# 03060584 1. Instructional Context: The Biology class used in this component is a class of 29 students in grades 9-11, ranging in age from 14-16. This class is required for graduation coving topics from cells, DNA, genetics, photosynthesis, evolution, and ecology. In this section there were 16 girls and 13 boys. There are 17 freshmen, 11 sophomores and one junior. Twenty four students are Caucasian, four students are African American, and one students is Hispanic. Two students spoke a second
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live a lifetime of about thirty years, so that means they may travel over 1.5 million miles in their lifetime! Some scientists state that since these birds experience summer at each of the poles, they see more sunlight than any other creature(Cornell Lab of Ornithology). The Arctic is important for a multitude of reasons, but let’s start with its importance for the entire planet. Both the Arctic and and Antarctic help the earth control the global climate, and the ice helps reflect heat from the sun
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BIO 100L Concepts- Labs and concepts week 7 Conservation Readings * Read chapter 34 (focus on 34.1, 34.4), 36 (focus on 36.4, 36.5) in the textbook. * Review recent information on climate change at this website http://www.epa.gov/climatechange/science/stateofknowledge.html Introduction The current state of the biosphere shows unsettling trends. There is a need to meet these challenges, pursue more knowledge, and work as individuals and as a society toward long-term sustainability
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Hypothesis I will investigate whether the concentration of oxygen in pond water will affect the abundance of Phantom Midge Larvae (Genus Chaoborus) by comparing a pond that has a higher oxygen concentration with a pond that has a lower oxygen concentration. Alternative Hypothesis: The lower the oxygen concentration, the higher the abundance of Phantom Midge Larvae. Null Hypothesis: There will be no significant difference between the oxygen concentration and the abundance of Phantom Midge Larvae
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1 UNIT 1 Living Things and Their Environment DRAFT April 29, 2014 Photo Credit: http://www.flyingfourchette.com/2013/05/25/around-ubud/ 2 UNIT 1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells
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Biology guide First assessment 2016 Biology guide First assessment 2016 Diploma Programme Biology guide Published February 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International
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An Analysis of Coral’s Susceptibility to Bleaching based on the Symbiotic Relationship with their Zooxanthellae, Using DNA Sequencing Techniques http://www.wiki-reef.com/CoralSpecimen.aspx?cid=28 Elizabeth Velazquez Fall Quarter 2011 Luisa Marcelino, Timothy Swain Northwestern University, Field Museum, Shedd Aquarium Abstract Coral samples were obtained from Shedd Aquarium to investigate the symbiotic relationship between the corals and their zooxanthellae under environmental stress
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Fighting for freedom PLEASE SEE LESSON ON PAGE 12 YOUTHLINK MAGAZINE | JANUARY 17-23, 2012 11 DEBBION HYMAN Contributor Major slave revolts yl:History OBJECTIVES At the end of the lesson, students should be able to: a) Identify the key figures in the Berbice (1763), Barbados (1816), Demerara (1823) and Jamaica (1831) revolts. b) Explain the causes of any three major slave revolts. c) Describe the nature and consequences of any three major slave revolts. BERBICE 1763 CAUSES a)
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Site 2:Akal Trace, La Pastora, Santa Cruz, Trinidad | 3 | Site 3:Cantaro Extension Rd, Santa Cruz, Trinidad | 4 | Site 4:Mt Hololo Rd Santa Cruz, Trinidad | 5 | Lab Reports | | Lab 1:Dissolved Oxygen and Biological Oxygen Demand | 7 | Lab 2:Total Suspended Solids | 10 | Lab 3:Total Dissolved Solids | 12 | Lab 4:Macro Invertebrate Fauna | 14 | Final Report | | Problem Statement, Objectives | 17 | Methods of Data Collection | 18 | Literature Review | 19
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Genetic Analysis in Plants Abbey Emmanuel and Danielle Peterson Life 120—Lab Section 136 October 29, 2014 Introduction Every living organism is made up of a series of genes. Each characteristic, such as color and texture, rely on the genetic coding of the organism. These genes can be passed along, mixed with other genes, or removed throughout the generations. The process of traits being passed from parent to offspring is called gene transmission. (Bailey, 2014) In the 1860’s
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