Wow, another snow day! Your respiratory system will now be on Monday, and your lung volume lab will be due then....assuming we have school! It should be warming up by then, so these lake effect snow squalls will likely end.
If you were absent on Thursday, but have your textbook at home with you, please read the first 2 sections in the Transport and Circulation chapter (pages 280 -291). You should define the following terms: vascular system, circulatory system, cardiovascular system, open transport system and closed transport system. From the second section, define cardiac circulation, pulmonary circulation, and systemic ciruculation. What are the 3 elements of any circulatory system? In which of the 3 circulatory systems is most of your blood right now? How is an arteriole different from an artery? How is a venule different from a vein? Finally, write a summary of the anatomical features and functions of arteries, veins, and capillaries.
Enjoy your extra long weekend!

Hello SBI3U students...I hope you enjoyed your first snow day of the season! Watch the skies tomorrow morning too - looks like snow squalls overnight......
I was thinking that some of you may not have taken your biology books home last night, so I will move the respiratory system test to Friday. Your lung volume lab is also due on Friday.

The students who were present today finished collecting their lung volume data using the spirometers. Those who were absent will do this tomorrow. The lab report is due no later than Friday.

There is a note attached under class notes that you can print off for Tuesday's class.

Students attending the Body Worlds field trip MUST be at the school, and on the bus, no later than 8:00 am sharp tomorrow morning.

Those not going on the trip will be provided the lesson in class as usual. For those on the Body Worlds trip, you can find what you've missed in class here:

Read about Lung Capacity on pages 262 – 264 and complete the worksheet on Lung Capacity that is attached under class notes.
Read pages 270 – 273 and write a summary on the 4 causes of respiratory impairment: drowning, carbon monoxide poisoning, smoking, and air pollution.

Today we discussed the worksheets from yesterday. Students then copied a short note on the Human Respiratory System. We viewed an episode of Body Atlas on breathing. Students began to complete a table on the structures and functions of the parts of the human respiratory system. This is to be completed for homework.

Today we began the new unit "Animals: Structure and Function". If you were absent, you can read the first part of chapter 8. There are 2 worksheets for you to fill out on the respiratory systems of simple organisms right up to complex animals like humans.

Today, students completed the first half of an application performance task. This task is about Artificial Selection and its impact on biodiversity. They viewed a few videos on cattle breeding and read an article. There are questions to answer for each of the video and for the article. The assessment will continue tomorrow with Parts 2 and 3 from the package. If you were absent today, I'm attaching the assignment at the right under class notes. You may open it from home and view the videos and read the article "A Dying Breed". You can also start answering the questions in Part 1.

On Monday, we finished off the evolution unit. I did a homework check, the result being that only a handful of students had done their homework again. So, we moved on to the final note and topic of the unit: speciation.

On Tuesday, I gave students a review package that they could use to study for the unit test, which is on Friday this week. Students chose to either work on the review questions or prepare study notes.

Here are the links to the two videos shown in class on Thursday and Friday.
Thursday's video was on mechanisms of selection: http://www.youtube.com/watch?v=RtIQvkQWTZY
Friday's video is a lecture by Richard Dawkins about the evolution of the eye through "cumulative selection": Part 1 http://www.youtube.com/watch?v=rUOpaFVgKPw and Part 2 http://www.youtube.com/watch?v=sb2fjftZrkE&feature=related

Here is a great tutorial on everything you would ever need to know about evolution!
http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_toc_01

On Monday, students got their genetics test back. The test was thoroughly taken up. It is suggested that if you had difficulty with any part of the test that you do some extra review now to learn it....don't leave it till January at exam time! You will have forgotten much of it by then and it will be harder to fix errors or gaps in your knowledge and thinking skills!

On Tuesday, students examined Darwin's theory of natural selection through a group brainstorming activity. We also watched more of the Darwin film from PBS.

As we begin the new evolution unit, I've posted new notes here on the blog. You will need these notes over the next week or so.
Today students presented their summaries of the evolution videos that they viewed. They then copied a note about the history of evolution and key players in it. We finished off the class by viewing a video about Darwin.

Today, I would like you to visit the following pbs website, and in your assigned group, view the assigned video and prepare a summary of what you have learned from the video. You will then present your summary to the class.

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

On Tuesday, students wrote the genetics #2 test.

Today students did some review activities to get ready for tomorrow's genetics test. Here are some hints:
Do the review questions from the end of chapter 5 and 6 as assigned last week.
Be sure that you know what most of the vocabulary from chapter 5 means (see the list at the beginning of the chapter review questions in your textbook).
Be able to compare the major characteristics of mitosis to those of meiosis.
Explain ways that meiosis leads to genetic variation in species that reproduce sexually.
Be able to solve sex-linked inheritance problems such as those involving hemophilia, colour blindness, eye colour in drosophilia and calico cats.
Understand the errors that can happen during meiosis (nondisjunction).
What is a karyotype? What information can we get from one?
Describe the structure of DNA. Understand complimentary base pairing. How are chromosomes, genes and proteins related?

Today students wrote their opinion essay on genetic technologies. Absent students from today will write it tomorrow. Students began working on review to get ready for next Tuesday's final genetics test. The test is on Chapter 5 material and DNA from Chapter 6. Here are some chapter review questions from your textbook that would be good review. Pages 181-183, #1, 3-7, 16, 22, 26-28, 31, 32. Also, Pages 205-206, #2, 8, 9, 11, 25. I can make answers to these available to students who attempt these questions.

On Tuesday and Wednesday, groups presented their research project on a genetic technology/process.

Here is the link to the Google survey I'd like you to do for the HP project. Please complete it as soon as possible. The password is our class code SBI3Ua.
http://spreadsheets.google.com/viewform?formkey=dHVndTFwQ0VBb3V6RzVtZG9nZkxLWlE6MA

Here is the link to other survey. Please also complete it.

https://www.surveymk.com/s.aspx?sm=4iG3bgXP1aOrAaJhCiyhig_3d_3d

Today students made some final plans for their genetics presentation. The presentation order was also picked. We finished off the genetics unit by copying a very short note and having a discussion about how DNA codes for protein.
Groups 1 through 6 should be prepared to present tomorrow.

I got a bit lazy last week and forget to update the blog with what we did in class Wed through Friday. So here it is:
On Wednesday, students finished the Gizmo on the human karyotype. We began to discuss their findings from this. On Thursday, we finished going through the worksheet on the Gizmo. We then discussed DNA using the note that is attached here on the blog. Friday was the final work period for the genetics technology research project.

I've posted tomorrow's note "The Structure of DNA" under the class notes section. Feel free to print it off rather than copying it in class!
We'll be doing the Karyotyping Gizmo first though.

This is the website for the sex linked inheritance problems that you will be trying today:
http://www.biology.arizona.edu/mendelian_genetics/problem_sets/sex_linked_inheritance/sex_linked_inheritance.html

Cut and paste it into your web browser.

After doing these problems, please go to www.explorelearning.com and login using the username and password provided to you today.

Students worked on their genetics research project on Friday. Please complete any outstanding homework by Monday.

Today we took up the homework questions on gametogenesis from yesterday. We then went through the note on errors in meiosis and discussed nondisjunction. There are a series of textbook questions at the bottom of the note to be completed. Students were also given a chart that compares mitosis to meiosis. This is to be done for homework as well. All of this homework will be discussed on Monday. Be prepared to work on your genetics research project tomorrow.

Today students used play-doh to complete the "Thinking Lab" on crossing over.
They then copied a short note on gametogenesis and a few questions have been answered on this process. This is homework if it wasn't finished in class today. Students are asked to read about genetic variation and errors in meiosis from the end of chapter 5. There is also a note on errors in meiosis here on the blog you may want to print off for tomorrow.

I've posted some new YouTube videos on meiosis here on the blog. Check them out!

On Tuesday, we will be reviewing mitosis one last time.
We will then be getting into the details of meiosis. If you haven't already read Section 5.2 of your text...what are you waiting for???
Please view the following animations on meiosis and fill in details on the chart you were provided last week.
You will need to cut and paste these addresses into your browser:

http://www.cellsalive.com/meiosis.htm

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter28/animation__how_meiosis_works.html

For review at home, here is the animation we watched together:

http://www.sumanasinc.com/webcontent/animations/content/meiosis.html

Monday was a work period for the genetics research project. Friday this week will also be used for this purpose.
We also went through the genetics test on Monday.

This week, students have been working on reviewing mitosis (this topic was well covered in grade 9!). They also took a short note on what happens when mitosis goes wrong. On Thursday and Friday, they completed a microscope lab on mitosis in onion root tips and whitefish embryos.

For homework this weekend, I'd like you to read about meiosis (starting on page 160) and complete the following assignments:

1) Write a summary note on the function of meiosis (see p. 160). Include in your summary the following terms and what they mean: haploid, diploid, reduction division, autosomes, sex chromosomes.

2) Fill in details about the nuclear and chromosomal events of all the phases of meiosis. Two handouts have been given for this part of the homework.

3) Do some research on your genetic's topic.

Have a great weekend!

On Friday, students worked on their research projects.

Students wrote the chapter 4 Genetics test today. You will be working on your unit research project tomorrow.

Today we reviewed the chapter 4 genetics for tomorrow's test. The answers to the review are posted under class notes.

Today we went through the diversity test and the homework questions on multiple alleles. Students then worked on the questions from the "Thinking Lab: Inheritance of Coat Colour in Rabbits" on page 145. Tomorrow, we will take up these questions and practice more problems from chapter 4 in preparation for Thursday's test.

Today, students learned about patterns in genetics that are beyond Mendel's Laws: Incomplete dominance, co-dominance, multiple alleles. Students were also informed of a genetics test that will be next Thursday. For homework, students are asked to solve the practice problems on page 145.

Today we practiced dihybrid crosses. Students then examined the sample problem on page 140. Homework was assigned as follows: #4 to 9 on p. 141.

On Wednesday, students began to research their genetics topic. They created a document on Google Docs and shared it with their group members and with me.

Today we took up the monohybrid cross worksheet. Students also tried out the new laptops and we attempted to use the DyKnow software. Students were also assigned a research topic for the genetics unit project.
For homework tonight, I ask that you try to download DyKnow software on your home computer and then login with the login and password that you used today in class. Please try opening your class notebook and explore this program.
The software can be found at dyknow.com
I've also linked it under useful websites.
To download it, click on Downloads at the bottom of the page, then select DyKnow Client 5.2 (x64). You don't need to download the Notebook writer at this time.
Please let me know if you are able to download DyKnow Client 5.2.

After a dismal homework check, we spent most of the class taking up the homework problems from last Thursday. Students then began practising more monohybrid cross problems on a worksheet. These problems are homework.

I've posted two videos from You Tube that may help you understand the Punnett squares from today's class. They are under the Useful Websites section at the right.

Today, we discussed the meanings of many of the terms added to the glossary from yesterday. I explained the processes in genetics that led to Mendel's two laws: Principle of Dominance, and the Law of Segregation.
We then worked through the sample problem of a monohybrid cross on page 130. The remaining practice problems were assigned along with other homework questions (see under the heading Homework at the right). Have a great long weekend!

Today we dove into the new genetics unit. Students learned the history of the science of genetics and then viewed a video on Mendelian genetics. They compiled a list of new terms that will be learned over the next two weeks. The class ended with a "mini lab" on probability using coin tosses.

Today, students wrote the diversity test. There is a note for the new genetics unit under class notes. You might want to print it off for Wednesday. I'll be removing all the unit 1 notes soon, so if you wanted to print any of them, do so soon.

I've posted the typed up list of points made by the class about each of the kingdoms and viruses. Check under Class Notes for the document.

As far as I can see, no one posted a summary of their project topic in Google Docs and shared it with me. So, I've posted your original documents under class notes. It's WAY more info than you need to know for tomorrow's test....but unless someone produces a summary, this is what you have to work with.

I've posted a review activity under class notes. It's a table of the key characteristics of the 6 Kingdoms that you can complete.

Students: you will need to publish a summary of the key points related to your assigned kingdom or viruses. Create or upload your summary in the amdsb Google docs site using your chssstudent# login. Then share your summary with me (jrossholton@amdsb.ca) and I will post all of them on the class blog for all students to study from. If any groups don't complete this component of the project then I will have to post their entire project for students to study from....that's much more information than anyone needs to know for Tuesday's unit test.

Students presented their diversity projects on Thursday and Friday.

On Wednesday, students signed up with amdsb.ca server on Google Docs and transferred their files from their old Google Docs account the new one. They also added me as a collaborator, so that I can mark your project work online.
Groups worked on finishing up their presentation. Groups 1 to 5 should be prepared to present on Thursday.

Today students continued to work on their diversity project. The groups drew cards for the presentation line up. Lessons will be presented on Thursday and Friday of this week.

On Friday and today, students worked in the computer lab on their Diversity project. They were introduced to a web application called animoto (see www.animoto.com) which allows you to quickly create slideshows with still photos or video, set to music. Super easy application!
Your lesson will be taught on Thursday or Friday of this week. Think about how to provide an annotated note for your classmates to study from (a summary of the most important information).

Today,students copied a note on the 6 Kingdom Classification System. They examined differences between prokaryotic and eukaryotic cells. They then formed groups and selected one of the Kingdoms, or Viruses, to research. At the end of class, students got themselves set up on Google Docs and entered the email addresses of their group members. If anyone did not get to this, please try it at home tonight.

On Wednesday, students shared their dichotomous keys with another group and feedback was given. They then answered #5-7 on p. 396. A note on Diversity and Phylogeny was copied and discussed. For homework, students answered #2 and 6 on p. 408 and read pp. 397-408.

Today we took up the weekend homework and then began examining dichotomous keys. Students created a dichotomous key about beetles. They will share these keys with another group tomorrow.

On Thursday, we discussed learning styles for a few minutes. We then played a Jeopardy review game of terms and concepts from grade 9 and 10 science. After this, we started into the new unit - Diversity of Living Things. The "Big Issue" of this unit was introduced. We will be considering the impact of the loss of biodiversity in coral seas and how this issue relates to S.T.S.E (Science, Technology, Society, and the Environment). Students then signed out textbooks and copied a short note on Linnaeus's system of classification (also called Taxonomy). Students are asked to read this section in the textbook and answer the 3 questions assigned at the end of class.
Have a great long weekend! Enjoy the sunshine!

Today students completed Felder's Learning Styles Questionnaire. They then used their learning style profile to compile a list of learning and studying strategies that should help them be more successful in school.
Absent students are asked to complete this activity for homework. The questionnaire and the description of the learning styles can be linked to from this blog (look at the side under Useful Web Sites).
Tomorrow we will begin the Diversity of Living Things unit. You will not need to print any notes for this class.

Welcome to the SBI3U course blog! Here you will find daily updates on what was done in class, important dates, homework, as well as many useful links and videos. The purpose of this blog is to keep you and your parents/guardians informed about what is happening in class. If you are absent from class you can check the blog to find out what you missed, no need to ask me what you missed!

On the first day of class, we will be reviewing the contents of the student planner and then discussing the SBI3U course. Here is a link to my classroom expectations, please review them with your parent/guardian.

Also, please remember to show the course newsletter to a parent and have them sign it.

On Wednesday, you will be completing a questionnaire that will help you determine your particular learning style. This profile will then be used to generate a list of study tips for yourself.