Week 31: May 9
- Are Humans Still Evolving? (Biology Inquiries, pg 150) essay due: Respond to that questions using what you know about evolution and natural selection. Cite as many specific examples as you can to back up your argument. Do not worry about being on the “right” or “wrong” side of the issue. It is legitimately open to debate. What matter is thoughtful application of natural selection theory to the question. (From Biology Inquiries)
- Study for and take the nervous system test, which will be short (see This We Know). All the evolution questions will be on the Regents Exam, which is due no later than May 14 (RHG day). Please take the regents in one sitting. Use the list linked in week 29 for any studying pointers.
- Discuss essays
- Review some ecology
- niches, populations, communities, biodiversity, autotrophs, heterotrophs, producer, consumer, herbivore, carnivore, predator, scavenger, habitat, parasite, ecosystem, carrying capacity, biodiversity,
- Exploring the Way Life Works, Chapter 8.17 – end
- Campbell, Concepts and Connections, Interactions with animals have profoundly influenced angiosperm evolution (17.13)
- Finch Beak Lab questions given during class
- Exploring the Way Life Works, Chapter 8 questions
- Start to study for the test which will be due Week 32. In addition to taking the Regent’s Exam (see the link from last week), you’ll also need to answer some questions on neurology and the senses. The evolution material will be covered on the Regent’s. See This We Know for the list of what could be on the test.
- Discuss the Chapter 8 questions
- Briefly discuss whether humans are still evolving in preparation for Are Humans Still Evolving? (Biology Inquiries, pg 150) to be due week 31
Topics: Continued discussion of evolution
- Exploring the Way Life Works, Chapter 8.9- 8.16
- Campbell, Concepts and Connections, The Origin of Species, Chapter 14 (sections 1, 2, 3, 8, 9, 13)
- Evidence for Evolution (bozemanbiology)
- Evidence for Evolution II (bozemanbiology)
- Similarities and Differences (Understanding Evolution)
- Finch Beak Lab — Please bring “beaks” to class — tools requiring one or two hands to pick up seeds.
- Discuss final exam — Here’s a fine resource for what you’ll need to know. DON’T panic at the few things on there we’ve not covered. You know more than you think you do. When you get to page 11, you’ll notice the ecology section. We’ve covered most of this, although it was integrated into the other topics. Check through the vocabulary in bold and make sure you recall those terms. You may need to look up a few. This page may also help.
Topics: gene pool, genetic drift, causes of evolution
Materials: paper plate, cup, bird seed, raisins, rubber bands, paper clips, tools (tweezers, clothes pin, toothpick, hair pin)
- Exploring the Way Life Works, Chapter 8.1-8.
- The Descent of Man, selection (Charles Darwin) pg. 68-79
- Campbell, Concepts and Connection, How Populations Evolve (13. – 13.4)
- Answer content questions and application questions for the Darwin selection (and the last application question will take some research!)Look up terms you don’t know. Take your time, and work to find strong answers.
- LAB PENDING
- Discuss Descent of Man reading
Topics: Darwin, natural selection, origins of life,
- Campbell, Concepts and Connections, The Senses, Ch. 29
- Senses questions
- Review the senses and neurological system
- Do some reasearch. Find a recent article about a topic in neurology or brain science. Bring the article and be prepared to summarize if for your peers.
Topics: sight, hearing, touch, smell, taste, special senses
Materials: Snellen chart (printable online, although you may need to change the distance you stand from it), Ishiharsa’s color blindness tests, black paper, colored dots or pieces of paper (red, blue, green, orange, yellow), tuning fork, cotton to plug ear, substances to sniff and guess, three different flavored candies, 2 sharp pencils or pins, Optional: sheep’s eye for dissection, dissection kit,
- Campbell, Concepts and Connections, The Nervous System, Ch. 28 (the rest of the chapter)
- Reflex arc animation (BBC- GCSE) — Watch the animations a few times, read the text, and be sure to go through all three pages
- Diagnosing a zombie: Brain and Body (TED-Ed): Pay attention to the areas of the brain discussed!
- Diagnosing a zombie:Brain and Behavior (TED-Ed)
- Answer the following questions on the neurological system
- Lab report for Reaction Time Lab
- Mammalian brain dissection.
- Discuss nervous system
Topics: Synapse, parasympathetic and sympathetic systems, anatomy of the brain
Materials: Sheep brain, dissection pan and kit
- Campbell, Concepts and Connections, The Nervous System, Ch. 28.1 and 28.2
- Anatomy of a Neuron (Khan Academy)
- Understanding: Brain Neurons (HowStuffWorks)
- The Nervous System (CrashCourse Biology)
- Study for and take Test 3 on the anatomy and physiology so far.
- Reflex studies (informally, try Neuroscience for Kids – Reflexes — note that reaction time is different than a reflex! or Lab 14 Reflexes from Ms. Franczyk)
- Reaction time lab
Topics: reflex arc, nervous system, CNS, PNS, spinal cord, sensory neuron, effector cells, motor neuron, interneuron, sensory receptor.
Materials: reflex hammer or other firm rubber or plastic for striking the knee or Achilles tendon, bright light, index card, pencil, ruler,stopwatch, eye shades or blindfold