Wednesday, March 20th–
Firearms Lab Exercise #1 in class.
Monday, March 18th-
Chapter 18- finish guided questions that you started on Thursday
Lecture on Ballistic evidence including shell casings, bullets, parts of firearms
Thursday, March 14th–
Start Ballistics and Firearms chapter
Intro story: Lee Malvo Sniper case
Guided questions for text. Both activities available in class. Links to articles:
Tuesday, March 12th-
Last day to finish the crime scene project. Scoring guide available in class.
If time, switch with another group.
Thursday, March 7th-
Early release, short classes today
Work on Group Crime Scene, Witness testimony, Calculations
Tuesday, March 5th-
Activity 8-7 (crime scene/blood spatter) does the data support the witness testimony?
Start Final group project. Create witness testimony, create crime scene, calculate blood evidence to either support or refute blood spatter evidence.
Finish 8-6 Calculate height of shooter
Wednesday, February 27th-
Finish Activity 8.5 (Blood droplet impact angle)
- Tape notecards with blood drops (used to calculate angle of impact) in notebook
- Include title, objectives, data tables and conclusion questions
Notes: How to calculate the height of a shooter (available in class)
If time, start 8.6 Area of Origin. Continue working on this Friday
Monday, February 25th-
Labs 8.4 and 8.5
Set up cardboard with correct angles, attach notecards, make cards for each angle for everyone in group. Dry overnight to be used for calculations on Wednesday. Include names and angles on cards
Thursday, February 21st
Lab 8-1 Presumptive blood test
Chemical tests to determine if “red stain” is blood or not
Tuesday, February 19th-
Chapter 8- Intro to Blood powerpoint (take notes on objectives of this chapter)
Blood Spatter Patterns. Use the color changing shower curtain to demonstrate each type of blood pattern. Photograph, label and print. Tape into your journal.
Graded: 8-3 has now been graded. I have entered missing assignments as “0” but you can finish this lab during anchor on “A ” days for the next week.
Friday, February 8th– 1/2 day (Storm warning……)
Today we talked about the historical uses of blood evidence in Forensics.
We watched, Catching Killers: Season 2- blood
Wednesday, February 6th
Introduction to Blood Evidence
Lab 8.3 How height affects the diameter of blood spatter
Include: a summary of the objectives, short background information, data (a table and the actual blood drops) and the conclusion questions (written in complete sentences). Due next class.
Friday, January 11th-
Period 5- Handwriting Analysis Chapter 10 activity 1.
Period 6- Start Chapter 10- Forgery and Counterfeiting. We discussed check forgery and watched part of “Catch me if you can”
Wednesday, January 9th-
Review for fingerprint quiz (read page 169 chapter summary, complete practice test on page 172,3 #1-14.
Chapter 6 Fingerprint quiz
Introduce Handwriting, Forgery and Counterfeiting (Chapter 10) read intro story about Frank Abagnale. In class: start “Catch me if you can” movie about the true life of Frank Abagnale.
Monday, January 7th-
Pass your “10 cards” and partial print to the next table. Try to match 4 or more common points to identify the partial print
- Activity 6-5 Two prints appear to be a match. Identify 5 matching minutiae to confirm.
- Activity 6-6 Fingerprint Analysis of a crime scene (title, data and analysis in notebook) Graded in class.
Friday, December 14th-
Lifting a print using superglue, a plastic cap and a ziplock bag. Amazing!
Wednesday, December 12th-
- Notes/Lecture on fingerprint pattern
- Making a 10 card (of your own fingerprints) in your lab journal.
Monday, December 10th-
This week we will wrap up our DNA evidence unit and begin the next unit on Fingerprinting. To tie those two topics together we will look at how fingerprinting (using a new gel technique) can be used to help stop Pangolin poaching. If you were on the UW field trip you will recall Dr. Wasser discussing the need to critical need to stop the poaching of Pangolins (many of which are poached along with elephants but similar criminal organizations).
In class: Read the national Geographic article on Pangolins. Discuss the similarities and differences between how forensic science can help save Elephants and Pangolins.
- Short open note quiz on the use of DNA evidence in wildlife forensics. This will include how DNA is obtained, how it is amplified and how the VNTRs (or STRs) are used to identify an individual. No memorization needed. Good notes are helpful
Thursday, December 6th-
Field trip to UW lab
For those not attending, please complete this:
Tuesday, December 4th
Go to the following: https://www.hhmi.org/biointeractive/using-genetic-evidence-identify-ivory-poaching-hotspots Click on “student material” and read the maps and description
- Do the maps reveal any patterns in the origin of the seized ivory? If so, what are they? What do you conclude from these patterns?
- Why is it necessary to collect DNA samples from elephant populations at different locations across Africa?
- Based on the results, how would you suggest that efforts to combat poaching be focused? The researchers obtained samples from 28% of all large ivory seizures made between 2006 and 2011, and 61% of all seizures made between 2012 and 2014. What potential problems might arise from not collecting DNA samples from 100% of the ivory seizures?
Friday, November 30th
Guest teacher plans:
Periods 5 and 6 Forensics
Next week we will be visiting Dr. Sam Wasser’s Wildlife Forensics lab at UW. Today students will watch Dr. Wasser’s Tedtalk. At: https://www.youtube.com/watch?v=VQljyRvaRvw These questions can be taped in their journals and answered during the movie. Stop the movie at key points to allow students to answer the questions. Dr. Wasser is focused on 2 major questions. Where are the major poaching hotspots? What can be done to prevent this?
Questions to be answered (and turned in at end of period)
- How did Dr. Wasser estimate the number of elephants killed each year?
- What conditions led to the “perfect storm” of vastly increased elephant poaching?
- How can the environment be changed by the loss of elephants?
- How is poaching related to terrorism??
- A lot of ivory is seized each year. How does Dr. Wasser minimize the number of tusks sampled without sacrificing a sufficient sample size?
Wednesday, November 28th-
Which teacher is guilty? Lab available in class. Get DNA samples from 6 science teachers. Amplify DNA using PCR, separate molecules of interest using gel plates.
Lab available in class. This lab cannot be made up!
Monday, November 26th
Prepare for Wednesday’s PCR/Gel electrophoresis lab
Tuesday, November 20th-
A look at Genetic link to Aggression. Minutes 1-18 look at genes associated with Monoamine Oxidase (which helps regulates certain neurotransmitters). Genetic factors vs. Environmental factors.
Read the article above to learn more about the topic.
Short answer questions, Aggression in humans available in class
Friday, November 16th-
How reliable is DNA evidence? Our ability to amplify and analyze DNA may have outpaced our ability to interpret it. Read the following story and take notes.
- Did the sample come from one source?
- Is it a complete set of results for all 16 loci tested?
- Did the DNA likely end up at the crime scene by the criminal during the crime or by innocent transfer?
We then looked at a case were the DNA sample was complete and very reliable, but the match (using familial search) was not a perfect one. https://www.cbsnews.com/news/the-dna-of-a-killer-who-murdered-idaho-teen-angie-dodge/
In class: notes from today were checked (10 pts)
Wednesday, Nov 14th-
How will advances in DNA technology impact individuals, law enforcement and society?
Objectives: Explain why DNA analysis is an effective tool to identify criminals, Explain ethical issues surrounding familial searches.
Reading: Available in class in file folder marked 11/14
Wednesday nov 7th-
Using STR analysis to identify people
- How its done
- Benefits and Risks
- Use DNA models to show coding and non-coding regions of DNA
Monday, Nov 5th
Intro to Chapter 7- DNA “fingerprinting”
Read aloud- story about how the Golden State Killer was caught by using DNA from an public data base. How an innocent man was initially questioned and tested due to a rare genetic trait similar to that found in the family of the real killer. A look at current laws regarding DNA ownership.
Guided reading- part 1 of Chapter 7 available in class
Class activity: Build a DNA molecule with both a coding region and a non-coding region. Label each and sketch of photograph. The STR is the non-coding region
Friday Nov 2nd- teacher workday
Wednesday, October 31st
Happy Halloween! Our bones are drying in the art room and will be fired next week. If yours is not in the drying room please take it down there today.
In class: Finish reading and discussing Ch 6 “Death’s Acre” which focuses on how bones change when they are involved in a fire.
In class: We will start to transition into our next unit: DNA evidence. To introduce this we will use the HHMI Biointeractive site that focuses on Dr. Wasser’s wildlife forensic work with elephant tusks. https://www.hhmi.org/biointeractive/csi-wildlife. Today we will watch the short intro video and work on case 1.
Monday, October 29th-
Forensic Science in the news: Sam Wasser article in this month’s Science News.
Finish building bones
Chapter 6 “Death’s Acre” pages 72-87. Start today, finish Wednesday.
Tuesday/Thursday October 23rd and 25th-
Friday October 12th and Tuesday October 16th–
Sherlock Bones Activity- Each group will be assigned to study 4 bones of a particular individual. These include 2 long bones, a pelvis and a skull. You will complete a long series of measurements to determine as much about that person as you can. We will finish the conclusion questions on Thursday, and each group will defend their findings based on data collected.
If your group finishes early, you will start to design the 3-D bones that we will be building next week.
Wednesday, October 10th
PSAT- during class today. Over 1/2 of our class will be taking this test today.
The rest of the class is going to analyze a forensic science tv show, looking for forensic mistakes. Today we will watch Bones- season 10, episode 12.
PSAT test takers do not need to make this up.
Monday, October 8th-
Chapter 14, Forensic Anthropology
- Estimating Age using ossification of bones (pag 452). You do not need to memorize these bones, but you do need to be able to locate the parts of bones used in Figure 14-15. We will have long bones out to practice.
- Using bones to estimate height (page 454)
- pg 475 Estimation of Body Size from individual bones. Complete procedure 3a-f.
Thursday, October 4th
“Skeleton in the Cellar” activity to practice identifying the gender of a skeleton based on skull and pelvis.
Chapter 4 Death’s Acre
Tuesday, October 2nd
Read introduction story in text about Facial reconstruction (Chapter 14- Forensic Anthropology)
Forensic Files: The Talking Skull (episode about the same case as in text)
Notes on text 14.2 and 14.3 – Include major bone parts, how bones change over time, and primary differences between male/female bones.
Friday, September 29th
Learn how to use Calipers to measure various parts of the skull.
Complete the following activity: Alex’s Measurement Lab
Wednesday, September 26
- Open note quiz on textbook Chapter 3 (Hair).
- Introduction to next topic: Forensic Anthropology. Read Chapter 3 of Death’s Acre. This chapter is called, “Bare Bones: Forensics 101” Take notes on the following topics:
- What can teeth (especially molars) tell you about a person?
- What can a pelvis tell you?
- What can you learn from a Skull?
- What can a femur tell you about a person?
- Use the previous 4 questions to describe how to determine the “Big 4″ (Gender, Race, Age and Height”
Homework: If you did not finish notes on this chapter in “death’s acre” please finish them before next class.
Monday, September 24th-
- Practice identifying human hair from 4 samples
- Can you identify the type of animal based on differences in medulla or cuticle? Practice, using this review.
2. 6 minute radio story, “Strands of evidence: Hair Forensics” https://www.pri.org/stories/2012-10-17/strands-evidence-hair-forensics
3. Review for Wednesday’s Chapter 3 hair quiz (open note)
Thursday, September 20th-
Forensics in the news: Vultures and time of death (ted talk), using dna evidence from tusks to help stop elephant poaching.
Finish hair casting from Tuesday,
Notes from text to address the following questions:
- How is hair evidence used in Forensics?
- How is medullary ratio calculated and what is it used for?
Tuesday, September 18th–
Read Chapter 1 “Death’s Acre” with guided notes.
Make a hair imprint using nail polish and a slide. Hopefully this will enable us to determine the cuticle pattern of the hair. Details in class.
Wednesday, September 12th–
- Forensics in the news- new techniques in using DNA to identify victims of 9/11 seventeen years later.
- Open note quiz on Chapter 2
- Check out Forensics book, “Death’s Acre” from library. Leave this book at home. I will have class copies as well.
- Start Chapter 3. Hair. Notes on 3.1 and 3.2 from text. Examine and draw your own hair under medium power of the microscope. If time, compare and contrast human hair with animal hair.
Monday, September 10th–
Review Chain of Custody- practice using bindles from last week.
Chapter 2 summary (pg 33) and practice quiz questions 1-5 (pg 36)
“Digging Deeper” textbook example of evidence being mishandled. OJ Simpson trial. Watch first 20 minutes of BBC’s OJ Simpson- the untold story
Next class- quiz chapter 2 (open note, multiple choice)
Thursday, September 6th-
Finish last 10 minutes of Forensics Files, “Hair of a Dog”
Notes- objectives 2.5-2.9
There has been another crime! Its in the court yard. Use your notes on evidence collection and make a “bindle” complete with evidence labels, and sealed and signed bags. If time, start your scale drawing of the crime scene. Include direction (use a compass) and distance of evidence to fixed points.
Next Monday: Journal check on notes so far, crime scene sketch from Tuesday and Crime scene sketch from Thursday (to be finished Monday).
Tuesday, September 4th
Start evidence collection:
- notes in text 2.1- 2.4 (chapter 2, section 1 through chapter 2 section 4) in your journal
- Go to the crime scene across the hall and describe all trace evidence left at the scene
- Draw a labeled sketch of crime scene
Vocab for today: Direct vs. Circumstantial evidence, individual evidence vs. class evidence, trace evidence
Thursday, August 30th
Welcome to Forensics! Today we will introduce the study of Forensic Science. What does “forensics” mean?
Observations are very important in the field of forensics. What influences our observations? How is sight different than perception?
Tuesday May 22nd and Wednesday May 23rd
Start final crime scene project. (See attached word file)
Friday May 18th-
Practice with crime scenes
Go to the following site: http://www.chemcollective.org/mr/
Scroll down to “run mixed reception”
Follow along with the videos to complete the worksheet
Wednesday May 16th
DNA databases in the U.S. – When/Where/Why dna samples can be collected
Pros and Cons of current policies (national and state)
Monday/Tuesday May 14th, 15th
Looking at other uses of DNA evidence. DNA evidence for Human Identification
How the children of Argentina’s “disappeared are being reunited with their families”
Is DNA testing always accurate?
Using DNA from DNA testing sites to match DNA to crime scenes. Is this a violation of civil rights?
Wednesday May 2nd
Finish DNA and Histone Model Questions after you are finished building 4 scenarios of DNA organization
- What is DNA wrapped around
- Which 2 molecules help control whether or not DNA is accessible?
- If DNA is accessible, what happens next? What is the end result?
- Which molecule makes genes more likely to be read? Explain
- Which molecule makes genes less likely to be read? Explain how that happens
- I dont like eggs. I havent eaten an egg product in 10 years. How could this effect my epigenetics?
- If you have time, see if you can find some other examples of how you can affect your epigenetics. Extra credit for fantastic descriptions with sources sited.
Look further into the field of epigenetics. Use the computer to read/watch/interact with the topics and answer the guiding questions as you go.
- Watch the very short movie clip and describe an epigenome.
- What can increase the level of expression of a gene? In other words, what can you do to change the organization of DNA so that more proteins are made?
- What can you do to decrease the expression of a gene?
The Epigenome learns from its experiences
- Describe how an epigenome changes as a fetus develops
- Describe different signals that are sent to a cell (and can effect the expression of DNA)
- What carries the signals to the cell?
- What are the functions of gene regulatory proteins.
- Can epigenetic markers be passed on when a cell divides? Explain
Epigenetics and Inheritance
- Can epigenetic markers be passed on to the next generation?
Thursday December 7th–
Watch presentation from yesterday. We will focus on the intro and the murder trial scenario
Finish Ch 6 review questions
Wednesday, December 6th–
Guest Speaker in periods 1 and 2: Dr. Marsha Hedrick, Clinical Forensic Psychologist
Monday and Tuesday December 4th and 5th–
Activity 6-6 Fingerprint Analysis Make a mini poster to display data/results and conclusion describing which suspect matched crime scene prints best.
Complete Chapter 6 review questions. These may be used on next week’s Chapter 6 test.
Tuesday/Wednesday November 27th/28th
Activity 6.3 Lifting fingerprints. Study the information on types of fingerprints by using the “fingerprint 101” Powerpoint. Complete part 1 (latent fingerprint) and analyze the print using your knowledge of fingerprint patterns. Complete part 2 plastic prints and include a photo of your prints.
Video of how to lift prints: https://www.youtube.com/watch?v=tqFzVfPRd5s
Thursday Nov 9th /Monday Nov 13th
Day 2: Fiber identification lab
solvent tests, flame tests for known fibers
Identify 2 unknown fibers, based on prior data from day 1
Tuesday/Wed Nov 7th and 8th
Day one of Fiber identification lab
Title, purpose, background information, microscope analysis, and possibly burn tests.
Thursday/Mon Nov 2nd and 6th
Dr. Goldfogel, ME for Whatcom County- guest speaker for 1st period, recorded presentation for other classes.
Difference between a coroner and an M.E.?
What is involved in an autopsy?
When is an autopsy performed?
How is an M.E. involved in criminal and non-criminal cases?
Take good notes, ask good questions.
Friday Oct 27th–
CSI- taking another look at forensic evidence. When something was missed, even when all protocols were followed.
Season 5, Episode 9
Thursday/Friday Oct 25th and 26th
Defending your evidence. How sure are you?
Monday, Tuesday Oct 23rd and 24th
There has been a crime! Somebody cleaned Mr. Maden’s desk. We have some suspects. They include: Ms. Hankinson, Ms. Yaude, Ms. Auld, Mr. Toney and Hayden N (suspicious student). A hair from the crime scene has been collected. Use your mad forensic hair skills to solve this crime. Include castings and sketches/pictures of entire hair under the microscope.
Monday/Tuesday Oct 16th, 17th
Watch 15 minute lecture reviewing all parts of a hair and how hair is used to determine class and individual evidence
Hair casting. Use clear nail polish to make a casting of human and animal hair.
Tues/Wed Oct 10th and 11th
Complete 1-5 of Hair Lab (this involves looking at your own hair and eyebrow hair under the microscope, sketching it and calculating the medullary ratio (if possible)
Monday/Tuesday Oct 2 and 3
Check livers for fly activity. Glue any specimens on fly board and identify species
Chapter review (page 367 #1-20)
Chapter 11 test Wednesday/Thursday
Next chapter: Chapter 3: Hair Analysis
Thursday/Friday Sept 28th and 29th
Check livers for fly activity. Include observations, weather data, pictures in journal
Activity 11-4 in textbook. Include Objectives, summarize intro, Complete questions for Parts 1-4 in complete sentences Part 5 if time
Homework: Celebration of the lifecycle of the fly. Due next Thurs/Friday (see when your class meets). Choose a fly species, include all stages from egg to pupae (multiple instars) to pupae to adult. Include relative sizes of each stage. Describe factors that affect the development. Include special features found in each stage. You may choose to draw, sing, video, build, sculpt, or bake. See Pg 375 in text for ideas.
Tuesday/Wednesday Sept 26th and 27th
Finish set up of fly life cycle if needed, check results if already completed
CSI: special episode on forensic entomology
Friday/Monday Sept 22nd and Sept 25th
Question, background, procedure and data table for Life cycle of a fly lab (with liver)
Chapter 2- Death’s Acre with questions (in class)
Wednesday/Thursday Sept 20th and 21st-
Practice lab- using (pipe cleaner) maggots to determine time of death in 4 different cases.
Monday/Tuesday Sept 18th and 19th-
Lecture on Forensic Entomology- Chapter 11 in text.
20 minute video: part 1 of “Secrets of the Body Farm”
Start set up of life cycle of flies lab
Monday/Tuesday Sept 11th and 12th
Construct a crime scene using 5 pieces of evidence based on a scenario that you made up
Switch with another group and map the crime scene to scale. Use a sample map (given) as well as the text. Complete evidence log.
Thursday/Friday Sept 7th and 8th
Check out “Death’s Acre” and read chapter 1 and complete notes
Watch Forensic Files, “Hair of a Dog” and take notes on trace evidence
Tuesday/Wednesday Sept 5th/6th
Finish notes on chapter objectives 2.1- 2.8
Activity 2-1 Locards principle of exchange
Part A- Evidence Collection
Part B- Evidence examination
Part C- modified (I will give you a sample from the real crime scene)
Conclusion Questions 1-4 for “at standard” 5-8 for “above standard”
Thursday/Friday August 31st/Sept 1st
Finish part 2 of Activity 1-3 on page 17. (What influences our Observations?)
Start notes on chapter 2- objectives 2.1- 2.8 in class
Tuesday/Wednesday August 29th and 30th
Activity 1-3 on page 17 What influences our Observations?
Part 1 (finish in class)
Start part 2 with your group.
Friday/Monday August 25th/28th
Finish crime scene investigations
Notes/Discussion on Chapter 1- Observations
Global climate change in the news
HW be prepared for the chapter 19 quiz on Monday
Study guides 8 and 10 due (for extra credit)
Correct, “Do the Math” on pag 526
Using Ice Cores and ocean sediments to calculate greenhouse gas concentrations over the past 40,000 years
Positive and negative feedback loops
Tuesday 4/14/15 Practice multiple choice test in class. Keep track of topics/chapters that you need to review. Finish greenhouse gas discussion from yesterday
HW “Do the Math, Your Turn ” on pg 526. Show all work! Include all units for credit
Monday 4/13/15 Lecture/Discussion on Greenhouse effect and Sun/Earth heating system
Natural vs. anthropogenic sources of greenhouse gases.
HW Study guides for chapter 8 and 10 (from spring bring break) due Friday
This week Chapter 19 – Global Climate Change
Friday 4/3/15- Start Chapter 19- Global Change
During Break I will have 2 chapter outline/study guides for chapters that we will not cover until after the AP. (Chapter 8- Earth Systems and Chapter 10 Land Use) These will be extra credit!! 15 pts each due Monday after spring break
Thursday 4/2/15– Test Chapter 15 M.C. questions and FRQ’s
Tuesday 3/31/15– Final topics for Chapter 15-
Review Acid deposition and ozone depletion (both secondary pollution issues)
Pollution Control, prevention, technology, innovation
Monday 3/30/15– Summarize learning from Friday
One of most unique presentations was on Environmental Justice (read pgs 364-66 in text)
Ted Talk – Majora Carter speaks about “Greening the Ghetto”
Friday 3/27/15- UW Environmental Symposium day. Bus leaves Sehome at 7am sharp!! Bring walking shoes and a jacket and snacks and reusable water bottle. We will leave UW at 2pm to head back to Bellingham.
Thursday 3/26/15– Set up ozone collection for air pollution lab
Wednesday 3/25/15– Continue with 3 protocols/laws from Tuesday.
Notes: How ozone is made/destroyed in stratosphere. How CFC’s destroy ozone and how the Montreal Protocol has helped this problem be minimized
Tuesday 3/24/15 Today is the last day to sign up for AP test! See Cathy Moran in athletics/activities office. A.P. test is on Monday, May 4th at 8am.
Reading: Indoor cooking as a dangerous source of air pollution in developing countries (National Geographic). I read the indoor cooking article out loud. Students then read, “Working towards sustainability- Designing a new cookstove”
Laws/Regulations to know:
Clean Air Act
Work in table groups to summarize how each of these impacts air quality locally and/or worldwide. We will continue Wednesday
Homework: Keep working on study guide
Monday 3/23/15- Air Pollution Chapter 15- Big 6 air pollutants that are used to assess air quality (Clean Air Act 1970).
How primary pollutants become secondary pollutants (example: Los Angelos type smog and the production of tropospheric ozone).
Homework: M.C. questions chapter 15, read opening story, start chapter outline/study guide 2015chapter15
This will be a 2 week chapter. Chapter 15 quiz will be Thursday before spring break.
Friday 3/20/15- Guest speaker: Darrell Snyder, electrical engineer from BP will discuss how oil is refined, where the crude oil arrives from and the challenges of transporting oil in our region.
Thursday 3/19/15– Start Air Pollution (Chapter 15) – Types of air pollutants and areas with major air pollution problems.
Tuesday 3/17/15– Green solutions to waste treatment
Take home quiz Chapter 14 (due block day)
Monday 3/16/15 Solid waste and sediments
Federal Laws for water quality (Clean Water Act and Safe Drinking Water Act)
Friday 3/13/15 – teacher workday
Thursday 3/12/15– Acid deposition, pesticides and pharmaceuticals
Tuesday 3/10/15- Animal Feedlots, lead, arsenic and mercury
New technologies- using solar and nanotechnologies to remove heavy metals from water
Monday 3/9/15– Disease causing organisms, septic systems and sewer systems notes and discussion
“Do the Math” from chapter 14
Friday 3/6/15– Start Chapter 14 Water Pollution
Opening activity- point and non-point pollution on Chesapeake Bay
– We also discussed the use of native oysters to clean polluted water from and secondary effects of reducing sediment
Thursday 3/5/15 – Chapter 13 quiz. This will look similar to the practice test at the end of the chapter. You should have completed FRQ 1 and 2 and thoroughly reviewed Multiple Choice problems.
Start Water Pollution (Chapter 14)
Tuesday 3/3/15– Build a wind turbine in class. Design and test using voltmeter
HW FRQ #1 (last week you completed FRQ #2 so they both should be done at this point)
Monday 3/2/15 “Do the Math” energy conversion practice problem in class. Notes and discussion on wind power. How it works, sketch of turbine, challenges of using wind to generate electricity, benefits of wind power.
HW Keep working on Chapter 13 study guide.
Test corrections from ch 12 test due Thursday
Friday 2/27/15 Geothermal Energy and hydrogen fuel cells. Iceland as an example of how geothermal sources are used as a renewable energy source. Read about geothermal (pg 361) and hydrogen cells (365) and Iceland (371).
Describe how geothermal energy is used for heating/electricity and why geothermal sources or hydropower is necessary for Iceland to operate fuel cell cars as a “green” technology. Include equations, sketches and descriptions
Thursday 2/26/15– Finish Solar cars with sketch of design and notes about problems faced on first “race” Re-design car and re-sketch. Include summary of major problems with using solar power as an energy source for cars.
Ted Talk “Donald Sadoway– “Missing link to renewable energy” designing a cheap, high powered battery to store electricity generated from renewable resources such as solar and wind.
HW FRQ #2 for chapter 13
Tuesday 2/24 “Should Corn become Fuel?” ethanol and other biofuels. Pros and cons of each. Watch 15 minutes of “Dirty Jobs” Diegos restaurant in Bellingham is the location for this show on biofuels. Take notes in journal
Monday 2/23 Lecture on Solar Power for electricity, cooking, water purification.
Friday 2/20/15– Write up Plant lab (designing watering system)
Thursday 2/19/15- Quiz Chapter 12. I will grade your ch 12 notes while you take the quiz.
Introduce Chapter 12- renewable resources. Start “solar car” lab.
HW- Read intro of Ch 13, complete MC’s for CH 13
Tuesday 2/17/15 Finish Ch 12 – Discuss pros and cons of nuclear energy. How is electricity generated in a nuclear power plant? What are the waste products? Who is responsible for the waste? How to calculate 1/2 life problems.
HW- review MC problems from Chapter 12. Review necessary topics
Finish study guide notes for Ch 12- Due Thursday
Cookie Mining lab due Thursday
Monday 2/16/15– No School- Presidents Day
Friday 2/13/15– No School – teacher workday
Thursday 2/12/15 – FRQ #2 Nuclear energy problem part a-e.
Get summary of oil article and nuclear energy notes checked by teacher.
Lab: “Cookie Mining”
Tuesday 2/10 /15 Chapter 12 FRQ parts d-f in class
60 minutes “Alberta Oil Sands” first 10 minutes. Pros and cons of using this type of petroleum product.
Text pgs 332- 336 Nuclear Energy read and be able to describe how fission and fusion are involved in energy production
Monday 2/9/15 Chapter 12 FRQ #1 part a-c in class
“The Sky is Pink” documentary on Fracking (first 12 min)
How oil/natural gas is extracted, where they are located (pg 327 figure 12.11) Traditional drilling vs. fracking. Primary and secondary extraction
HW “Scraping Bottom” National Geographic article. Read and write a summary
Friday 2/6/15 Distribution of Fossil Fuel products
-Trucks, Trains, Railway, Ships, pipelines
Thursday 2/5/15– Grade notebooks for Chapter 11.
Finding the right energy source for the job
How do we get Oil, Natural Gas and Coal? Gallery Walk activity
********** Sign up for the AP Exam. We will discuss details in class. Feb 23rd is deadline*************
Tuesday 2/3/15– Start Chapter 12 Non-renewable resources. Energy sources, environmental impacts and costs of each. Start study guide/notes on Ch 12
Monday 2/2/15 Finish “Food Inc” section on genetically engineered foods. Pros/Cons of Monsanto’s GMO corn, wheat and soy products
Friday 1/29/15 Teacher grading day Semester 1 ends
Thursday 1/28/15 Final
Tuesday 1/27/15 Study day for final. Make a notes sheet that you can use on the test
Monday 1/26/15- Finish chapter 15 lecture including desertification and agroforestry
Friday 1/24/15 Monocropping, pesticides, bioaccumulation, genetic engineering
Work on calculating amount of land required to feed you for a year.
Thursday 1/23/15 Lecture first half of chapter
Poverty vs. Malnutrition
Industrial farming practices/sustainable agriculture
Math problem calculating the amount of land you require to feed you for a year
Tuesday 1/20/15 Hand out Study guide for Chapter 11. This list of vocab, key ideas and questions will need to be included in your notes over the course of this 2 week chapter.
Part 2 “Food Inc” Look at the changes in meat production in the last 50 years. What are some dangers in the way that meat is produced today? How is cheap meat related to corn?
Monday 1/19/15 MLK day No School
Friday 1/16/15– Introduce Ch 11 Feeding the World
Documentary, “Food Inc” part 1. What is the relationship between corn and cheap food?
Lab- Make sure that lettuce seeds are ready for the 3 day weekend. Take measurements, observations,
Thursday 1/15/15- Quiz Chapter 9 (10 m.c.’s, 1 FRQ and 1 multi-step math problem)
Tuesday 1/13/15– Math review day, finish lettuce set-up and start journal check for Chapter 9 ch 9 fresh water study guide
Monday 1/12/15– Desalination- journal question (what are 2 ways of desalinating water and what are pros and cons of each?)
Progress- More efficient desalination technology from MIT including grapheme as a barrier in reverse osmosis
Last 15 minutes to build lettuce/watering system
Friday 1/9/15- Math practice for energy usage for the Draper family (copies in class)
Notes on human water use
Hand back ch 7 quizzes and modify procedure for lettuce lab
Thursday 1/8/15– Correct FRQ questions from Tuesday, discuss types of irrigation, start designing a watering system to grow lettuce with the least amount of water. ch9 plant project
Tuesday 1/6/15- Small group focus on vocabulary for first half of chapter 9.
Vocab includes: aquifer (confined and unconfined), groundwater recharge, artesian wells, cone of depression, saltwater intrusion, levees, dikes and dams
FRQ (free response question) complete in class Free Response Question
Monday 1/5/15– Introduce Chapter 9 Water Resources – please focus on chapter outline (given in class) when taking notes on this chapter ch 9 fresh water study guide
Keystone pipeline and Ogallala aquifer as example of environmental issues involving water and energy.
Look at Hydroponic lettuce- use of technology to reduce water consumption in agriculture.
Friday 12/5 In class: Age structure diagrams pages 185-187 In text. Computer activity age structure diagram
Homework:. Continue notes, focus on pages 185-187.
Thursday 12/4 In class: Finish Population Paradox Movie. Complete Population Math problems (includes change in population size, growth rate, doubling rate)
Set up duckweed lab again (alter procedure to include larger volume of water)
Before setting up lab read/take notes on background for duckweed lab/discuss rubric
Homework: Continue chapter 7 notes
Tuesday 12/2 In class: Notes/discussion on limits of population growth. Thomas Malthus’s idea of carrying capacity. Does it depend on technology or is carrying capacity fixed? Activity- population practice problems
Homework: pg 181 review 3 checkpoint questions. Start notes on chapter.
Start Chapter 7 The Human Population
Always: start by reading the Introductory story, key ideas, key ideas revisited and taking the multiple choice test. Check your test answers with those on board and mark questions that were incorrect. These will be topics that you will pay special attention to when reading the chapter.
In class: Video: Population Paradox with questions (taped into your notes journal)
Homework: start pre-reading the chapter, taking M.C. test
Wednesday November 26th- 25 minute periods. Finish presentations
Tuesday November 25th– present population ecology posters (short class due to assembly)
Monday November 24th– Chapter 6 math practice
Thursday November 20th – Quiz Chapter 6 and work on population ecology poster
Wednesday November 19th – finish Duck weed lab set up
Tuesday November 18th– design Duck Weed Lab
Monday November 17th– Discussion on features of population (abundance, birth and death rate, density and distribution).
Read/notes on chapter 6. Quiz on Thursday
Start working on projects given last week (see description from last Thursday) Those are due next Tuesday
Friday November 14th– No School . Teacher work day
Thursday November 13th- Introduce Population Ecology project for Chapter 6
Population Ecology Project
Tuesday November 11th– Veteran’s Day
Monday Nov 10th– Wolves and Grizzly Species interaction Yellowstone documentary (Intro to Chapter 6)
Friday Nov 7th– Finish lab write up from Friday
Thursday Nov 6th– Field trip to Marine Life Center. Quadrant sampling. Watch an octopus eat a crab and spit out the shell. Pet the octopus.
Tuesday Nov 4th- pre-lab how to survey an ecosystem. Quadrant sampling
Monday Nov 3rd Quiz Chapter 5, introduce fundamental and realized niches
Friday Oct 31st– If you want to earn some extra credit, check out this volunteer opportunity with NSEA. http://www.n-sea.org/work-parties
3 hrs of work= 15 pts extra credit
Biodiversity reading – 3 short articles from different prospectives
Thursday Oct 30th- Field trip to reclaimed wetlands at WWU. We will meet with graduate student Sophie Perkins to explore and learn about how/why reclaimed wetlands are constructed and their ecosystem benefits.
HW – Start MC’s, FRQ #1 and notes for Chapter 5
Tuesday Oct 28th- Evolution of biodiversity. Book reading/ group presentations on: artificial selection, bottleneck effect, genetic drift, founders effect, allopatric speciation, sympatric speciation and mutations
Monday Oct 27th- Intro to biodiversity. Calculating biodiversity using Shannon Diversity Index. Species richness vs. species evenness.
Friday Oct 24th- Freshwater wetlands. What are reclaimed wetlands? Next week we will be visiting the reclaimed wetlands at WWU and meet with a graduate student from Huxley.
Get ready for take home quiz for Chapter 4. Get field trip permission slip signed.
Notes journal due on Monday Oct 27th (since you may use them on the test I wont grade them on the 22nd as planned).
Thursday Oct 22nd- Pass out field trip permission slips for Thursday Oct 30th.
Aquatic Biomes- notes, discussion on my research (how depth affects number of zooxanthellae in a tropical coral), Ted Talk by Eric Sala, “Glimpses of a Pristine Ocean”
What is coral bleaching and why are some reefs more resistant to it.
Tuesday Oct 21st- Circulation in oceans. Upwelling, thermohaline circulation and global ocean currents .
Monday Oct 20th- Write up Fertilizer lab. Due Friday Oct 24th. See description below
Friday Oct 17th– Review Layers of the atmosphere. Discuss relationship between layers and temperature. What does temperature mean?
Non-fiction reading day. “Shade grown coffee” with questions. Difference between conventionally grown coffee and shade grown. Economic and environmental pros and cons of each
Homework: Keep working on Ch 4 notes, FRQ’s and math (see ch4 Global Climates and Biomes word document below)
Thursday Oct 16th– review Hadley cells, uneven heating of the earth, albedo
Graphing activity: layers of the atmosphere vs temperature for: troposphere, stratosphere, mesosphere, and thermosphere. Directions available in class. This should not take more than 45 minutes and should be completed in class
Homework: Chapter 4 Global Climates and Biomes keep working on Chapter 4 notes and assignments
Tuesday Oct 14th– Biome/weather assignment. See attached Tuesday Oct 14th
Monday Oct 13th- Start Chapter 4. Notes/discussion on weather and climate. Focus on: unequal heating of earth, saturation point, and Hadley cells
The slides shown for this lecture: Fig 4.3, Fig 4.4 (pag 90) Fig 4.5 (pg 91) and Fig 4.6 (pg 92)
Friday Sept 26th- Plan for Chapter 3 is summarized below.
Thursday Sept 25th– In class: Ecosystem Boundaries, processes and energy flow. Demonstrate photosynthesis by building 6 waters, 6 Carbon dioxides and then use sun to break bonds between them to build one gluose and 6 oxygen molecules.
Homework: M.C.’s for chapter 3, read intro story on Haiti and read key ideas.
Friday Sept 26th– Energy transfer and trophic pyramids. Net Primary Product (NPP) vs. GPP
In Class Notes: Planet Earth, Caves, Deserts and Ice Worlds. Make a trophic pyramid from producers to secondary consumers for ecosystems found in movie. Describe each ecosystem in terms of NPP.
Homework: Start notes for chapter 3. Focus on topics that you did not understand in the m.c.’s. Do not focus on topics already understood (probably food webs).
Monday Sept 29th– In class: Carbon Cycle Notes and discussion. Video clip on climate change and current events. Pgs 66-68 in text.
Homework: Write a 1-2 page (typed, 12 pt font, double spaced) story entitled, “a day in the life of a carbon atom” that shows how a carbon atom could start out in the atmosphere and travel through all major parts of carbon cycle to end up back in the atmosphere.
Tuesday Sept 30th– In class: Nitrogen cycle notes and reading activity.
Homework: FRQ #1 on nitrogen cycle. Keep working on Ch 3 notes
Thursday Oct 1st– Tentative field trip to Joe’s Garden to talk about limiting nutrients (especially N and P) Take notes.
Homework: Revisit MC #10 and 11. We will go over these in class Friday
Friday Oct 2nd– Ecosystem Services, focusing on honeybees and valuable prescription medicines
Homework: Be ready for chapter 3 quiz on Tuesday Oct 7th
Tuesday Sept 2nd– Welcome Back! Today we will be working on an activity called, “Data Dilemma.” It is an in class activity. HW: Please get 2 composition notebooks by tomorrow (available in student store).
I will be co-teaching this class with Lisa Cavola. She is a student teacher from Western. You can access Ms. Cavola’s webpage at: biologyexplorer.weebly.com/apes.html