Age, sex and other details of the certain victims who are mentioned in the articles above( 5 marks )
Possible disease vectors:(2 marks)
Food
Water
Aerosol
Soil
Animal
Human contact
Blood, mucous, saliva,
Feces, sexual contact
Give Evidence of this disease vectors (10 marks)
List the events of the outbreak and the response of CDC in the order that it took place:List this accurately and completely.Number the events and highlight the actions that eventually made the outbreak worse. List measures taken by the following countries to contain the outbreak: 20
We know that plants are important to the ecosystem because they photosynthesize. Did you know that some plants are legumes and these are special because they have ROOT NODULES which are nitrogen fixers. These root nodules are little rooms where Rhizobium bacteria convert nitrogen gas into ammonium and then Nitrobacter bacterium in the soil converts ammonium into nitrates. Plants can absorb nitrates to make plant protein. When those plants are eaten by animals, then animals use the nitrogen to make animal protein. You can say that all the protein on your body (muscles, enzymes, hair, fingernail etc) was built from nitrogen which was fixed by Rhizobium at some point in time.
ASSIGNMENT: 10 points
Only certain plants contain these root nodules...amongst them are bean plants and clover plants. Look at the morphology of clover plants below. Look on our school grounds and find AS MANY DIFFERENT GENETIC VARIETIES as you can. Upload your clover pic with Frog on a doc or ppt and hand in.
This picture is from research done by Tashiro et al on the genetics of clover plants. https://www.researchgate.net/publication/250119450_Leaf_Trait_Coloration_in_White_Clover_and_Molecular_Mapping_of_the_Red_Midrib_and_Leaflet_Number_Traits
Before you do your CDC simulation next day, you will analyze the following scenarios : CENTRE FOR DISEASE CONTROL CASE STUDIES
CREATE DISEASE SUMMARY SHEETS WHICH INCLUDES THE FOLLOWING INFORMATION in pen. Each worth 15 marks total of 45 marks. You may work in a group.
1. case study: covid 19 on a cruise ship in Japan article on cruise ship in Japan https://www.forbes.com/sites/victoriaforster/2020/02/07/coronavirus-outbreak-on-quarantined-japan-cruise-ship-spreads-61-passengers-now-affected/#21bb8de328c4
2. case study: Ebola outbreak in North America watch the video first
With your teacher, review the microbe notes on *bacteria* in the introductory notes below. Focus on bacteria, including bacterial taxonomy, shapes, gram+ and gram-.
Hypothesize which area of the school might harbour more bacteria. We will sample the school soon!
Also use this work period to work on current projects and also study for a quiz tomorrow. I will likely return to school Friday.
Ms. Ng
.........
This is an Introduction to Microbiology Notes, which cover Virus, and Monerans, with a mention of unicellular fungi. Read this document as an overview.
A virus that uses the lysogenic life cycle is termed either a provirus or prophage. What causes various proviruses to shift to the lytic cycle is not completely understood, but in some cases stress is the stimulus.
COVID-19 is a virus that undergoes a lytic cycle, but it does not explode cells, instead, it simply gets released from a cell
MICROBIOLOGY ASSIGNMENT 1 What is a virus? out of /10
Read these two articles and create a creative summary explaining how covid-19 mutated through Natural Selection. Your summary must clearly explain the main points of the articles as well as include the following vocab terms:
natural selection, random mutation, spike protein, ace2 receptor, transmission, replication
CREATIVE SUMMARY CRITERIA. You may make a cartoon, a poem, an interview or podcast
EVALUATION 10 points: cartoon is brilliant, it stands out, it summarizes the main points in a creative format, it is inked and in colour
8-9: your cartoon is excellent and includes all the main points. inked and in colour
5-7 your cartoon is complete it may not be inked or in colour 1-4 your cartoon is incomplete
POEM. 10 points: your poem is brilliant and it rhymes and it includes all key points. it stands out 8-9: your poem is really excellent and it rhymes and includes all key points. 6-7 - your poem doesn't rhyme but it includes all key points. 1-4 your work is incomplete.
PODCAST
10 points - your podcast is humorous, engaging and includes all the key points, it stands out
8-9: your podcast is really excellent engaging and includes all key points. 6-7 - your podcast includes all key points. 1-4 your work is incomplete.
CREATIVE SUMMARY CRITERIA. You may make a cartoon, a poem, an interview or podcast
EVALUATION 10 points: cartoon is brilliant, it stands out, it summarizes the main points in a creative format, it is inked and in colour
8-9: your cartoon is excellent and includes all the main points. inked and in colour
5-7 your cartoon is complete it may not be inked or in colour 1-4 your cartoon is incomplete
POEM. 10 points: your poem is brilliant and it rhymes and it includes all key points. it stands out 8-9: your poem is really excellent and it rhymes and includes all key points. 6-7 - your poem doesn't rhyme but it includes all key points. 1-4 your work is incomplete.
PODCAST
10 points - your podcast is humorous, engaging and includes all the key points, it stands out
8-9: your podcast is really excellent engaging and includes all key points. 6-7 - your podcast includes all key points. 1-4 your work is incomplete.
Meet at Patterson Station at the start of period 1.2 for attendance. MEET AT 10:35. We will take attendance and walk through the park together and you will be dismissed at the end of the block to return to school.
You will be quizzed on this when we return to class:
10 marks - you made a safety plan and established who is in your safety group (can be the same group as last field study) Group leader hands this in. 5 marks - your group is on time and present and ready to go 10 marks - you take pictures of the major species of the pacific west coast rain forest while we are there
Safety - Central Park is a large urban park in the lower mainland. You are expected to stay within your small group at all times as there are occasionally suspicious people in a large urban park
Route - for the class will be as follows once we get to Patterson Station
Trip plan (10 marks) includes the following:
Names of all group members and their cell phone numbers A trip itinerary A list of species you expect to see Safety considerations in this park All the consent forms of all members
Meet at Patterson Station at the start of period 1.2 for attendance. MEET AT 10:31. We will take attendance and walk through the park together and you will be dismissed at the end of the block to return to school.
You will be quizzed on this when we return to class:
10 marks - you made a safety plan and established who is in your safety group (can be the same group as last field study) Group leader hands this in. 5 marks - your group is on time and present and ready to go 10 marks - you take pictures of the major species of the pacific west coast rain forest while we are there
Safety - Central Park is a large urban park in the lower mainland. You are expected to stay within your small group at all times as there are occasionally suspicious people in a large urban park
Route - for the class will be as follows once we get to Patterson Station
Trip plan (10 marks) includes the following:
Names of all group members and their cell phone numbers A trip itinerary A list of species you expect to see Safety considerations in this park All the consent forms of all members
On October 29,2021, we will visit the Beaty Museum and the Geology Building. We will meet at 11:30 am at the UBC bookstore. 6200 University Blvd, Vancouver, BC V6T 1Z4
We will take attendance and then walk over to the Museum of Anthropology
We will spend an hour at the museum and then proceed to the Geology museum to look at geology specimens. At 1:00pm or 1:30pm students will be dismissed from UBC and students will take the bus back home.
Please confirm with your parent or guardian and your last block class whether you are returning home or back to school.
The cost of the field study is: $5.50 for a self led visit. Please contact me if, for any reason, you would like to apply for a one of our school museum bursaries to attend this trip.
Have a look at the drawing I made for the lecture (below) and make observations from our school garden describing the morphology and reproduction of flowers. Include all the vocab that you see here and read the evaluation criteria below
Go into the school garden and find the following items: Observe under the dissecting microscope Dissect and draw. Hand in.
1. A flower with a stamen, stigma, pistil, petals
2. a fruit
3. a seed, is it a dicot or monocot?
4. A leaf showing the *veins*
5. A pollinator: There is a dead wasp specimen on front bench
Evaluation:
18-20 outstanding, careful labelled drawings. in colour
Go into the school garden and find a little sample to put on a petri dish. Observe these samples under the dissecting microscope. Take a photo of your specimen and make the following observations:
1. Identify as a bryophyte, sphenophyta, fern, gymnosperm, angiosperm
2. What are some characteristics that you observe that help this plant adapt to its environment? Make notes and hand this in with your photos.
On October 19, we will visit the Beaty Museum and the Geology Building. We will meet at 11am at the UBC bookstore. 6200 University Blvd, Vancouver, BC V6T 1Z4
We will take attendance and then walk over to the Beaty Museum.
We will spend an hour at the museum and then proceed to the Geology museum to look at geology specimens. At 1:00pm or 1:30pm students will be dismissed from UBC and students will take the bus back home.
Please confirm with your parent or guardian and your last block class whether you are returning home or back to school.
The cost of the field study is: $8 for a self led visit. This will be collected next week. Please contact me if, for any reason, you would like to apply for a one of our school museum bursaries to attend this trip.
USE THE DRAWING PAPER AND MAKE COLOUR AND INK DRAWINGS OF SPECIMENS
Station 1 . Three drawings
Draw two samples of Sandstone rock and one sample of shale. Answer the following questions 1. How is sandstone formed? Explain how a fossil might be formed in Sandstone 2. How is shale formed? Explain how a fossil can form in shale
Station 2. Known Fossils drawings . A. COMPARATIVE TEACHING COLLECTION Draw 7 fossils and also photograph modern day equivalents. Label the drawings with the descriptions shown
B. FOSSIL BOX . Draw 7 fossils from this box and also draw the organism it came from using an internet search. Tell me what era it came from as well as its environmental conditions. for example, if your fossil is a SHARK TOOTH, then the organism it comes from is a SHARK and it's environment is marine.
Station 3. UNKNOWN FOSSILS 3 drawings CHOOSE 7 fossils to identify. Draw them and give evidence that you can identify the fossil using the known fossils.
EVALUATION. 34 marks total
fossil worksheet 10 marks - you completed the fossil worksheet and uploaded it with your NAME on it
lab portion total 24 marks
21-24 marks - you make excellent drawings of the fossils which are in colour and carefully done. Your work is outstanding.
3 drawings for station 1
14 drawings for station 2 and
3 drawings for station 3.
You complete all your observations.
16-20 - you completed all the drawings and it is not in colour . Your drawings look great. Or, you have beautiful drawings but did not complete all the drawings for each station.
10-14 - This looks great and you need to complete the work
DO TWO TASKS 1. WRITE A SUMMARY OF HOW SPECIATION OCCURS, WITH ILLUSTRATIONS. Review THE BIRD video on the steps of speciation and take notes on this, outlining the steps. You will be given a work period mark out of 5 for making notes in your own words for "How evolutionary change occurs" and also for the Speciation video below 2. NEXT, write a summary of the human evolution video https://www.nationalgeographic.org/video/human-origin-101/
Here's the crash course discribing Darwin's journey on the Beagle
Next we will. introduce the idea of Using Dichotomous Keys to help identify things.
We will use this key to do a lab on identifying mammalian skulls. Be careful with these skulls! They are very fragile. We will take two periods to complete this lab. CLASS NOTES: STUDY QUESTIONS TODAY: 1. What is meant by the word "Adaptation"? 2. Skull adaptations for predators/prey include the placement of the eyes. Explain why eye socket anatomy is different in predator vs prey. Give examples 3. What teeth do predators have compared to prey? 4. How are the skulls HOMOLOGOUS TRAITS? What is a homologous trait? 5. What is an analogous trait?
IDENTIFICATION LAB:
Purpose: 1. To identify a set of mammalian skulls and determine whether the animal is a predator or prey 2. Demonstrate an ability to use a dichotomous key 3. Draw each specimen and demonstrate your ability to observe using the skill of drawing. 4. Make conclusions about what animal this might be.
For each specimen: 10 marks per specimen: 1. Make a half page drawing where you measure and label parts 5 marks - your color drawing is in ink, and half a page and every part is labeled, and you have measured it in cm 3-4 marks, drawing is not in colour, it is in pencil, or less than half a page or some parts not labeled. or you did not measure, or it is a rushed drawing 1-2 marks - it is incomplete
2. observe the eye sockets and the teeth and conclude whether the skull belongs to a predator or prey 3 marks - you explain yourself very clearly and give your reasons and they seem logical 2 marks - your reasons are logical 1 - you are correct and need to provide more evidence for your point of view
3. Take your best shot at identifying this specimen, give reasons for your conclusion. 2 marks - you are spot on! or, if it is inconclusive, you give your best evidence for what it might be 1 mark- you are making a pretty good guess and you provide some evidence
"Teeth in mammals come in four different sorts: Incisors, Canines, Premolars and Molars. Not all mammals have all, or even any of them and the roles any particular sort of teeth play in an animal's life can be quite diverse. The arrangement of teeth in any given mammals mouth can be expressed as a 'dental formula'. This formula gives the arrangement of one side of an animal's jaw such that incisors are always written first then canines then premolars and then molars.
For humans 2123-2123 is upper and lower jaws respectively signifying 2 incisors, 1 canine, 2 premolars and 3 molars on each side in both the upper and lower jaw.
In total this adds up to 8 incisors, 4 canines, 8 premolars and 12 molars = 32 teeth in humans. Other mammals have different numbers of each sort of teeth in their upper and lower jaws. Hence Smoky Bats (family Furipteridae) have the dental formula 2123-3133 whilst Hyenas have 3141-3131 normally.
Incisors = Cutting teeth - these are the front most teeth in the jaw primarily used for the initial biting of food. They have a straight, sharp cutting edge and one root. In many Rodents they grow continually throughout the animals life, this is because they get warn down gnawing through things.
Canines = Stabbing teeth - normally only 2 pairs (one each side) per jaw. They have a sharp, pointed edge and are used with the incisors to bite into food and or to kill prey. Like incisors they have one root. The tusks of many animals such as elephants are modified canines. They are missing in rodents and most large herbivores (Perissodactyls and Artiodactyls). The gap where the canines would have been is often enlarged and is called a 'diastema'.
Premolars = Next back from the canines. They are generally similar to molars in form and function in both herbivores and omnivores, but in carnivores some of them at least are slimmer and are used to cut flesh. When they (the first lower premolar and last upper premolar) are modified like this they are called the carnassials. Otherwise premolars are teeth we use to crush and grind our food. Their upper surfaces have a broad, lumpy top instead of a sharp biting edge. These small irregular lumps are called cusps. Premolars are called bicuspids in some books, this is because, in most cases, they have two cusps. The prefix bi meaning two. The first upper premolars normally have two roots. The other premolars have one root.
Molars = These are larger than premolars and extremely variable depending on the animal's diet. Like premolars they are used for crushing and grinding food, and like premolars their upper surfaces have ridges called cusps on them. Molars normally have three to five cusps and two or three roots. In humans we call the third molars, those closest to the back of the mouth 'Wisdom Teeth'. If the jaw bone is not large enough to accommodate all the teeth in it, as sometimes happens with humans, these wisdom teeth can become painfully wedged between the back of the jaw bone and the 2nd molars. This condition is known as 'impacted wisdom teeth'."
...and classify them with as many taxons as you are able to. How did you arrive at your conclusion? Give some evidence for how you know you have correctly identified the organism. You may work with others. Please clearly indicate which person completed which part of the assignment.
Evaluation /20
17-20. You not only identify the organisms, but you provide excellent, evidence based reasoning. Your project is written in pen or typed and you argue you points brilliantly
15-16 You correctly identify the organisms and you provide excellent reasoning, supporting your points with evidence
10-14 you correctly ID the organisms and you provide some evidence. Your work is a good start, needing a few edits
0-10 Your work is a good start. It is not complete.
FYI if you are working from home, I will upload clear pictures of the bushtit nest here on this blog and on TEAMS, so you may do this assignment.
Investigation: Write a report as a document or slide show.
1. a. Here is some info on Bushtit biology right here: an excerpt from the website:
"Bushtits need to eat 80% of their body weight each day to keep up with their speedy metabolisms when weather is warm- they eat even more when it cools down. According to a study from 1907, bushtits in California had diets that consisted of 81% insect matter through most of the year, and which increased to 100% insect matter in the spring. "
write 10 points which characterize bushtit biology
1. NEST SAMPLE (shared microscope) : Observe the tiny sample of the nest under the microscope and report what you see. Can you see the spider silk? The moss? feathers? Take a picture with your camera if you can.
2. COLLECT YOUR OWN SAMPLE OF a similar species of MOSS and LICHEN that is NOT from the nest from outside and examine this magnified either under the microscope ( OR using your camera to take a really close shot ) and draw your sample. Answer this question: What properties of moss make it suitable for nesting material?
3. Listen for the sound of a bushtit around our school. Observe for bushtits over a few days. Draw a map of where and when you hear this sound and include it in the report.
The sound can be found in this video here
4. Optional extra observations: Some of you began looking at other interesting specimens in our class and using our microscopes. If you looked at other specimens and photographed them, include them here too. If you did not, no worries, number 5 is optional.
Evaluation
17-20 - This is a beautifully presented assignment with clear observations, photos, drawings and observations. It is insightful and excellently done. It is typed or written in ink and in colour
13-16 - This assignment is complete and very well done with great photos and observations. It is in pencil
5- 12 - This is a good start with some good observations but it is incomplete
This course is a field course which will cover all the major phyla of life. It is expected that you will receive most of your course content on line and we will do labs and field study in class. You will hand in ALL assignments through Microsoft Teams. Below are your first week of assignments.
ASSIGNMENT 1. HAND IN YOUR CONSENT FORM /5. It will give us the ability to walk to Trout Lake or Renfrew Ravine at any time that I announce during the term. Bring this consent form to class.
evaluation: 5 points for handing this in
CREATIVE ASSIGNMENT 2: DEAD OR ALIVE
For your first assignment, I would like you to go outside and find the following objects Photograph them or draw them and write about them in a little paragraph of no more than a third of a page. You may answer in the form of a type written response under your photo, OR you may write it out in hand writing and draw your answers.
1. Find something dead. How do you know it is dead?
2. find something alive. What is it about this object that makes it alive?
3. Find something that has never, ever been alive. What characteristics does this object have that tells you that it is neither dead nor alive. It is nonliving.
4. Find something that is not alive, but an important PART of something alive. Explain your answer
5. Look at your responses and ask yourself: What is the criteria of being alive?
evaluation : /20 points)
CREATIVE ASSIGNMENT 3. A SUMMARY OF BIOLOGY AND THE CELL
This course is a field course which will cover all the major phyla of life. It is expected that you will receive most of your course content on line and we will do labs and field study in class. You will hand in ALL assignments through Microsoft Teams. Below are your first week of assignments. I have set up my class so that the majority of the class notes shall be distributed on line from this blog.
The majority of class time will be lab work (examining skulls, bacteria, plants, microscope work) and also field study (walking to Trout Lake). My windows shall be open ALL THE TIME to give us nice fresh air so dress warmly!
ASSIGNMENT 1. HAND IN YOUR CONSENT FORM /5
I would like you to hand in a consent form. It will give us the ability to walk to Trout Lake or Renfrew Ravine or Patterson Station Central Park at any time that I announce during the term. Bring this consent form to class.
evaluation: 5 points for handing this in
As we go into SEMESTER 1, I would like to prepare for learning during the FOURTH wave of Covid 19. I would like to remind everyone that the best way to protect one another in class is to keep our distance (2m), wash our hand frequently AND to wear a mask.
I invite you to flatten the curve by these simple measures! We will beat the delta variant of Covid 19 together! Further, all of my class assignments will be posted here on this blog and therefore, if anyone misses any class due to illness, or self-isolation, you can easily keep up with the work.
SAFETY MEASURES:
- physical distance, as much as possible in our full classes. Avoid being in each other's space.
- wear a mask! It is MANDATORY in the VSB! (if you have medical reasons for not wearing a mask, please have your guardian inform me)
- no academic penalties for being home sick, with any mild illness, isolating, or +ive with covid 19
- windows shall be open in my class to admit adequate ventilation AT ALL TIMES, even in the winter. Therefore, dress accordingly.
- we can conduct class outside sometimes to do field study
Camosun Bog Restoration Group method for bog restoration: Watch this video. The teens in this video are my students when I taught at PW. They learned their plantae unit by joining a work party!
Why xʷməm̓qʷe:m, Camosun bog , is important: Listen to Elder Larry Grant talk about xʷməm̓qʷe:m. By the way, Elder, Larry Grant's parents are Musqeuam and Chinese. In addition to being a speaker of the Musqueam language, he understands and speaks Cantonese.
This is a pole carved by a Musqueam artist and related to the fourth video above. It is located in UBC and this is what it means
Transcript of Elder Larry Grant video:
The bog is an integral part of Musqueam. In Musqueam history and the story of Musqueam. So that real connection. When that bog, it’s quite a few things actually when the bog shrinks, that means that people have drained the bog. For urbanization and use of land, removing what western culture called unusable land or unusable space, for I would say non cultural walk to us non-cultural activity to the Musqueam people. Why would you drain a bog, it carries so much life, if it’s drained it’s allowed to shrink even more. That actually erases all the corroborating evidence of the story of Musqueam and it’s eradicating cultural identity, Aboriginal identity, it’s eradicating Aboriginal identity, in that sense where it removes all traces of any of the stories that we will be able to tell or we can still tell the story, but we won’t be able to say that this is where it originates. And if it’s completely drained, that’s just another step in removing all traces of First Nations People. I would like to see it grow actually but that takes a lot of effort, I would like to see it open up a little more and all those Indigenous plants that are there, allowed to expand a bit because then it becomes a teaching tool for all people. About the value of the bog, the biodiversity that’s in there is amazing, yeah, and it’s set up where people can walk though there and have a look and get very close to all the plants and the mallard ducks are still there. They sit in that center pond and just live be around up there and actually be part of the story of Musqueam. There is a mallard duck in there, there’s actually a little family of mallard ducks in there so.
BIOLOGY ASSIGNMENT 8 DRAW a hand drawn cartoon summary of the videos which you see above as well as the meaning of the pole above. You should make at least three pages, one for each video. In your assignment, try to write in musqueam! Tell the story of Elder Larry Grant too, who is a Musqueam Elder (and a Musqueam-Chinese Canadian)
OR
WRITE an illustrated essay using photos like screen captures of the videos and illustrate your essay with photos. Remember that if you use a phrase from a source, to use quotations and cite the source.
EVALUATION 20 - your work is outstanding and excellent. It looks amazing and stands out. you hand in your blog address so I can read this work. 18-19 - your work is excellent showing attention to detail. You summarize the key points and you don't miss anything. Your drawings tell the story of the videos and links. Your writing summarizes the key points in an engaging writing style. You cite your sources and also you have posted your work on your blog, which you send to me. You show creativity.
15-17. your work shows a high standard of quality. your drawings are beautiful or your writing is excellent and engaging to the reader. You show creativity. you could have included a few more details or you did not cite your sources. You uploaded and handed this in on your blog.
10-14. your work is a very good start and shows alot of promise. Your drawings are extremely well done. You might need to add a few more details to make it more complete
I would like to introduce you to a very special ecosystem in our city. It is over 2000 years old: likely the oldest part of Vancouver and it is the unceded traditional territory of the Musqueam people. Camosun bog is so important that it forms part of their creation story.
I would like you to answer the following questions in a creative format with illustration. Make a cartoon, or an illustrated essay reflection with lots of photos
1. How was the bog formed? 2. What is the keystone species of a bog? Read about Sphagnum moss. How does Sphagnum maintain the acidic conditions. 3. What is peat? How is it different from soil? 4. Why is digging through a bog like digging through time? 5. We never found any bodies in the bog, but some artifacts were preserved in Camosun bog. What were they?
6. This woman remembers playing hockey in Camosun bog. What were some of her observations?
7. How are bogs carbon sinks? Why is this important? 8. Camosun bog,məqʷe:m, is the traditional territory of the Musqueam people. How long have they been using this area for food, medicine and culture? 9. What nearly destroyed the bog? 10. The change in abiotic conditions caused "invasives" to go into the bog. These are actually native forest species and not invasives to BC but they are invaders to a bog. What plants are these? 11. What are the native plants in a bog? Take a look Evaluation for the cartoon 20 your cartoon stands out from all the rest. it is well thought out and work has been put into it. It is in ink or colour. it includes all the major points. YOU HAND THIS IN ON YOUR BLOG 17-19 your cartoon is really excellent and it includes all the major points. it is in colour and in ink. You hand this in on your blog. 15-16 your cartoon is quite good. it may be missing a few details but it is well done 0-10 . your cartoon is a good start but it is incomplete
Evaluation for illustrated writing. 20 your writing is exceptional and includes all the major details of the content. It is insightful and shows that thought was put into the writing. It is excellent and you communicate the ideas very clearly. You include excellent pictures. And you cite where you got the pictures.
17-19. your writing is excellent and enjoyable to read. and includes all the correct details. You communicate clearly. You include excellent pictures. And you cite where you got the pictures. You hand this in on your blog. 14-16 your content is really good, it is missing a few details but still very well done and well written.
