Our biome work continues today with students investigating the “human caused ecological disasters” they identified yesterday for the three biomes they selected. Student groups will present preliminary findings to the class tomorrow. Students should create one Google Slide for each of the biomes (one disaster per biome) and the slide should include as much of the following information as possible:
Year(s) the human-caused ecological disaster occurred
Description of biome pre-disaster
Explanation of what humans did to cause the disaster
Description of biome post-disaster
Effect of disaster on the plants and animals (including humans!)
Remediation efforts (how humans have tried to “fix” the damage)
For our final section of the year, we end our study of Ecology first by studying the biomes of Earth, and then constructing models of the biomes complete with students solving a human-made problem found within each biome.
For our first day of work, students will assemble into groups of three students each. Requirement: team members cannot have worked on a project together yet this year!
Step 1: Come up with a team name
Step 2: Select a unique color white board marker
Step 3: Given the definition of biome (a large naturally occurring community of flora and fauna occupying a major habitat, e.g., forest or tundra), race to list as many of Earth’s biomes as possible in two minutes
Step 4: Describe the key features of each biome, including
climate (the weather conditions prevailing in an area in general or over a long period)
dominant vegetation (plants)
Step 5: Select three biomes and research ecological disasters caused by humans. Be prepared to share with the class.
For lesson 59, we learned about Gay-Lussac’s Law (P=kT), the third gas law needed to connect pressure, volume, and temperature. Gay-Lussac’s Law helps explain the egg-in-a-bottle trick, where boiled water displaces the air inside a bottle, and as the water condenses, an egg placed over the bottle will be pulled inside because of the change in pressure inside the bottle.
For students who missed the demonstration in class today, see the video below:
The Lesson 59 worksheet and Lesson 59 PowerPoint are available for download. By the end of class tomorrow, students should be able to explain the outcome of the experiment below using Gay-Lussac’s Law:
Below are notes from the white board where we modeled the candle experiment (demonstrated in class) and a discussion of Gay-Lussac’s Law where we used algebra to replace the proportionality constant in the P=kT equation to the create the ratio of P1/T1=P2/T2. Using the ratio, as long as we have three of the four parts of the ratio, we can solve for the missing piece without having to solve for k first.
Time-lapse of images from the candle experiment demonstrated in class:
Update: We continued our study of Gay-Lussac’s Law for a second day as yesterday the class period was abbreviated and our seniors were absent from class due to an assembly. Our work for today includes:
Reminder: Lab reports (one Google Doc per team shared with Mr. Swart), and the Plants Notes organizer (one per person) are both due Friday (May 25).
Having acquired a deeper understanding of plant biology, we set our sights on the final piece of the Baggie Garden lab report: the Discussion / Conclusion section. Remember, lab reports are organized into at least four parts in the following order:
Describe what you know about germination and how the lab is investigating the process of germination. Include a discussion about how the energy used for germination is different from the energy used for plant growth.
State the hypothesis in if/then/because format for the experiment and then explain:
why this particular hypothesis was selected
how the experiment will add to your understanding of germination
A written explanation of the key data in the graph
Discussion / Conclusion
Connect experimental results with Hypothesis. Explain how the experimental design enabled you to test your hypothesis.
Explain how each manipulated variable affected the responding variable(s). Be as specific as possible when describing the changes observed. For example, as light intensity decreased from 200 lux to 40 lux (a decrease of 160 lux), the number of seeds germinating decreased from 80% to 40% (a decrease of 40%).
Explain how the data support your conclusion. Regardless of whether your hypothesis was correct or incorrect, you now have data to help you better understand how the variable you selected impacts germination. Explain that connection as thoroughly as possible. By now, you may have read additional information about seed germination which may help you explain your results. Include as much supporting evidence as possible from the sources you have examined. If your results contradict what is published, explain how your results are different. Provide a scientific explanation for the trend you observe in your data.
Provide a minimum of three possible sources of experimental error. Explain how each possible source of error might influence the results your results.
Provide one opportunity to improve the experiment. If you were to repeat this experiment, what would you do differently, and why? Scientists work carefully and methodically, with experiments building on each other. Think of your next experiment as the next step beyond your current experiment.
Before we began our study of Boyle’s Law, we reviewed Charles’s Law of Ideal Gases:
Continuing with our study of pressure and volume, students learned about Boyle’s Law in Lesson 58. Class began with a Sci Guys video about Boyle’s Law:
After the video, students took down a few notes from the whiteboard (below) and then worked through the Lesson 58 Worksheet. For reference, students are also encouraged to review the Lesson 58 PowerPoint.
With our seed germination experiment coming to a close yesterday, students are taking a break from writing the lab report in order to add to their knowledge about plants. We began with a Crash Course video about vascular plants:
Next, each student was assigned to read pages 758-763 from the textbook Biology (Raven & Johnson, 4th Edition, 1996). Students recorded definitions to vocabulary words and summarized sections using the Plants Notes organizer. The organizer is due Friday, along with the Lab Report, and should help students improve Introduction sections and help support their writing of the Conclusion section later this week.
Today marks the final official day of data collection. After collecting and recording Day 6 observations, students should complete their data table tracking how many of their seeds germinated. Next, students should construct a data table showing how many seeds germinated as a percent of total seeds (per condition). Finally, a graph of the percent germinated data needs to be made. Both data tables and the graph need to be transferred to the Results section of the lab report.
The Results section should include a written explanation of what the data tables show. Explain how each experimental condition affected seed germination, using the control bag of seeds as the comparison group.
Lab Report Checklist (how to know when you are done…for now)
Data Table #1 = # of seeds germinated
Data Table #2 = % of seeds germinated
Graph of Data Table #2
Explanation of what graph are (not what they mean)