Central Park Field Study Thursday, May 18.

Meet at Patterson Station MEET AT 10:31 for attendance.  We will take attendance and walk through the park together and you will be dismissed at the end of the walk  to return to school.  Dismissal may take place between 11:15 to 11:30.  If you are late and are not in attendance, you must turn back and go to school to remain at school for the alternate activity. 

Safety - Central Park is a large urban park in the lower mainland.  You are expected to stay within our group at all times .  Your task is to take pictures of different species in a typical Pacific West Coast Rainforest and hand this in as an assignment. 

Route - for the class will be as follows once we get to Patterson Station 

Central Park is part of the City of Burnaby and is part of unceded of the following Coast Ssalish people:

• Coast Salish 
•  səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh) 
•  S’ólh Téméxw (Stó:lō) 
•  Qayqayt 
•  Stz'uminus 
•  šxʷməθkʷəy̓əmaɁɬ təməxʷ (Musqueam) 
•  Hul'qumi'num Treaty Group 

PLANTS

trees: Which trees are oldest? 

Douglas fir

Cedar 

Hemlock

Understory plants: smaller trees and bushes

Red elderberry

Vine maple 

Huckleberry (not many) 

Salal 

Lower understory:

Bracken fern

Sword fern

fern species... deer fern

Moss species (bryophytes) 

Invasives:  

English ivy

English Holly 

Ecological interactions:

nurse log 

ANIMALS

native species:
Douglas squirrel - eats douglas fir cones
barred owl - eats rodents, squirrels
little brown bat - lives in douglas fir bark
pileated wood pecker - eats insects and makes holes in trees
northern flicker - eats insects and makes holes in trees
raccoon
coyote
chickadee
robin
bushtit
Raven
Crow

Invasive species
gray squirrel
various species of urban rats

CDC: Disease Simulation Activity AM presentation

  

Here are the slides for today's disease simulation

AM presentation

Write up your cdc report in your group together, in the form of a powerpoint . Tell me the symptoms, age, sex, details of the people, and the disease vector. What is the evidence of disease vector? Write a chart reconstructing the  outbreak details. 

Note the actions from each cdc team and state whether those actions were successful to contain the outbreak.  You may use the class  presentation slides for reference.

EVALUATION

27-32.  Your report is thorough, logical and beautifully presented in ink , colour or typed with illustration.  You give a convincing evidence to present a good argument for your conclusions

22-26   Your report  is well thought out and logical. You correctly note the order of the events.  You give some evidence for your conclusions. Your presentation style is good and clear, typed with a few drawings

15-22 You give correct conclusions and give correct order of events. You write it in pencil.

0-15. You started a draft of this assignment with some very good points. It is a start but is incomplete. 

Protozoans

Review these protozoa notes   

Observe samples of Protozoa

1. Draw the sample, using a petri dish to draw the circle

2.  Label the magnification

3. Point to any features on your field of view and label what you see.

4. Identify your sample and write  some notes in point form on life history.

5.  Draw carefully with attention to detail, use pencil crayons.

Evaluation:

45-50. Your drawings are carefully done and your labels are accurate.  You did correct identification and your assignment stands out for being thorough and beautifully done 

35-44.   Your drawings are carefully done and your labels are accurate.  You did correct identification.  Excellent, colourful and creatively done. 

15-35.  Your drawings are very well done. There are some missing parts to the assignment. It is not in colour. 

0-14.     You started the assignment  

Intro to Eukaryotes and Prokaryotes

   watch this intro video on Eukaryotes and Prokaryotes

This video is an intro to some of the similarities and differences between eukaryotes and prokaryotes. It is meant to accompany our class notes.

Vocabulary words and ideas in the video:

Eukaryote Prokaryote DNA nuclear membrane protozoan multicellular organisms unicellular organisms cell membrane, cytoplasm, DNA, RNA, ribosome, protein, endoplasmic reticulum vacuole mitochondria Plant cell chloroplast cell wall made of cellulose cell wall made of peptidoglycan Bacteria in the environment and the gut

BACTERIA LAB

  

 HYPOTHESIS:

Create a hypothesis about what area of the school will yield the fastest growing bacteria and the most number of colonies. What factors do you think led to growing more bacteria or more different types?

PROCEDURE:

Use agar plates and q-tips to sample different surfaces around our school.  Store the plates UPSIDEDOWN in a secure location in the classroom.  Note where you found the sample

OBSERVATION
 Next, create a data table showing in the following columns

1.  names
2.  a. location of sample
2.b. is this a high traffic location for human contact?
2c.  is this a dry, sticky, wet, warm, cold location, or don't know?

GROW THE BACTERIA

3.a count the number of colonies
3b.  and their relative size of colonies (estimate size of each dot or circle diameter based on petri dish size
4.  colour of colonies
5.  Any mold sample?

Note that a nil result tells you something too!


ANALYSIS
1. Tell me some patterns that you are noticing in the collection of these samples.
2. Which locations are yielding the most samples.
3.Why might some samples yield more bacteria or faster growing bacteria?
4. What are some limitations of this study and some sources of experimental error?

CONCLUSION
Write a well reasoned conclusion based on your observations.

EVALUATION   IS OUT OF 25 IN TOTAL ...create a ppt for this assignment!

5

presentation is out of 5.  for 5/5 it is typed  with illustrations or photos and emailed to for 4/5 it is pretty good but there are a few spelling mistakes.  for 0-3 out of 5 it is in pencil or messy.  

10

Clear writing is out of 10.  for 9/10 or 10/10, it is written with no English mistakes and it clearly communicates each part of the lab report.    7-8/10  it is very well written     for 5-6/10 some parts are not so clear and the reader must guess what you are trying to say.  0-4/10, it is minimally communicating what happened

10

Paragraphs are insightful and your observations are well done. this is out of 10.

             9-10/10,   your observations and conclusions are well written and logical.  It is brilliant

              7-8/10   your observations and conclusions are very well done

               5-6   your conclusions don't really logically follow from your results

                0-4   your conclusions are not relating to your results at all