Cody Coleman Tuesday Dec.18/07 2/3

Reveiw of the day

Reveiwed worksheet {due thursday before the test}
Recaped overveiw of RS
Cilia overveiw
Looked at mechanism of breathing
Gas, transport, exchange in respiration
Questions

Opinions

Respiration is one of many amazing things that the bopdy does for you for free and you don't have to even work for it but really you because its your body. I find this unit kind of interesting but it is difficult to understand if you don't pay attention. The one thing i don't get is how your body can move the diaphram to create a sort of vaccum to carry air in and out of the body. I always thought you sucked air in on your own will.

Additional

I went on google.com and found so really interesting facts on respiration but i wont give them all to you because that would make people stop asking questions.

• Central to the human respiratory system, they breathe in between 2,100 and 2,400 gallons (8,000 and 9,000 liters) of air each day—the amount needed to oxygenate the 2,400 gallons (9,000 liters) or so of blood that is pumped through the heart daily.
• An adults lungs cotain 600 million alveoli

December 7, 2007 Jessica Eddy 3/3

Class Review

- Got prepared for lab.

- Started lab for dissection of the heart.

Thoughts And Opinions

At first, the heart looked really disgusting!! It was full of fat and not what a heart was supposed to look like, well what I thought. It was really tough to get through, tougher than I thought. The muscles actually work I guess. It amazed me by how different the heart looked from the pictures that we got. It was completely different!! Overall, it was a fun class and I learned a lot from it.

Additional Insight

http://www.pbs.org/wgbh/nova/heart/pioneers.html

One of the first surgeons to use these improved techniques to gain access to the heart was Dr. Dwight Harken, a young U.S. Army surgeon. Many of Harken's patients were young soldiers evacuated from the European front with shell fragments and bullets lodged inside their hearts. To leave the shrapnel in was dangerous, but removing it was almost surely fatal. Harken began operating on animals, trying to develop a technique that would allow him to cut into the wall of a still beating heart, insert a finger, locate the shrapnel and remove it. All of his first 14 animals subjects died. Of the second group of 14, half died. Of the third group of 14, only 2 died. Harken felt ready to try the technique on humans. All of his patients survived, proving that the human heart could be operated upon.

It was very complicated to find all of the valves and parts of the heart when I did it on a sheep heart. I can't even imagine how hard it would be for a doctor to do an open heart surgery! Especially so long ago with no technology. That is impressive.

Kayleen Fahrlander Thursday Dec.6th 3/3

Class Summary
-Review heart sounds from last class
-Watch short movie clip (of a heart beating)
-Read pages 331-334 (exercise adjustment) and 338-339 (lymph system)
-Blood Assignment due Wednesday (Dec.12th)
**Homework**-Make labels for tomorrow's heart dissection (put tape over them)

Thoughts and Opinions
The more I think about the heart, the more grossed out I get about it. There are so many different parts and something could easily go wrong and stop your heart from beating. After going to bio class, I'm more aware of my heart beating and it makes me really uncomfortable. To me, this unit is a lot more interesting and useful than cellular respiration/ photosynthesis ever will be. I'm really excited about the heart dissection tomorrow!

Above and Beyond (Heart Facts)
-According to German researchers, the risk of heart attack is higher on Monday than any other day of the week.

-By the time you turn 70, your heart will have beat some two-and-a-half billion times (figuring on an average of 70 beats per minute.)

-Women's hearts beat faster than men's.

Sarah Nov. 29 3/3

- 1st we went over the assignments from last day
-sandwich story
-thought lab
-jimmy digestion
-experiment
-started next section on circulatory system
-did notes
-got notes sheet

This class wasnt that bad. We didnt do a whole lot and i didnt have to worry about homework cause i had all my assignments done. So far the human body stuff sucks and theres a lot of dif things you need to know. Like we learnt the functions of the circulatory system
-waste removal/transport gas, nutrients
-immune system
-blood clotting/healing
-body temp
you need all these to be in homeostasis which is internal balance. Thast all we really learned which wasnt a whole lot so class wasnt all that bad.

http://hes.ucf.k12.pa.us/gclaypo/circulatorysys.html#AMAZING%20FACTS

This site claims to have amazing fact about the circulatory system. They're not that amazing but i though I'd share.

-One drop of blood contains a half a drop of plasma, 5 MILLION Red Blood Cells, 10 Thousand White Blood Cells and 250 Thousand Platelets.
-You have thousands of miles of blood vessels in your body. "Bill Nye the Science Guy" claims that you could wrap your blood vessels around the equator TWICE!
-Keep your heart healthy...it's going to have to beat about 3 BILLION times during your lifetime!

Brianna Melcher, November 26, 3/3

Today in class we:

• Took some notes.
• Learned about the digestive system.

Thoughts and Opinions:

I think the digestive system could be important to learn if you wanted to be a doctor, but I find it boring and kind of pointless considering your body does it for you so why know how it works?

Above and Beyond:

Memphis Vanbeselaere, November 20, 2007, 3/3

Today in class we:

• Did a lab, which involved making models with candy to represent the stages of Photosynthesis.
• Worked on review questions once we finished our lab.

My thoughts and opinions:
I think this lab had great potential, although it seemed very unclear and confusing. It esspecially didn't help if you didn't understand the stages of photosynthesis to begin with. However once you got through the confusion I thought the lab helped me understand Photosynthesis a lot better.

Above and Beyond!

Here is an interesting video that explains photosynthesis. It's a tad bit more in depth than what we've learned but still a good video.

http://youtube.com/watch?v=Yy-8p1eZG4c&feature=related

Here is another video. It's kinda funny too, and the music is pretty hardcore. :D

http://youtube.com/watch?v=HrMka8vj73U&feature=related

Rebekah O'Brien, Nov. 22/07

what we did:

• finished the nutrients worksheet (carbohydrates/ lipids/ proteins)
• looked at enzymes
• took notes from the board (section 8.2, pg. 254-258)
• went over questions on pg. 258, #1, 3, 11 a) b) c)
• got a digestive system handout
• started taking 1st page of handout notes

thoughts and opinions:

• the material covered was all pretty straightforward, but i wondered how many amino acids are there in a protein?
  
• but i'm not looking forward to the PS and CR UNIT TEST tomorrow!!!

additional info:

• apparently there are about 288 amino acids in one average sized protein molecule!

(i couldn't get a picture of a protein molecule on here, but go to google images and type in proteins and amino acids, and you can see lots there)

Christina Rose: Monday November 20th, 2007: 3/3

What we did in class today...

• Spent two blocks recreating photosynthesis with candy.
• Worked on review questions.

Thoughts and Opinions...

I think the lab was a good idea. it helped us see photosynthesis visually, and helped us figure out what we know and need to know. The only part that I didn't like was that it was a completely open ended lab. You had to figure out every last detail your self with out aid.

Above and Beyond...

A overview of photosynthesis.

The Calvin- Benson Cycle.

Light Dependent Reactions.

Tane Stange Friday November 16th, 2007 3/3

What we did in class today...

• Pre-Lab Quiz
• Seperating plant pigments from leaves Lab

Thoughts ad Opinions

Last night we had to read about the lab, and get an idea of what we were doing in the lab for Friday. The pre-lab quiz was useful because we were supposed to already know what we are doing in the lab, but for those who didn't go over the procedure still had an idea from when we marked the quiz. The lab itself was simple, enough that we got started and completed it in the time provided. I was suprised that it worked, and we could see that the pigments clearly seperated on the chromatography paper. The only uncontrolled variables that would alter the results slightly were the amount of spinach pressed on the paper, and the amount of solution used in the test tube. Other than that, this lab was easy, and effective.

Above And Beyond

Like Dylan, I found a cheezy video on u tube, but on photosynthesis instead of Cellular Respiration. The video is brief, but does explain the light dependent reactions we are learning about.

http://www.youtube.com/watch?v=HrMka8vj73U

Kat Vanderzwan - Nov. 15/2007 - 3/3

What we did:

• Kyle drew a picture of a plant cell on the board, and a picture of a chloroplast. We went over his drawing and reviewed most of the stuff we learned about chloroplasts in grade 10.
• We talked about the thylakoid, grana, stroma and chlorophyll. The thylakoids are the site of "light independant" reactions of photosynthesis. Stacks of thylakoids form the grana, and the grana are connected by stroma.
• We also talked about light and dark reactions. Light reactions or light dependant reactions convert sunlight into chemical energy. Dark reactions or light independant reactions require the products of light reactions, they take them and preform further chemical processes on them. There is two dark reactions The Calvin-Benson Cycle and carbon fixation.
• We watched a short movie on photosynthesis.
  

Thoughts and Opinions

We had a double block today and those usually go pretty slowly, and so now that I think back to it I have a hard time differenciating between the two classes. I think that today was useful in reminding us what we already know, but at the same time a little bit tedious because we already knew some of the stuff. Today was a slow class because some of it was review, but I was a little suprised at how much kids in the class forgot from last year. We did learn some new stuff today, but I'm doing this like 5 days later so I'm having a hard time remembering and I might have added stuff that we learned on Friday, Monday or Tuesday. Oh well. Personally I think that this topic is pretty interesting and I wonder why someone looked at a plant and was like "I WONDER WHY IT'S GREEN!?" because it seems like one of those things that just are, y'know? But who knew that there was so much stuff to it? Photosynthesis is pretty complex.

Above and Beyond

here is a song i found about photosynthesis, im pretty sure that we're at a deeper level then this song is. but hey, it's a good time!

http://youtube.com/watch?v=PIvn7b4LbMc&feature=related

Dylan Webster - Nov 6, 2007 3/3

What we did?

• took some notes on cellular respiration
• reviewed the 4 stages of C.R many times
• looked at how ATP was formed handout

What I think?

• I find it really confusing and I don't really see the point of learning about cellular respiration because I don't have to do it my body does it for me, which is great. I can't imagine having to do C.R myself, I would most likely be dead guy.

Above & Beyond

• when i think about the "great" topic of cellular respiration i can't stop to think....is there an easier way, i did some research and the answer is no! So i thought I would just talk about some interesting facts about C.R...oh dang there arn't any but I did find a cool cellular respiration song at: http://www.youtube.com/watch?v=fmyby8zWeSU

I can't believe someone made a song about cellular respiration...haha

Auddy Alekna-November.05/2007-3/3

What we did:

• Marked Cellular respiration sheets from friday.
• Took some notes and review.
• Went over the ATP formula sheets

Thoughts and Opinions

The class was kinda slow. we didnt get any homework or anything today. dont really see how this is something that we need to know for a career unless you want to be a genetic scientist.

Above and Beyond

Through the class the use of glycose in our body and where our body gets them from (simple glucose, complex glucose, fat, and eventually protein). From this I wondered (as creepy as it may seem) how long would it take for the body, without food to finally resort to eating its own protein? Here was what i found http://www.goaskalice.columbia.edu/1340.html.

Cody Coleman- October 30.2007 2/3

Finished quiz on evloution
Marked quiz
reviewed for unit test on wednesday with a Jeopardy game

Evolution is an amazing thing to learn about and with every turn there is something new and exciting to find. You never know what will happen.

Remember to Study for your exam on october 31. 2007 and have your worksheet done so you can write it.

Jessica Eddy October 22, 2007 3/3

Class Review:

- Handed in late Bio Field Projects.
- Marked homework.
- Learned about embryos, homologous and analogous features, vestigial features and similarities/differences in DNA.
- Did Analysis assignment.
- Went through and took notes on "Early Beliefs about Evolution" handout.

Thoughts and Opinions:

Its crazy to think that all of the evidence that we base our evolution and scientific history on is as much as we could fit in the back of a pickup truck. I had never thought of it that way and it amazed me. Its interesting how closely related some species are to others. For example, the T-Rex and the chicken. It was hard to picture that image in my head. Overall, it was an interesting class and I learned a lot of new information. I'm just wondering, what species humans are the closest to?

Additional Insight

http://www.amnh.org/exhibitions/permanent/humanorigins/past/dna.php

The chimpanzee and another ape, the bonobo, are humans' closest living relatives. These three species look alike in many ways, both in body and behavior. But for a clear understanding of how closely they are related, scientists compare their DNA, an essential molecule that's the instruction manual for building each species. Humans and chimps share a surprising 98.8 percent of their DNA.


The light and dark bands on these chromosomes, created by a laboratory dye, reveal similarities and differences among human, chimp and mouse DNA.

Kayleen Fahrlander Friday 19th 3/3

Class Summary

-Hand in quadrat projects
-Take notes from over head on 1st hand out (fossils/evolution)
-Do questions on 2nd hand out (fossils/evolution)

Thoughts/Opinions

- Evolution is such an abstract concept because it's hard to imagine that every living thing may have come from a single one-celled organism.
-Many people may be skeptical of evolution because of religous beliefs, but there is serious evidence (through the study of DNA bases) that proves that some organisms are closer related than we think.


Above and Beyond

Oldest Fossil Ever Found-A team of Swiss and Austrian geologists found some 3.45 billion-year-old dolomite in the Pilbara range in North West Australia. After etching it with acid they found the fossils using an electron microscope.
It is believed that the fossils are of a cyanobacteria - an organism that still forms thick mats in warm shallow seas today.
In the early pre-Cambrian period, they played a vital role in the development of more complex species by being among the first life forms to use sunlight to help them absorb carbon dioxide and release oxygen and therefore making the atmosphere breathable.

Kyle hinchcliffe oct.18/07

Today we learned about evolution . the kingdoms of certain species .

I think this class is super fun :). The topics we discuss are fun and educational.

I have no questions

Courtney Miller October 8, 2007...2/3

today we:
-got information on what to do on Snake Hill
-we went up on the hill and marked our little areas
-stayed on the hill till the end of class then walked back.
...that is all.

in my opinion, i didnt like this class because it was cold outside and i wasnt 100% sure what to do. ashley and i were a little lost, but we figured everything out and we were fine but i still didnt really like it. its ok though.

Sarah Kowatch Oct.15 3/3

Today we had a double block. In the First block we learnt about biotic potential and at the end of the block we got assigned a sheet with questions on lemmings. The second block we worked our ecosystem projects or did our homework.

Todays cless was pretty good. We learnt lots of new info. We learnt the 4 factors of biotic potential: birth capacity, capacity for survival, breeding frequency and length of reproductive life. We also learnt carrying capacity: max number of indivuduals of a species that can be supported at a time by an ecosystem; Law of min: nutrient in the least amount is the one that limits growth; Law of tolerance: organism can survive within a particular range of an abiotic factor. We also learnt density-depentant/independat factors. It was kind of boring first block but the second black was really good. We just worked on our projects.

These graphs are examples of carrying capacity and the law of tolerance.

Eleanor McBain- October 11, 2007 3/3

What We Did

• Went back on snake hill to complete assignment (get final temperature readings, collect bugs)


• Cleaned up our area so that no trace of our study could be found


• Came back to the school and worked on our projects.

Thoughts and Opinions

Our assignments are getting harder. Maybe ease up a bit on what to do in the assignment.... like the density of the bugs? I mean yeah... thats kinda hard to figure out. But overall most of the assignments are pretty good. Fun, Worth while and educational. Way to be Mr. C.

Additional Insights:

Density= # of individuals of a species/ size of quadrat.

( our density of..... bugs.... (EEEWWWW) ok we have 12 individual bugs so it would be 12/16 ( roughly... very roughly.. 4x4m) which would equal

0.75!!!! so..
Density = 0.75

Brianna Melcher, October 10, 2007, 3/3

Today in class we:

• Went up onto snake hill to continue working on the ecosystem assignment.
• Second block we came back and started analyzing the plants, bugs, and other things we got from our ecosystem.
• Started working on our reports.

Thoughts and Opinions:

I think this is well worth it because it allows us to get a better look at what happens in an ecosystem.

How do you create a climatogram?

Additional Insight:

To create a climatogram you:

• Enter all your data into a spreadsheet.
• Highlight all the information.
• Start the "chart wizard" by using the file menu: file>chart
• You must choose a graph that has both bar and line graphs. Select the Custom Types tab, find the Line - Column on 2 axes, click next.
• Select columns and click next
• Fill in fields for the chart title, X axis, and both Y axes, click next.
• Confirm your graph.

Memphis Vanbeselaere, Monday October 1, 2007 3/3

TODAY WAS DOUBLE BIO DAY! WHOO HOO!
Today we:

First Block:

• Completed our Unit test chapters 1-3.
• Handed it in
• Marked it.

Second block:

• Discussed the previous class on Friday.
• Watched the Asian Carp video
• Discussed the term "Biome"
• Did a worksheet titled "Who's Where and What's What in Alberta Ecosytems"

Thoughts and Questions:

Today's class was pretty good. The unit test was relatively easy. It was nice that we marked them right away so we knew how we did all in the same day.
Then in second block we discussed a little bit about niches that we learned about on Friday.
We then watched the Asian Carp video that we couldn't get to work on Friday. It was really interesting how the fish got in the river because a flood carried them to the river from fish ponds. I couldn't help but laugh when in the video people were getting slapped across the face by the fish jumping out of the water.
Here is the link to the video.
http://youtube.com/watch?v=yS7zkTnQVaM
Who would have ever guessed that we would be using the wonderful YouTube in the class room.
After we watched the video we discussed Biome. A Biome is a large geographical region with a specific range of temperatures and precipitation, and the organisms that are adapted to those conditions of temperature and precipitation.
Some biomes found in Canada are Taiga, grass land, tundra, muskeg and temperate deciduous forest.
Taiga is also called boreal forest biome. It is dominated by conifer trees.
Grass land is the most fertile biome. Unlike other biomes, grassland only have one layer of soil that can support the biotic community.
Tundra is found in the northern part of Canada and doesn't have very much biodiversity due to it's cold harsh weather.
Muskeg is formed by rain and melted snow that cannot drain from the taiga due to the permafrost and the water soaks decomposing plants and peat moss causing muskeg. It is very swampy and boggy.
Deciduous forest have aspen, balsam popular and birch trees. They have warmer temperatures and larger amounts of humus. They also have more precipitation.

PICTURES:

Tagia: Grassland:

Tundra:
Muskeg:
Temperate Deciduous Forest:


After discussing biomes we did an activity where we separated biotic factors and abiotic factors into the proper biome in a table.
At the end of the class Mr. Challoner introduced the Ecosystem field study assignment.
I think the field study will be really fun because it will be more hands on!

Rebekah O'Brien, Oct.3/07

Today in class we:

- finished reviewing the notes of factors affecting terrestrial and aquatic ecosystems
- considered the effects of seasons on lake and pond life in our handout (winter/summer stagnation and spring/fall overturn)
- did text book questions - pg. 107, Q's 1-4, 7 (to be marked!!)


Thoughts and questions:

- i like using the handout to do notes... that way you have the main points already there, but can add more details in if you like
- why does O2 dissolve in water at colder temps?


Above and beyond:

i went to Google and found why O2 dissolves at colder temps...
- it said that there is less O2 in the summer because warm water can't hold as much O2 and because the pond's O2 demand is more in warmer water

http://aquaplant.tamu.edu/contents/dissolved_oxygen.htm

Laura Smith, Sept.27 2007 3 out of 3

Today in class we:

• Marked our lab worksheets


• Played a game of Bio Jeopardy


• Started Unit 2


• Received I can... work sheets for Unit 2


• Did page 82 questions

Thoughts and Questions:

• I am very excited to start Unit 2. I love getting in to new things.


• What is an ecological niche?

Above and beyond:

• What is an ecological niche?

- An ecological niche is an organisms role in an ecosystem. It consists of its place in the food web, its habitat, its breeding area, and the time of day that it is most active.

I think that this blog is an excellent idea. At first you think it is a pain, but it takes five minutes and it is very helpful when you have missed school. When I missed a couple days last week all I had to do was look at the blog and I was pretty much all caught up.

When I went to google to find a picture I typed ecological niche in the search box and this is the picture that came up. I thought it was kind of cool.

Christina Rose, Friday Sept 28th 2007, 2.5/3?

Today in class we:

• Went over/did are you ready questions, Pg 86 questions, Pg 88 #7,8,6 , Pg 93 #3
• Interactions within ecosystems crossword
• Started the new unit; Ecosystems and Population change
  

Thoughts/ questions:

• I think an ecotone is an amazing thing. I always just thought it was an ecosystem, and that it was as simple as that.
  
• What's the general size of an ecotone?
  

Above/ beyond:

• What's the general size of an ecotone?
• Ecotones vary in size and species composition, containing elements of each of the bordering communities.
• http://polyland.calpoly.edu/OVERVIEW/Archives/derome/communities.html

Tane Stange Wednesday, September 26th 3/3

Today in class we: -maked the lab from tusday (water testing)

-we started a new lab

-reviewed for our unit test by playing Jeopardy.

The water testing lab that we did yesterday was not very accurate, mainly becuase we started to run out of time. We tested the creek water first, so we almost ran out of time before had tested the golf corse pond water.

The purpose of the expeiment today was to find the calorie loss or calorimetry in different types of foods. In doing this, we had to measure the water temperature before and after we burned the food stuff. We also had to measure food in order to calculate the results properly, because some of foods were bigger, and the results would not have been accurate.

In my hypothesis I guessed that the peanut would burn longer and give off more heat, but suprisingly the cheezie did. After the lab, we played Jeopardy to review for our unit test.

Personally I found this lab interesting because the results turned out opposite of what I had expected. But on the other hand the results weren't completly accurate, because to food did not burn completly.

When i went to google, i searched for 'food calorimetry', and about 3 of the sites that came up was the experiment that we did...lol.

http://www.woodrow.org/teachers/chemistry/institutes/1988/foodheat.html

Mac Walton Thursday Sept.20 3/3

1.Today we

• Went to class
• went to the library
• worked on our biojar project

2. I think that you couldn't have an ecosystem in a jar because not all of the matter would cycle. and cause there wouldn't be enough biodiversity. My group had a shrink ray because it is the only way we could fit a bear. I wonder what is the worlds smallest organism? I bet it is Kari. oh burn. I found the project interesting because you got to make stuff up.
3. I googled up whats the smallest organism in the world. It sent me here:
http://en.wikipedia.org/wiki/Smallest_organisms.
It said that Nanobes are thought to be the smallest at about 20nm. I also learned about the smallest bird amphibian, mammal and fish. Below is the smallest mammal: The bumble bee bat.

Ashley Saunders 3/3

Today in biology 20 we began the class by handing in Tests that Mr. Challoner gave us the oppotunity to improve our mark. After this we marked our acid rain and Ord kangaroo rat sheet. We went over the answers and then handed our sheets in.

Later on in the class we went over the carbon cycle. Here we learned that cows breath in oxegyn, and breath out carbon dioxide (this goes for any animals and humans). Cows also fart which leads to carbon into the atmosphere. C02 Moves around the cycle constantly. Methan leads to things in this cycle rotting, and the last component in this cycle is burning fossell fuels. A diagram like this helps show how everything is related to each other in some way.

After going over the carbon cycle we had to fill out our own workshett of the carbon cycle. Once this was filled out we had to do a chart that had to do with carbon resevoirs organic and inorganic. If we needed help understanding how to do this we could read pages 49-51. there were two really helpfull paragraphs, one on page 49 "Resevoirs for Inorganice Carbon" and "Resevoirs for Organic Carbon."

My thoughts and opinions on todays topics and discussions was a very helpfull topic. its helps me and my classmates understand cycles like this easier. We have done this in previous grades but a little reveiw on this topic was not a bad idea. The part where we had to do the chart on resivoirs also helpfull because it helped us realise how things fit into certain categories and where the belong in the cycle.

Here I added a photo of the carbon cycle.

September 14 - Dylan Webster - 3/3

Today in class we checked our expirement on measuring water loss from leaves. We went outside and collected our baggies that we tied on trees and found that they had collected some water from the leaves. Then we weighed aour baggies and recordered our information. It was a really short class due to the terry fox run so we just worked on questions about acid deposition for the rest of class.

I was really surprised on how much water was actually collected in the baggies. Some people had 7 grams of water collected in one of their bags. It think it was a really good expiriment because it really shows the major role that trees play in tranpiration.

I did some googling on acid deposition (acid rain) and found out that acid rain is usually characterized as any precipitaion with a pH of 5.6 or lower and can be in any form of rain, snow, mist, dry dust, hail, or sleet. Also 10% of all sulfur dioxide emmision comes from volcanoes, sea spray, plankton, and rotting vegetation.

Mr. Challoner, Sept 10, Mark:3/3

what we did today

• recapped Ch1


• took a quick quiz on Ch1


• touched into Ch2 (trophic levels and terms)


• intro'd BLOG

Thoughts / Questions

Our discussion made me wonder about the biodome project (why didn't it work?), how many organisms can exist in a given food chain (max # of trophic levels?), and just how thick is the biosphere (other than "saran wrap"). It's hard to believe that this small region is the only place that life exists in the universe.

Above / Beyond

According to this site: www.en.wikipedia.org/wiki/biosphere the average thickness of the biosphere is about 5400m above sea level to 9000m below sea level. That's 14.4km - not very thick (like driving to hwy 22!). Note: some organisms have been recorded outside of this range - at least temporarily e.g. Ruppels vulture found at 11,300m! and some fish found at -8372m! Most organisms at the extremes of the biosphere are single-celled bacteria.

Welcome to Mr. C's Biology 20 Blog site!

Hello Bio20,

This blog site will serve as a place to archive our progress in Bio20, to table concerns and/or questions, to offer additional thoughts or comments, or simply to "dump" on the course/content/teacher/classmates.

You will be expected to submit several postings during this course. Mr. C will provide a schedule of who is responsible each day.

Postings will be graded as an assignment.

1. 
   As a minimum (1st mark) you should provide a brief review of what we did in class that day (bullet points are recommended).
   



2. Additional credit (2nd mark) will be given for providing thoughts about the material (e.g. where the topic(s) apply to real life, questions that remain unanswered, extensions on topics discussed, connections to other topics or courses, etc... UNACCEPTABLE = "I thought the class was good").
   



3. Full credit (3rd mark) will be given for doing the first two requirements, AND going 'above and beyond' (e.g. providing additional information, links to other relevant sites, photos, etc...).

NOTES:

1/ WRITE YOUR NAME AND THE DATE OF THE DAY BEING DISCUSSED IN THE TITLE LINE

2/ CLEARLY indicate each requirement with headings. Example: Review of material covered...... Thoughts on material..... "Above and beyond"...

3/ AT THE END OF YOUR POSTING, GIVE YOURSELF A MARK OUT OF THREE (see marking guide above). YOU WILL BE ASKED TO JUSTIFY YOUR MARK IF IT SEEMS UNWARRANTED.

4/ ENTRIES MUST BE POSTED WITHIN 5 DAYS OF THE CLASS (including weekends) OR A GRADE OF ZERO WILL BE ASSIGNED.

Feel free to have some fun with this site, but rudeness will not be tolerated ;(

Have a great day!

Mr. C