biology)

teacher-scored 10 points possible 120 minutes

Summary:

Students will research information about organisms. Using the research information students will be able to document their findings and site the sources used.

Instructional Procedures:

Research four organisms. Include one plant, bacteria, invertebrate and vertebrate. You will look at some of their normal everyday functions and discover how the organisms are different.  Make sure you include a list of resources you used.  For each organism, answer the questions listed below.  The URL listed above is a great place to start.

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ASSIGNMENT 01.02.01 - REVISION DATE: 7/22/14 (Copy everything between the asterisks.)

Research how your four organisms:

1. Obtain food and derive energy from it

2. Protect themselves from injury (e.g., immune system, defenses, and integument)

3. Provide internal transportation (e.g., open or closed circulatory system, number of heart chambers)

4. Provide internal coordination (e.g., hormones, and nervous system)

5. Eliminate wastes (e.g., solid, liquid, and gas)

6. Support themselves (e.g., water buoyancy, xylem, phloem, skeleton)

7. Reproduce

List Resources below:

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Pacing: complete this by the end of Week 2 of your enrollment date for this class.


01.02.02 Biological Diversity (Biology)

computer-scored 5 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


01.03 Adaptation of Organisms (Biology)

TO DO

Read: Chapter 3 Adaptation of Organisms in the EHS Biology Quarter 1 - Biological Diversity text book.

Complete: Once you have read the chapter complete the following activities:

  • 01.03.01 Adaptation of Organisms - Assignment
  • 01.03.02 Adaptation of Organisms – Quiz

 

01.03.01 Adaptation of Organisms (Biology)

teacher-scored 10 points possible 120 minutes

Summary:

An adaptation is any kind of inherited trait that improves the chances of survival and reproduction for an organism. These adaptations can occur over long periods of time. Adaptations are indeed changes, and change is a characteristic of evolution. How an animal changes to survive is an evolutionary adaptation. These changes are part of a process called natural selection (survival of the fittest).

The environment is the selecting force that chooses the best and most useful inherited characteristics. There are many different types of adaptations. Structural adaptations are adaptations that involve the body of the organism.The wings of birds, for example, are structural adaptations for flight. Physiological adaptations involve the metabolism of organisms. The protein web made by spiders is an example. Other adaptations are behavioral and some provide protection like camouflage (chameleon) and warning coloration (poisonous frogs). Listed below are definitions of each of the adaptions for which you will be asked to provide examples. Please do not use the examples given in the definition. Find your own!

  • Internal skeleton: is one that is inside the body of the animal. It is made of bone and cartilage, and its function is to protect the soft organs, tissues, and other parts of the vertebrate organisms. It gives something for muscles to attach to and pull against. The internal skeleton also stores mineral reserves and provides a site for blood cell formation.
  • External skeleton: is an outer covering on an invertebrate such as a spider, sea anemone, clam or lobster; very few vertebrates have an exoskeleton except the turtle. Some exoskeletons are made of chitin, calcium or silica. They have two advantages. They can protect the organism against their environment and danger, and they protect their wearer from drying out.
  • Internal Fertilization: is the union of gametes (egg and sperm) inside the body of the female, the sperm being transferred into the body of the female by the male sex organ. Internal fertilization can result in species that lay eggs like birds, or species that carry their embryos inside their bodies like cats.
  • External Fertilization: is the union of gametes (egg and sperm) outside of the bodies of the originating organisms; it occurs in most fish. The female deposits the eggs into the water and the male must swim to the eggs and deposit his sperm over the eggs. The water keeps the egg and sperm from drying out. Most species that exhibit external fertilzation either live in the water or have to return to water for reproduction. Amphibians also exhibit external fertilization.
  • Egg-laying: occurs in animals of all kinds including mammals (just a few - the duck-billed platypus and the spiny anteaters), birds, reptiles, amphibians, and fish. An advantage to egg-laying is that the female does not have to continue to give the embryo nutrients and energy. Once the egg is laid, it has all the nutrients it needs until hatching. Eggs can be buried or protected until the animal hatches. In general, organisms can lay more eggs than carry live young.
  • Live birth: is when a mother gives birth to her baby or babies alive. She carries them inside her body until they are fully developed. An animal that carries her babies can protect them from predators. She can also maintain a constant temperature to keep them alive and healthy.
  • Camouflage: is the ability of an organism to blend into its surroundings to hide itself from predators or prey. Some animals mimic plants or ground cover like dead leaves in order to hide or hunt.
  • Mimicry: is the similarity between species which protects one or both. This might include warning coloration (like a fly that is colored like a bee), or coloration of a harmful organism, or a bitter tasting organism so others will not eat or bother them. On its back, the Eastern Tiger Swallowtail caterpillar has coloring that look like big eyes to scare away predators.
  • Nocturnal behavior: is when an animal sleeps during the day and is active at night. These animals generally have highly developed senses for seeing and hearing. At night, these animals hunt others that do not have as good as eyesight as they do. Some of these animals, like owls, hunt at night because there is less competition. In hot desert environments, being active at night can also help them conserve water because they are not in the hot sun.

Instructional Procedures:

Identify two different organisms for each adaptation and explain how this evolutionary adaptation has been beneficial to each of the organisms. 

A common mistake here is to take two organisms and report on each of the characteristics. The correct way is to take each characteristic (external skeleton, internal skeleton, internal fertilization. . .) and find two organisms that have that characteristic, and tell how that evolutionary adaptation has been beneficial to those organisms.

Here are a few examples:  DO NOT USE THESE EXAMPLES IN YOUR ASSIGNMENT

Internal skeleton

Giraffe--Long neck allows it to eat food off tall trees
Penguins--Heavy, solid bones serve as a diver’s weight belt and allow them to stay under water for long periods of time

External skeleton

Crab--Has a hard shell that covers its body and protects it from predators
Scarab--Hard exoskeleton offers protection against predators

Internal fertilization

Shark--Internal fertilization is a key adaptation for sharks, once born, a shark infant is fully developed and capable of fending for itself
Tailed frog--Due to swift currents, internal fertilization is necessary for survival of the young 

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ASSIGNMENT 01.03.01 - REVISION DATE: 7/22/14 (Copy everything between the asterisks.)

1.  Internal skeleton

  • ANIMAL 1:
  • ANIMAL 2:

2.  External skeleton

  • ANIMAL 1:
  • ANIMAL 2:

3.  Internal fertilization

  • ANIMAL 1:
  • ANIMAL 2:

4.  External fertilization

  • ANIMAL 1:
  • ANIMAL 2:

5.  Egg laying

  • ANIMAL 1:
  • ANIMAL 2:

6.  Live Birth

  • ANIMAL 1:
  • ANIMAL 2:

7.  Camouflage

  • ANIMAL 1:
  • ANIMAL 2:

8.  Mimicry

  • ANIMAL 1:
  • ANIMAL 2:

9.  Nocturnal behavior

  • ANIMAL 1:
  • ANIMAL 2:

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Pacing: complete this by the end of Week 3 of your enrollment date for this class.


01.03.02 Adaptation of Organisms (Biology)

computer-scored 5 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


01.04 Characteristics of Life (Biology)

Relate genetic variability to a species’ potential for adaptation to a changing environment.

TO DO

Read: Chapter 4  Characteristics of Life in the EHS Biology Quarter 1 - Biological Diversity text book.

Explore:  The URLs found under the heading 01.04 Characteristics of Life (Biology).  

Complete: Once you have read the chapter and explored the URLs complete the following activities:

  • 01.04.01 Characteristics of Life - Pre Lab
  • 01.04.02 Characteristics of Life - Lab
  • 01.04.03 Characteristics of Life - Post Lab Quiz
  • 01.04.04 Characteristics of Life - Quiz
  • Exam - Covers lessons 1 - 4

 

01.04 Characteristics of Life (Biology)

01.04.01 Characteristics of Life Pre Lab (Biology)

teacher-scored 10 points possible 30 minutes

Your answers must be VERY DETAILED. Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.

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Pre Lab 01.04.01 - REVISION DATE: 8/1/14 (Copy everything between the asterisks.)

 

  1. We are studying biology this year.  “Bio” means _________, and “ology” means __________.  So “biology” means ______________________!
  2. What are the eight characteristics that define a living organism?  

 

 

 

   3.  Define:

  • Dead –
  • Alive –
  • Non-living –

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Adapted from Rebecca M. Fulop and Lindsay Penrose

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


01.04.02 Characteristics of Life Lab (Biology)

teacher-scored 30 points possible 60 minutes

Summary:

The word hypothesis can be defined as an "educated guess." For example, it might be an educated guess about why a natural event occurs. But not all hypotheses—even those about the natural world—are scientific hypotheses. What makes a statement a scientific hypothesis rather than just an educated guess? A scientific hypothesis must meet two criteria:

  1. A scientific hypothesis must be testable.
  2. A scientific hypothesis must be falsifiable.

A hypothesis is written using an "if" and "then" statement for example: "If _____[I do this] _____, then _____[this]_____ will happen." (Fill in the blanks with the appropriate information from the experiment.)

Instructional Procedures:

Your answers must be VERY DETAILED. Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.

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ASSIGNMENT 01.04.02 - REVISION DATE: 8/1/14 (Copy everything between the asterisks.)

Introduction:

Question/Problem:  How can we tell whether an object is living or non-living?

Materials and Methods:

Water       Plant Larva Candle
Branch        Apple Chicken Egg                         Bone

Moldy Cucumber (Hint: don't just take the cucumber into consideration.)

      Snail Shell                                                                       Fossile Book
 
 
Think about the materials listed above.  You do not have to obtain them.  Make a hypothesis about whether each specimen listed above is living, nonliving, or dead.  Your hypothesis needs to be written as an "if" and "then" statement.  For example:  
If an object has the ability to reproduce, then it is alive.
 
Support your hypothesis with EVIDENCE from the eight characteristics of life all living organism share.
 
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Adapted from Rebecca M. Fulop and Lindsay Penrose

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


01.04.03 Post Lab Characteristics of Life (Biology)

computer-scored 10 points possible 5 minutes

You need to score at least 80% on the Post Lab Quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


01.04.04 Characteristics of Life (Biology)

computer-scored 10 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.


01.05 Biodiversity to Extinction (Biology)

Relate principles of evolution to biological diversity.

TO DO

Read: Chapter 5 Biodiversity to Extinction in the EHS Biology Quarter 1 - Biological Diversity text book.

Complete: Once you have read the chapter complete the following activities:

  • 01.05.01 Biodiversity to Extinction - Assignment
  • 01.05.02 Biodiversity to Extinction – Quiz

 

01.05.01 Biodiversity to Extinction (Biology)

teacher-scored 10 points possible 120 minutes

In this assignment you will be writing three one-page papers. Do not copy and paste from your sources-- summarize the information in your own words.

Paper #1: Species diversity or biodiversity is the number of different species living within an ecosystem. These species live together and interact with each other. Your task for the first paper is to explain in 200 words or more, the importance of biodiversity in a particular ecosystem. You will want to choose an ecosystem in which you can use examples to support your explanation. Use these terms to help search: Ecosystem info Franklin Institute info. On ecosystems (tours) Exploring ecosystems online (interactive) Virtual ecoystem.  Include a reference of web sites that you used.

Paper #2: You studied and discovered many evolutionary adaptations in the third diversity assignment. You read about natural selection (survival of the fittest), but have you thought much about what happens to the "unfit"? Yes, individuals die. But what about an entire species dying? Have you given much thought to that? Is it possible for an entire species to vanish because of natural selection? What about natural disasters or dramatic climatic changes? The most common theory of why the dinosaurs became extinct is the meteorite theory. It is thought that a large meteorite or asteroid hit the planet, causing major changes in the environment. The dinosaurs are gone, and we have learned a lot about them through their fossil remains. But is it possible to do anything to help save other species from extinction? That is the question I would like you to write about. Research technologies and methods that we as humans have to help prevent the extinction of other organisms. Try to include 3-4 different approaches that are being used today to prevent extinction in your 200 words or more report. Use these terms to help search:  Extinction search words Extinction - World book reference with links Dinosaur Extinction Extinction Sucks Audubon Society watch list for kids.  Include a reference of web sites that you used.

Paper #3: Now that you've studied and researched some of the different, current approaches to preventing extinction, pick one of them and tell me why it is or isn't a good approach. After you've expressed your opinion, then explain in the next few paragraphs an idea or approach that you think would work better. Be creative, think about all the technology we have today. Complete a 200 words or more paper. Include a reference of web sites that you used.

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


01.05.02 Biodiversity to Extinction (Biology)

computer-scored 5 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


01.06 Natural Selection (Biology)

TO DO

Read: Chapter 6 Natural Selection in the EHS Biology Quarter 1 - Biological Diversity text book.

Explore:  The URLs found under the heading 01.06 Darwin's Finches (Biology).  

Complete: Once you have read the chapter and explored the URLs complete the following activities:

  • 01.06.01 Darwin's Finches - Assignment
  • 01.06.02 - Virtual Peppered Moth - Lab
  • 01.06.03 Natural Selction - Quiz

 

01.06 Natural Selection (Biology)

Click on this link and listen to information about the scientists now studying on the Galapagos Islands and how the finches have continued to evolve. You must have iTunes and Quicktime installed on your computer to access this.

01.06.01 Darwin's Finches (Biology)

teacher-scored 10 points possible 120 minutes

Summary:

The theory of evolution consists of the following four major points:

1. Variation exists within the genes of every species (the result of random mutation).

2. In a particular environment, some individuals of a species are better suited for survival, so   leave more offspring (natural selection).

3. Over time, change within species leads to the replacement of old species by new species as less successful species become extinct.

4. There is clear evidence from fossils and many other sources that the species now on Earth have evolved (descended) from ancestral forms that are extinct (evolution).

 

Instructional Procedures:

Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.

Using URLs 1 – 4, answer these general questions about Diversity and Evolution (Please use your own wording--no cut and paste).

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ASSIGNMENT 01.06.01 - REVISION DATE: 7/29/14 (Copy everything between the asterisks.)

1. Why is diversity (differences) among the finches important for their survival?

 

2. How did the different islands play a role in the diversity of the finches?

 

3. Why do you think scientists believe that the finches came from one species?

 

4. When would the importance of different beaks be important for the finches' survival?

 

5. What is your opinion about the variation in the sizes of the birds? How could one species be so much smaller or larger than another if they all came from one original species?

 

6. After reading the information below, write a paragraph explaining how diversity helps us to understand evolution.

 The theory of evolution consists of the following four major points:

1. Variation exists within the genes of every species (the result of random mutation).

2. In a particular environment, some individuals of a species are better suited for survival, so   leave more offspring (natural selection).

3. Over time, change within species leads to the replacement of old species by new species as less successful species become extinct.

4. There is clear evidence from fossils and many other sources that the species now on Earth have evolved (descended) from ancestral forms that are extinct (evolution).

 

 

 

 

 

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Pacing: complete this by the end of Week 6 of your enrollment date for this class.


01.06.02 - Virtual Peppered Moth - LAB (Biology)

01.06.02 - Virtual Peppered Moth - Pre Lab (Biology)

teacher-scored 10 points possible 30 minutes

Summary:

Charles Darwin gathered a large collection of facts to support the theory of evolution by natural selection. One problem that he ran into was the inability to persuade people of his theory. All of the specimens he studied had a long life cycle and evolved over hundreds of years. He needed a specimen that had a short life cycle. A great example of natural selection can be seen in the peppered moth, Biston betularia. This moth has a short life cycle, making it easier to study natural selection. Unfortunately, Darwin didn’t realize natural selection was happening among smaller specimens, like the peppered moth, which were found in his home country of England.

​Instructional Procedures: 

Copy all information below between the lines of asterisks, including the lesson number, revision date and   all questions into a word document.

  Open URL 1 – Peppered Moths and Melanism
  Read the information found at URL 1. Use this information to answer PART 1 of the lab.
  Open and explore URL 2 – Peppered Moths, Black and White.
  Use the information from URL 2 to complete PART II of the pre lab.

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ASSIGNMENT 01.06.02 - REVISION DATE: 8/06/14 (Copy everything between the asterisks.)

The Industrial Revolution brought on great changes. There were no environmental regulations, and the factories produced tons of ash and soot. It didn't take long until there was a blanket of soot darkening homes, trees, rocks, and anything else it could land on. It was under these conditions that the first dark colored moth was discovered. Today, in some areas, 90% or more of the-peppered moths are dark in color.

Instructions Part I: Open and read URL 1 - Peppered Moths and Melanism. Use the information found in the site to answer the questions.

1. What are the characteristics of the Peppered Moth? Why are the characteristics important when studying natural selection?

Instructions Part II: Open and explore URL 2 – Peppered Moths White and Black. Using the sections of the URL titled “Life Cycle”, “Impact of Polluitn” and “Kettlewells Experiments”. Answer the following questions.

1. What are the natural preditors of the peppered moth?

2. What is a lichen? Why is the lichen important to the survival of the peppered moth? You may have to do additional independent research to answer this question.

3. How is the larvae of the peppered moth protected?

4. How long does a peppered moth live?

5. Who is RS Edleston? Why was his discovery significant?

6. What is Natural Selection?

7. Who is J.W. Tutt? What was his theory?

8. In 150 words or more explain who Barnard Kettlewell is and his work as it deals with natural selection. You may have to do additional independent research on Kettlewell.

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Pacing: complete this by the end of Week 6 of your enrollment date for this class.


01.06.03 - Virtual Peppered Moth - LAB (Biology)

teacher-scored 20 points possible 120 minutes

Instructional Procedures: 

Copy all information below between the lines of asterisks, including the lesson number, revision date and   all questions into a word document.

  Open and explore URL 2 – Peppered Moths, Black and White.
  Use the information from URL 2 to complete the lab.

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ASSIGNMENT 01.06.03 - REVISION DATE: 8/06/14 (Copy everything between the asterisks.)
 

Instructions: Open and explore URL 2 – Peppered Moths White and Black. Using the section of the URL titled “Birds Eye View” run the simulation for a dark and light forest, fill in the table and draw a conclusion.
  

  PERCENT OF DARK MOTHS PERCENT OF LIGHT MOTHS
DARK FOREST    
LIGHT FOREST    

1. Draw a conclusion. Your conclusion needs to contain at least 150 words.

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Pacing: complete this by the end of Week 6 of your enrollment date for this class.


01.06.04 Natural Selection (Biology)

computer-scored 5 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


01.07 Biomes (Biology)

Describe the effects of environmental factors on natural selection.

TO DO

Read: Chapter 7 Biomes in the EHS Biology Quarter 1 - Biological Diversity text book.

Explore:  The URLs found under the heading 01.07 Biomes (Biology).  

Complete: Once you have read the chapter and explored the URLs complete the following activities:

  • 01.07.01 The American Prairie - Assignment
  • 01.07.02 American Prairie - Quiz
  • Exam - Covers lessons 5 - 7

 

01.07 Biomes (Biology)

National Geographic Habitats, good information about prairies

01.07.01 The American Prairie (Biology)

teacher-scored 10 points possible 120 minutes

Summary:

In order for any animal to survive within a given ecosystem, it must be adapted in two ways:

  1. Physically - this includes characteristics such as fur, eyes, color, etc.
  2. Behaviorally - this includes characteristics such as hunting strategies, breeding patterns, social habits and more that help an animal cope with the conditions it faces while living in the ecoystem.

The ecosystem we will study here will be the prairie. The term prairie derives from the French and was the word French trappers and explorers gave to the sea of grass they encountered in the center of North America. As a vegetation type, the prairie is divided into three formations: Tall grass, mixed prairie and short grass.

Instructions:

Reseach the following information:

  1. The location of the North America Prairies
  2. Basic environment conditions of the prairies (Climate - temperature, rainfall, winds...)
  3. Plants of the prairie 
  4. Animals of the prairie, and how they are adapted to their environment

As you gather this information, keep in mind that later in the assignment you will be answering some questions about prairie life--you may want to read the questions ahead of time, so if you find that information, you can highligh it or print it. To gain this information you will want to use a search engine (I like Google) with the key words: Prairies, American Prairies, North American Prairies, Prairie Animals, and Prairie Plants.

This assignment has three parts.  Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.  

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ASSIGNMENT 01.07.01 - REVISION DATE: 7/29/14 (Copy everything between the asterisks.)

Part One:

Gather information about the prairie including:

  1. The location of the North America Prairies
  2. Basic environment conditions of the prairies (Climate - temperature, rainfall, winds...)
  3. Plants of the prairie
  4. Animals of the prairie, and how they are adapted to their environment

Once you have gathered this information, put it in a 250 - 350 word research paper.   Make sure you list your resources.

Part Two:

Your next job is to create an animal that would thrive on the prairie. You will need to consider both physical and behavioral characteristics of your animal. Turn in a  DRAWING and TWO PARAGRAPHS about your animal.  

TIP:  The first paragraph should contain a physical description and the second your animal's behavioral characteristics.  To submit this part of the assignment I suggest that you draw the picture on regular paper. Scan or take a picture of it, and upload the .jpeg as your assignment.

Part Three:

Prairie Questions

1. Prairie plant species are very diverse. Speculate about why such a diverse system evolved. What natural advantages might it offer?

2. The American bison was almost hunted to extinction. Describe the effect its disappearance would have had on the prairie ecosystem.

3. Describe one of the many relationships that exist between a particular animal or insect and a species of plant living on the prairie.

4. Compare and contrast the ways in which Native Americans and early European settlers lived on the prairies. What advantages and disadvantages does each way offer?

5. Describe the effects of fire suppression on the American prairie.

 

(This lesson was adapted from discoveryschool.com)

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Pacing: complete this by the end of Week 7 of your enrollment date for this class.


01.07.02 American Prairie (Biology)

computer-scored 5 points possible 20 minutes

You need to score at least 80% on this quiz before you can take the final.  You can take it as many times as you would like, in order to earn the score you desire.

Pacing: complete this by the end of Week 7 of your enrollment date for this class.


01.08 Quarter Review (Biology)

This is a review for you to prepare for the final test.

TO DO

Complete: 

  • 01.08.01 Quarter Review

Proctored Final:  Once you earn at least 60% on each assignment and 80% on each quiz module 4 will open.  Once Module 4 is open you will need to:

  • Complete the Ready Assignment.
  • Right under the Ready Assignment, there is a link with a list of proctors. The proctors are listed by county. Select a proctor from the list.
  • Contact the proctor (via e-mail or phone) and make arrangements to take the final.
  • When you show up to take the final the proctor will type in the password and you will be ready to go.
  • In order to earn 0.25 biology credit, you need to get at least 60% on the final.
  • To prepare for the final I recommend you understand the concepts from assignment 01.08.01 and the quizzes.

 

01.08.01 Quarter Review (Biology)

teacher-scored 25 points possible 90 minutes

Your answers must be VERY DETAILED. Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document.

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ASSIGNMENT 01.08.01 - REVISION DATE: 10/11/13 (Copy everything between the asterisks.)

1st quarter Biology final study guide

Make sure you understand all of your assignments and this study guide.

1. List 3 advantages of hibernation.

2. Biodiversity makes ecosystems more _____________.

3. Why do we now classify organisms into 6 kingdoms, and not 5?

4. Briefly compare the scientific name and common name of an organism.

5. What is a dichotomous key? Why would you use one?

6. List 3 specific animals that have inherited a trait that would help them to be camouflage in their environment.

7. List and explain 3 different inherited traits that help animals survive.

8. Explain how a non-native organism could cause another organism become extinct.

9. Select a mammal. Starting with the mouth trace the path that food would pass through.

10. There are 7 different taxa used to classify organisms. Starting with Kingdom list the other six in order of most inclusive to least inclusive.

11. What contributions did Carolus Linnaeus give toward the naming of organisms that we use today?

12. Briefly describe how the characteristics listed below describe a species.

  • sexual reproduction
  • interbreeding
  • natural
  • population

13. What are common characteristics of most prokaryotes?

14. What are common characteristics of most eukaryotes?

15. The vascular tissues of plants are composted of xylem and phloem. Briefly describe the role they play in the plant.

16. What makes up the vascular system in animals?

17. What is the cycle of flowering plants?

18. What is the meaning of co-evolution? Give 5 examples.

19. Explain why bees co-evolved with flowering plants.

20. Describe how cells, tissues, organs, and organ systems all work together.

21. List 5 reasons why there are more animals living in the tropics than the arctic.

22. Describe and give an example of the different symbiotic relationships listed below:

 

  • parasitism
  • mutualism
  • neutral
  • competitive
  • commensalism

23. Organisms protect themselves in a variety of ways. Briefly describe the defensives listed below and give an example of each:

  • warning coloration
  • display behavior
  • chemical defenses
  • mimicry
  • camouflage

 

24. Define:

 

  • evolution
  • growth
  • reproduction
  • photosynthesis
  • Plantae
  • Protista
  • Bacteria
  • Fungi
  • Animalia

Pacing: complete this by the end of Week 8 of your enrollment date for this class.


Biology Book

There are 3 options for the text book - .pdf, ipad/android, and kindle. Click one of the links below to download and save the EHS BIOLOGY - QUARTER 1 text book.

 


Please click here for instructions on how to download the ePub onto your device.

Please click here for instructions on how to download the Kindle Book onto your Kindle.


 

Extra Credit

teacher-scored 0 points possible 30 minutes

Use the URL listed below. Select and read an article. Answer the following questions:

 

1.            What is the purpose of this article?

2.            Why is it important to investigate or examine the subject of the article?

3.            Is there supporting evidence? Or is it just an opinion? State the evidence

4.            How does this advance knowledge in the field?

5.            What is your opinion?

 

You can earn up to 20 points in extra credit.

Pacing: complete this by the end of Week 8 of your enrollment date for this class.