Muddiest Point

My muddiest point are the pyramids just like the biomass pyramid can someone please explain the biomass pyramid.

Class Thursday, 9/22

Today in class we took notes on 6-3 Biodiversity, Global Climate Change, Ozone Depletion, and Pollution and Biological Magnification. We also talked more about Greenhouse gasses and how they trap some heat that reaches the earth's surface from sunlight. We learned that CFC's were used in aerosol cans and were banned in 1987 because of its negative effect on the environment. We talked about how the ozone layer acts as sunscreen for the Earth because it filters harmful UV rays. After taking notes, we met with out Duckweed project groups to clarify what is needed for tomorrow's presentations! We have an Ecology test on Monday! There will be a review session at 7am Monday Morning in room 374.

The next scribe will be: Patryk S!

Muddiest Point

What is the difference between a biomass pyramid and a numbers pyramid?

Muddiest Point

For me my muddiest point is to study and actually get something out of the work and not just do it just to finish it. Also study on a regular bases instead of studying last moment

MY MUDDIEST POINT!

My muddiest point is probably the food wed. One is that I don't really get how the energy gets lost by going up and I didnt get the question # 15 on the Ecology quiz: In the food web, the majority of the energy which entered the ecosystem did not make it to the shark. What happened to that engergy? I got confused by the question. Can anyone help me?

Class Wednesday, 9/21

Today we didn't have a normal class day. Instead of being in Mrs. Stein's room, we were in the auditorium with all of the other biology classes during Period 3 and we watched Planet Earth. Mrs. Stein and the other science teachers weren't there with us because they were having a meeting, so we had substitutes. Even though Mrs. Stein wasn't there, we weren't allowed to sit with the other classes. We had an assigned area in the auditorium where we were supposed to sit. It was obvious if you didn't sit with your class because during the video we had to fill out a worksheet. At the end of the period, the substitute teacher, assigned to YOUR class, collected your worksheet so if you were sitting in the wrong place, she didn't get your sheet.
The only homework we have for biology is to READ 6.3 by TOMORROW and to work on your Duckweed presentation which will be on FRIDAY. There was NO NEW HOMEWORK assigned.

The next scribe will be BROOKLYN.

Muddiest Point

My muddiest point is the food web with the energy transfers and what happens to energy that the primary producers create, and how the energy gets lost by going up the web.

Muddiest point

My muddiest point! My muddiest point is the energy pyramid. I understand that only ten percent of the energy from each organism is transferred to the other organism that eats it. The part i don't understand is were does the other 90% go? does it just Disappear? It doesn't make any sense to me please help...

AndrijanaA's Muddiest Point

My muddiest point so far had to do with the food web. I don't understand which consumer is the primary consumer in the web. I also don't quite understand what "Niches" are.

Thanks, AndrijanaA

Jessie's Muddiest Point

One of my muddiest points is the energy pyramid. I understand how 90% of the energy gets lost each time, but it sometimes confuses me. For example, on the Ecology Quiz, the question gave us a food chain. (Algae--->Zooplankton--->Herring--->Trout) It asked if the algae gets 500,000 kcal of energy from the sun, how much would be available to the trout? The answer could be either 5,000 kcal, 500 kcal, 50kcal, or 5 kcal. I was confused because if 90% is lost, how could it get to one of those answers? Also, for every energy pyramid, once you get the concept, is it the same thing every time? Thanks!

AndyD's Muddiest Point

My muddiest point is the difference between density-dependent limiting factors and density independent limiting factors as i am very confused about the concept and when i try to understand it i mix it up. Anyone have any useful skills on remembering the difference? Help is appreciated! Thanks,

Andy D

Breck's Muddiest Point

The Point that I am mixing up a lot are the different names for the relationships of animals. I know that the 3 are called mutualism, parasitism, and commensalism, but I mix up which means which.

Class on 9/16!!

Today in class, we went outside for "lab 58". In this lab, we each got a marked off area of grass, and we searched for different plant populations within the marked off squared area. Then for homework, we finished the data tables and analysis questions. This was due on 9/19. Also, we continued to take data on our duckweed experimentt. We touched base with out groups to see how the research precess was going along. Presentations for the duckweed lab will be due on Friday 9/23, so make sure your group is prepared and ready to present next Friday! Lab 58 can be found in your bio lab book. Mrs. Stein has these in her cabinets, and the lab is in them. The other homework for this weekend is to read 4.1 in your book, and make a comparison chart on 6.2 and 6.4. An example for this chart can be found here: http://gbs-moodle.glenbrook225.org/moodle/file.php/4383/Ecology/Envrionmental_Issues_Comparison_Chart_2011.pdf

(but be sure you don't just copy and print it!)

GabbyM's Muddiest Point

My muddiest point is food webs and food chains. What I mean by this is I don't understand the difference between food webs and food chains. Also, I am having some trouble with the biomass pyramid. I don't understand how the greatest biomass is located at the bottom of the pyramid and not the top.

Muddiest Point- PatrykS

My muddiest point is also Density Depending Limiting Factor and Density Independent factors as those confuse me as i do understand a little bit of the concept but as in 2/5 (5 being able to teach it to someone and 1 having no idea what it is) Help is appreciated,

Thanks,
PatrykS

SaraP's Muddiest Point

My muddiest point is for limit population growth on density-dependant limiting factor. I don't understand how this exactly works. The definition I have written down says; a factor that affects larger/denser population MORE. I am confused by what this exactly means.

Thanks

Sara

Class Monday, 9/17

Today in class we turned in our lab number 58 from our biology workbooks. That was the lab that we went outside for in class on friday. Our homework for today was to finish our Water Testing labs by tomorrow and to read chapter 6.3 by Thursday. Our comparison chart for chapters 6.2 and 6.4 was supposed to be due today, but it is instead due for tomorrow because of technical issues with moodle. We will be presenting/turning in our Duckweed lab presentations on friday. We also have to post a "Muddy Point" on the blog by wednesday, which is something that we had trouble with in this unit. Today in class we met up with out lab groups and did a Water Testing lab to find out how polluted the Des Plaines River is. We used actual water from the Des Plaines River to use for out tests. Most of my group's test results showed that the Des Plaines' River water is very polluted. One thing we did to test the water was but Nitrates in the water in a test tube and let it dissolve for 5 minutes. Then we check the color of the water to the color chart for the Nitrates test. The color of the water shows how polluted the water from the Des Plaines River is. We talked a little bit about how the river water might have gotten so polluted. There were sheets at our lab group tables that instructed us on how to organize and do the lab.

Next Scribe will be GabyM

MOODLE IS DOWN!!!!

See the attached chart for guidance on your homework. Click on it to make it bigger. Do not print out mine. make your own!

Preview of 9/9

In class today we got lots of things done. First we walked into class and Mrs. Stein checked our homework and today we got Elmos as our stamp. Then Mrs. Stein told us about our homework which was the Double Bubble Map which is a lot different then a venn diagram. A double bubble map is when you make two circles that are the main points then branch of those circle with different circles that have facts about the main circles. Next Mrs. Stein told us about the EXTRA CREDIT this doesn't happen often so take advantage visit the extra credit page for more info. Next thing we did was learn about the three pyramids the Biomass Pyramids , Pyramid of Energy and Pyramid of Numbers. Then we worked on our Duck weed project and Mrs. Stein told us we could redo our lab if we wanted to.

NEXT SCRIBE IS SARA P

Class 9/12

Today in class on 9/12 we turned in our homework from the weekend, the Alien poster and double-bubble map on 4.3 and UP 27. We took notes on 3 different types of succession. We also recorded data from our duckweed lab and learned how to make Climatograms.

One type of succession that we learned about is ECOLOGICAL SUCCESSION. This is a type of succession in which there are predictable changes that occur in a community overtime. This can occur in things like ponds, lakes and forests.

Another type of succession that we learned about is Primary Succession. This type of succession occurs where no soil exists; early plants then prepare soil.

The last type of succession that we learned about was Secondary Succession. This type of succession occurs in areas that have been destroyed, but still contain soil. Some types of destruction may be fires, logging or hurricanes. Some plants have adapted to cycles of fire and regrowth.

Other important things we took notes on were Climax Community and INTERMEDIATE STAGES. Intermediate stages is during the process of succession when there are deep roots that absorb water and minerals. Also, when there is enough growth to make shade which inhibits grass growth and allows some growth of trees. Climax community is when the process of succession has reached a point when there is rich soil and dense forests of maple and beech. This is a stable collection of organisms following succession.

We also learned what a Climatogram is and how to make one. A climatogram is a graph that is used to show the climate of a region. In the specific activity we did, we compared the climate on the with climates from other biomes to determine what makes a prairie a prairie. These graphs show the average precipitation and average temperature. Therefore, since is contains two different types of information there are two Y axes. The axis on the left was labeled for temperature and the axis on the right was labeled for precipitation.

For a brief period of time we took data from out Duckweed Lab. Our homework for tonight is to read 4.2 in the book and complete a reading strategy of our choice. We also have a QUIZ on Thursday September 15, 2011.

The SCRIBE for next class will be Brooklyn C!