Sunday, May 14, 2017

Re: Happy Birthday!!! :)

As an extra attempt at getting a fruit basket, I have turned them all into pdfs for everyone who doesn't have a mac.

On Sun, May 14, 2017 at 6:50 PM, Jim Mueller <jim@bitesizephysics.com> wrote:
Hi folks,

You guys all owe a big fruit basket to Keith. :)  He asked me for the old quizzes to study from so I've put them in a folder and am sending them to everyone.

They are in Pages format so I hope you can read them.


5/12 Biology Recording - Review and Flowers

https://youtu.be/PCTvyimn_R0

Happy Birthday!!! :)

Hi folks,

You guys all owe a big fruit basket to Keith. :) He asked me for the old quizzes to study from so I've put them in a folder and am sending them to everyone.

They are in Pages format so I hope you can read them.

Saturday, May 13, 2017

5/12 Biology update

Hi folks,

We spent most of today reviewing past material for the final exam. Also took a few minutes to take a look at flowers and pollination.

No homework for next week. (Unless you've got old assignments you haven't turned in.) Just use that time to study. Don't hesitate to ask any questions that come up this week.

Good Luck!
Jim Mueller

Wednesday, May 10, 2017

Class Blog

Hi folks,

I emailed this address at the beginning of the year but I figured it might be helpful to email it again.

I have a class blog that contains all homework and all recordings for the entire year.  Feel free to take a look if you want easy access to things we covered this year.


Best,
Jim Mueller

Friday, May 5, 2017

5/5 Biology update and homework due 5/12

Hi folks,

Today we worked our way through part of the animal kingdom.

For homework next week:

Read pages 778 to 793 and 799 to 809

Do questions 5 - 14 on page 794
Do questions 5 - 14 on page 814

Also the week after next is the final exam. The final will be on material from the beginning of the year to now. The best way to study for the final is to look over all old quizzes. So… some more homework for next week is to REVIEW ALL OLD TESTS AND QUIZZES!!! I'll take as much time as needed next week to answer questions so please take this week to look over old material and see if you have any problems understanding any of it.

Also, if you feel you have any homework missing please feel free to email me so I can give you a list of what you may be missing.

Saturday, April 29, 2017

Plant pics

By the way, if you're not sure where to find pictures of those plants, just go outside. I just mowed countless examples of them!

Have fun!
Jim Mueller

Biology Update 4/29 and homework due 5/5

Hi folks,

This week we spent more time with plants and got into the differences between monocotyledons and dicotyledons.

Homework for next week is to read Chapter 29 pages 582 to 603.

Do questions 5 - 15 on page 604. 

ALSO

Please take a real picture (not just Google) of 5 of the following things.  (* means you must include that in the 5.)  3 points extra credit if you find all 10.

Remember NO GOOGLE pics!

*Palmate Leaves


*Compound leaf


*2 Monocotyledon plants (Tell me why you think they are)

*2. Dicotyledon plants (Tell me why you think they are)


Tap Root


Fibrous Root


Petiole


*Parallel venation 

4/29 Recording - Plants, Dicot and Monocot

https://youtu.be/LNVvAx1GvLk

Saturday, April 22, 2017

4/21 Biology Class update and homework due 4/28

Hi folks,

Today continued our journey through the kingdoms with a quick rundown of protists and fungi before we got into much greater detail on the plant kingdom. We will do more with plants next week.

For homework this week read 563 - 576 in the book and do questions 1 - 17 on page 578.

4/21 Biology Recording - Protists, Fungi and Plants "Oh My!"

https://youtu.be/rs0_3EjuqjI

Monday, April 17, 2017

Saturday, April 15, 2017

Fwd: The Great GMO Debate 2017


Hi folks,

Here are the responses I received from the debate.  Enjoy!  :)


Response 1:

My mom and I just watched the debate recording.  We both thought that both teams did a decent job, but both could have benefitted from mentioning more sources.  Both of us thought the pro-GMO side squeaked it out. 

Response 2:
Hi jim, I think the yes team one because, They had: 
  • multiple peer-reviewed sources
  • The no team repeatedly cited one author which was questionable 
  • the yes team had a logic flow for there arguments

Response 3:
Hi Mr. Mueller,

Here is my semi-professional analysis of the debate. I divided up the main points of contention into chronological chunks as I listened, and provided my interpretations and reactions to what points were made. My analysis is fairly ramble-y, but consider it to be a play-by-play format in which I share my thoughts. Enjoy, and thanks for sharing this debate!


-The "Yes" side presented a strong, reasonable argument in their opening statements, comparing GMO usage to an extension of humanity's long-standing practice of selective breeding, as well as posing the idea of society's inherent discomfort with new technology.
-The "No" side made valid points as well in their opening statement, asserting that GMOs open up a new and potentially dangerous vein of selective breeding, as well as pointing out the there is much that remains unknown surrounding the experimentation and application of GMO technology.
-I'd say the tally appears even so far.

-The "No" side, when questioned about the actual ways in which GMOs are harmful, claimed that GMOs can cause cancer, damage the immune system, create super-viruses, and cause outbreaks of other diseases. I'm uncertain how supported those claims are, but the "No" side still managed to provide a (solid?) source in Jeffrey Smith with the Institute for Responsible Technology.
-The "Yes" side did a good job of questioning the claims and sources of the "No" side, as well as pointing out that despite the vast majority of certain foods being genetically modified, there has been no drastic food apocalypse as of yet.
-The "No" side returned with claims that GMOs are associated with increased rates of cancer, and managed to provide reasonable evidence in doing so. Their primary focus was on a study that found increased rates of cancer in lab rats, strongly backing their point.
-BUT (OH SNAP), the "Yes" side fired back with context from that very study, exposing the *questionable* conditions, results, and overall validity of the study.
-In terms of raw evidence and debating strength, the "Yes" side has taken the proverbial lead.

-The "No" side then moved on to firmer ground, discussing the economic impact of GMOs around the world (mainly how corporate use of the technology may smother smaller businesses).
-The "Yes" side pointed out that the production of GMO products isn't so economically clear cut, and the topic was dropped.

-The "Yes" side then highlighted the effectiveness of GMOs, in such areas as crop yields and pest-resistance. India was given as a strong example of the benefits of this.
-The "No" side fired back by speaking of food waste and the dangers of overproduction - an issue that might affect America to a degree, but certainly doesn't apply world-wide.

-The "No" side offered the example of BT corn (very dramatically, I might add) and explained how the dangerous side-effects of GM corn hurt a farmer's business.
-The "Yes" side pointed out that the farm example was anecdotal and represented an early application of the technology.
-A mini-debate then ensued over the significance of isolated incidents, questioning whether individual mishaps were statistically important. The argument is morally-ambiguous, and that point was dropped as well.
-Overall, the debate has been fairly even in terms of each side's foundational arguments; the only real difference I've noticed is that the "Yes" side has more reliable and less anecdotal evidence.

-The "No" side then provided an example of GM-genes spreading through parts of Canada, where the genes were found in the circulation systems of humans. They questioned whether fetuses might be harmed from such foreign material.
-The "Yes" side debunked the "No" argument to a degree, but this example still held more weight than previous ones, and the argument eventually devolved into a standoff.

-The "Yes" side went on to give examples of how GMOs - especially in isolated and impoverished countries - help farmers produce more and healthier food.
-The "No" side countered with evidence of GMOs contributing to gluten-based disorders.
-However, the "Yes" side counter-countered with a study that found that little correlation and no causation between GMOs and health issues.
-An impasse of sorts developed between the two sides, and references to Trump and communism were thrown out (not relevant, but very entertaining).
-In my opinion, the "No" side scored more points than before with the last couple rounds of debating, but the "Yes" side has maintained a solid argument throughout.

-In their final statement, the "No" side summarizes that 38 countries around the world have banned GMOs in some capacity. They gave a few additional of examples of GMOs-gone-awry, and conclude with the assertion that while GMOs have certain uses, they are not a safe or "correct" option.
-The "Yes" side opens their final statement by pointing out that public opinion is increasingly swinging in favor of GMOs, that fear-mongering and pseudoscience characterize much of the "No" arguments, that accredited scientists overwhelmingly support the technology, and that, essentially, GMOs are worth the risks.

Overall, both sides made excellent points and gave strong arguments in favor of their perspectives. I can safely say that their debate was more civil and well-researched than what I engaged in last year (I'm still trying to recover emotionally). Jokes aside, they all did an excellent job, and I recommend giving the class a large thumbs up. All that being said, I believe the "Yes" side made the stronger case. They came out swinging with strong evidence to support their argument and managed to debunk and/or undermine the argument of the "No" side on a handful of occasions. The "No" side put together a solid case, but was forced to rely on more anecdotal evidence and potentially-biased studies. So, congratulations to the "Yes" team! I declare thee the champions of biology class.

Anyway, it's been a pleasure. Good luck breaking the news to the class, Mr. Mueller. Keep educating the homeschooled-masses.




Friday, April 14, 2017

4/14 Bio class update and homework due 4/21

Hi folks,

Today we studied the disgusting but amazing world of bacteria as we begin taking a more in-depth look into some of the domains.

Homework for next week is to:

Read pages 461 - 479 in the text book

Do questions 1-2 and 4 - 17 on page 478

Sunday, April 9, 2017

Saturday, April 8, 2017

4/8 Biology update and homework due 4/15

Hi folks,

Today we had the incredible GMO Debate of 2017.  It went very well.  Several excellent points were made and for each point there were many excellent counter-points.  Very impressive work today.  I will be posting the recording soon and I invite all parents to take a look if you have the time.

Homework this week is to:

Read pages 417 - 429 in the book.

Do questions 4 - 17 on page 430 

Friday, March 31, 2017

3/31 Biology Class and homework due 4/6

Hi folks,

Today we finished off our discussion about human effects on the environment by discussing climate change.  

We also took some time to talk about the concepts of "biomes" and their characteristics.

For homework this week, I want you to spend some time with this concept of GMO's.  From last weeks homework, you have already gotten a bit of a handle on how far reaching GMO's are as far as biological concepts and concerns go. 

For homework this week, I would like you all to take some time to prepare for a debate on this issue. The topic of the debate will be "Genetically Modified Crops: Helpful or harmful to the human race.

Then in class next week we will take some time debating the issue.

After the debate, I'll collect your notes to make sure you've done some research.

I will also give extra credit to folks who make some nice, well researched, points during the debate.

Be sure your sources are reliable (no Food Babe :) ). When you state your points you may very well want to also state where you found it.

Feel free to bring in graphs or data. If you want me to project it, send it to me ahead of time.

Have fun with this folks. We've had some great discussions in class so far and I'm looking forward to seeing what you all do with this.

Friday, March 24, 2017

Recording of 3/24 Biology Class - Human effects on the environment

https://youtu.be/x15tj-a1hjM

3/24 Biology update and homework due 3/31

Hi folks,

Well, a depressing class this week. We've been talking about ecology and ecosystems and I wanted to tie in that information with some of the threats that are facing them at the moment. We talked about deforestation, desertification, non-native species, over-harvesting and pollution. Next week we will cover the biggie, climate change. We also took a look at all the "services" the environment provides for us (46 trillion dollars worth!).

For homework next week, I'd like you to tie 10 of the concepts we've been working with in biology this year to the topic of Genetically Modified Organisms (GMO's) and give me at least one example of how GMO's are related to the concept.

Your task will be to read a variety of websites/materials and find out what you can about GMO's then use that material to do the assignment. Your examples do not need to be positive or negative, just ways that the Biology concepts we've been working with tie into GMO's

For example, human beings are part of the food chain and GMO's may help in providing food for the ever growing population of humans.

This, of course is, also a way for you to find out more about GMO's before our upcoming "Great Debate Of 2017", where you will be charged with taking the helpful or harmful side of "Are genetically modified crops helpful or harmful to the human race?" You may want to bookmark any websites you come across that you feel will provide you a lot of information for the debate.

Good luck folks!

Friday, March 17, 2017

3/17 Biology Recording - Biogeochemical Cycles

https://youtu.be/I_BEpP_mFNw

3/17 Biology update and homework due 3/24

Hi folks,

Today we looked at the four biogeochemical cycles, the carbon cycle, the nitrogen cycle, the phosphorous cycle and the water cycle.

Homework for next week:

Read pages 371 - 374

Click on and complete the following .pdf.


Saturday, March 4, 2017

3/3 Biology update and homework due 3/17

Hi folks,

First off NO CLASS NEXT WEEK!  
Today in Biology we took a fairly in depth look into how energy moves through an ecosystem. We discussed food chains, food webs and trophic levels. We also took advantage of the nice weather to play a game that emphasized some of the hardships of being a part of a food chain.


Homework for next week:


Read pgs. 366-369

Questions 10-17 on page 376
And
Questions 1 - 8 on page 377

3/3 Biology Recording - Trophic Levels

https://youtu.be/eGIb3YTtYXo

Friday, February 24, 2017

2/24 Biology update and homework due 3/3

Hi folks,


Today we discussed ways that different species interact in their community.  Unfortunately the book really doesn't cover this material so I'd like you to go to this page and read each page until you get to "Ecosystem Energy Flow".  After reading the material, please answer the questions below.


Also, go to the following web page and do the activities there.  Please write on a separate sheet of paper what the "journal" asks you to write on the screen.




1.  What is a niche?


2.  How would you describe your "niche"?


3.  What is a niche made up of?


4.  What does competition mean when it is applied to communities?


5.  What is the difference between interspecific and intraspecific competition?


6.  Name four things that species can compete for.


7. What is competitive exclusion?


8.  What is resource partitioning?


9.  Draw a predator/prey graph and explain what the graph is showing and why.  (This isn't in the reading, use your notes for this one.)


10.  What are three categories of prey defense adaptations?


11.  What are the three main types of symbiotic interactions?


12.  Give a definition and an example of the three types of symbiotic interactions.


13. Give a description of succession starting from colonizers and working up to climax communities.

Friday, February 17, 2017

2/17 Biology update and homework due 2/24

Hi folks,


Today we got into a bit of the nitty gritty when it comes to classification. We spent some time familiarizing ourselves with different phyla, classes and orders and seeing what kinds of characteristics go into the organization of those classifications.

For homework this week I'd like you to take a look at the following websites. You may need to cut and paste them into your browser to make them work.

The first two are simulations and will allow you to put various objects and creatures into their appropriate classifications. Please go through all the steps set out in the simulation. Turn in the "journal questions" as homework.

The last one is a worksheet. Please answer all the questions on the sheet as homework.


http://www.biologycorner.com/worksheets/taxonomy_interpret.html


http://glencoe.mheducation.com/sites/dl/free/0078802849/383951/BL_18.html


http://glencoe.mheducation.com/sites/dl/free/0078802849/383956/BL_27.html

Friday, February 10, 2017

2/10 Biology update and homework due 2/17

Hi folks,

We started this week with a bit of a review based on the some issues I saw on this last quiz.

We then started talking about classification systems and, specifically, about the different kingdoms.

Next week we will do more with taxonomy.


Homework for this week is to:

Read pages 337 to 350 in the book

Do questions page 352 #'s 5-16

Saturday, February 4, 2017

2/3 Biology update and homework due 2/10

Hi folks,

Today we wrapped up evolution and got into speciation.  We covered what a species is and how does one creature eventually evolve to become different creatures?

For homework I'd like you to compete this "web quest".  There are quite a few interesting and, dare I say it, "fun" things here to help you understand evolution even deeper than you do now.  (At one point it mentions "your text book".  Don't worry about that, they are using a different text than we do.) 

Just do the worksheets for the first two web pages mentioned.  The last webpage seems to be broken. 

Also, the link for the second page is now https://www.biologycorner.com//worksheets/pepperedmoth.html

You can print out the .pdf or put your answers on a separate sheet of paper if you wish.


2/3 Biology Recording - Speciation

https://youtu.be/RyAN1BoKLZs

Friday, January 27, 2017

1/27 Biology update and homework due 2/3

Hi folks,

Today we continued our unit on evolution by deepening some of the concepts that were introduced last week. We also took the time to investigate an interesting computer simulation that allowed us to manipulate mutation rates and selection strength in order to see the effect on genetic drift.

Homework for next week is to continue thinking about the concept of human evolution. To do so, I've included three articles that I would like you to read. Afterwards, answer the included questions.

http://www.npr.org/2013/09/27/226837803/modern-humans-still-evolving-and-faster-than-ever

http://www.yourgenome.org/stories/are-humans-still-evolving

http://www.popsci.com/article/science/human-species-still-evolving


1. Who were the Denisovans? Why are they interesting as far as genetics goes?



2. What is an example of something that we have in our genotype that may have come from the Denisovans?



3. Explain why, evolutionarily, we can't digest fibrous materials?



4. How recent is the variation of skin pigmentation? What is a hypothesis for why there are different colors of skin?



5. List five different stressors that are mentioned in the articles.



6. List five different pieces of evidence that humans are still evolving.



7. What would it take to get Homo sapiens to evolve into a new species?



8. What is epigenetics?



9. Can stresses in our life make genes act differently?



10. What is a "SNP" and how does it help us to see if humans are evolving?



11. What is indicated if scientists find genetic variants in lots of genomes in a population?



12. What is a hypothesis for why drinking milk would be an evolutionary advantage in Europe?

Friday, January 20, 2017

Additional homework for Biology

Hi folks,

Sorry, I forgot to attach this to the original email.  Please do these question as well.  They are based on the lab we did today in class.

1. What was your original hypothesis?
2. Based on your lab data, do you need to change your hypothesis? Explain.
3. Compare the number of alleles for the dominant characteristic with the number of alleles for the
recessive characteristic.
4. Compare the frequencies of the dominant allele to the frequencies of the recessive allele.
5. In a real rabbit habitat new animals often come into the habitat (immigrate), and others leave the
area (emigrate). How might emigration and immigration affect the gene frequency of F and f in this
population of rabbits? How might you simulate this effect if you were to repeat this activity?
6. How do your results compare with the class data? If significantly different, why are they different?
7. How are the results of this simulation an example of evolution?

1/19 Biology class and homework due 1/26

Hi folks,


Today we dove quite deeply into the concept of evolution. What is it, what causes it and what does it do.


For homework this week:


Read the text 317 - 330

Do questions on page 332 #'s 2-4, 6-16


Extra Credit Opportunity


10 points extra credit to anyone who listens to the debate (50mins) and writes a paragraph or more about their thoughts.


Before listening, however, read the following quote and think about it. What do you think about the issue? Then listen to the debate and write the paragraph about how you felt originally, how do you feel now and what facts either changed or supported your original thoughts.

"What if, before your children were born, you could make sure they had the genes to be taller or smarter? Would that tempt you, or would you find it unnerving?

What if that genetic engineering would save a child from a rare disease?"


http://www.npr.org/2013/02/15/172137776/should-we-prohibit-genetically-engineered-babies

Saturday, January 14, 2017

Recording of 1/13 Biology class - Non-mendelian genetics and intro to evolution

https://www.youtube.com/watch?v=jnT0aCKoBE0&feature=youtu.be

1/13 Biology update and homework due 1/20

Hi folks,

Today we spent some time breaking rules. Mendelian genetics rules that is. We learned about a few of the exceptions to the basic heredity through dominant and recessive genes.

We also began our next block on evolution.

Read pages 297-306 and do questions 1-8 on page 307.

Also, make your own quiz. Create questions based on the following concepts and then solve the questions. I'll give you 3 points of extra credit if I end up using your question on an upcoming quiz. Have fun!

1. Typical Mendelian genetics problem that can be solved using a monohybrid cross.

2. Typical Mendelian genetics problem that can be solved using a dihybrid cross.

3. Incomplete dominance problem that can be solved using a monohybrid cross.

4. Codominance problem that can be solved using a monohybrid cross.

5. A blood type problem problem that can be solved using a monohybrid cross.

Saturday, January 7, 2017

1/6 Biology class and homework due 1/13

Hi folks,

Today we did an activity in class called Dragon Genetics. It's not hard to get a little lost trying to figure out what meiosis, chromosomes, reproduction and Punnett squares have to do with one another so we did this activity to try to bring it all together.

There is no recording this week since most of class was taken up with this activity.

Homework due 1/13 is to:

Read pages 178 to 187
Do questions on page 188 #'s 12 - 17 skip #15
Also do all questions (including "short response" and "extended response" on page 189.