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Tuesday, November 24, 2009

MLA Citation Guide

This is from Connor. Thanks!
MLA Citation Guide—DO NOT THROW OUT!!

Works Cited= the page that lists all of the sources you have cited in your paper. It does not include sources you may have read but did not cite in you paper.

The works-cited list follows the format below:

1. Page Title: Begin your works cited page on a new page (the next page after the text).
§ Label the page Works Cited (do not underline the words Works Cited or put them in quotation marks).
§ Center the title Works Cited one inch from the top.

2. Entries: Begin each entry flush with the left margin.
§ If the entry runs more than one line, indent the second (and any additional lines of the citation) five spaces so that you create a hanging indent.
§ Double-space between all lines on Works Cited page.
§ Single-space between words and after punctuation marks in a Works Cited entry.
§ List each entry alphabetically by the author’s last name. If there is no author, use the first word of the title (disregard a, an, and the).

3. Capitalization and Punctuation:
§ Capitalize each word in the titles of articles, books, etc, but do not capitalize articles (a, an, the), short prepositions (ex. in, of), or conjunctions (and, or, but) unless one is the first word of the title or subtitle. Ex. Gone with the Wind, The Art of War, There Is Nothing Left to Lose, And Then There Were None
§ Use italics or underlining for titles of larger works (books, encyclopedias, website names) and quotation marks for titles of shorter works (articles)

Example:

Sebranek, Patrick, et al. Writers Inc.: A Student Handbook for Writing and Learning.

Wilmington: Write Source, 2001.


MLA Citation: Books

Important Elements

§ Author
§ Title of the Book
§ Editor (if available)
§ Publishing City
§ Publisher
§ Copyright Date
§ Publication Medium


One Author

Author’s Last Name, First Name. Title of the Book. Ed. Editor’s Name. Publishing City:

Publisher, Copyright Date. Publication Medium.

Example

Fleming, Thomas. Liberty!: The American Revolution. Ed. Erich Fromme. New York:

Viking, 1997. Print.

Two Authors

First Author’s Last Name, First Name, and Second Author’s First Name Last Name. Title of the

Book. Ed. Editor’s Name. Publishing City: Publisher, Copyright Date. Publication

Medium.

Example

Sennett, Richard, and Jonathan Cobb. The Hidden Injuries of Class. New York: Vintage Books,

1972. Print.

Three or More Authors

First Author’s Last Name, First Name, et. al. Title of the Book. Ed. Editor’s Name. Publishing

City: Publisher, Copyright Date. Publication Medium.

Example

Roberts, Simon, et. al. The Complete Java 2 Certification Study Guide. Alameda: Sybex,

1999. Print.


MLA Citation: Encyclopedias

Important Elements

§ Author (if indicated)
§ Title of Article
§ Title of Encyclopedia
§ Copyright Date
§ Publication Medium


Encyclopedia with an Author

Author’s Last Name, First Name. “Article Title.” Encyclopedia’s Name. Copyright Date.

Publication Medium.

Example

Dillard, Jennifer. “Bricks.” World Book Encyclopedia. 1998. Print.


Encyclopedia without an Author

“Article Title.” Encyclopedia’s Name. Copyright Date. Publication Medium.

Example

“Egypt.” The New Encyclopedia Britannica. 2002. Print


MLA Citation: Anthologies

Important Elements


§ Author (if indicated)
§ Title of Article
§ Title of Anthology
§ Editor (if indicated)
§ Volume Number
§ Publishing City
§ Publisher
§ Copyright Date
§ Publication Medium


Anthology with an Author

Author’s Last Name, First Name. “Article Title.” Anthology’s Name. Ed. Editor’s Name.

Vol. Number. Publishing City: Publisher, Copyright Date. Publication Medium.

Example

Chew, Kathryn. “Echo.” Gods, Goddesses, and Mythology. Ed. C. Scott Littleton. Vol. 4.

New York: Marshall Cavendish, 2005. Print.


Anthology without an Author

“Article Title.” Anthology’s Name. Ed. Editor’s Name. Vol. Number. Publishing City:

Publisher, Copyright Date. Publication Medium.

Example

“Dido.” Exploring Ancient Cultures. Ed. Terese Wilde. Vol. 3. New York: Marshall

Cavendish, 2005. Print.



MLA Citation: Internet

Important Elements


§ Author
§ Title of the Article
§ Title of the Web Page (do not include “.com”)
§ Date the Site Was Created, Updated, or Copyrighted
§ URL Address of the Site’s HOME PAGE!
§ Date of Access
§ Publication Medium



Internet with an Author

Author’s Last Name, First Name (if available). “Page/Article Title.” The Title of the
Website Date the Site Was Created/Updated/or Copyright Date. Date of Access. Publication Medium.
Example

Measom, James L. “President Abraham Lincoln.” Abraham Lincoln Birthplace National

Historic Site 22 Dec. 2006. 23 Nov. 2007. Web.


Internet without an Author

“Page/Article Title.” The Title of the Website Date the Site Was Created/Updated/or

Copyright Date. Date of Access. Publication Medium.

Example

“President Abraham Lincoln.” Abraham Lincoln Birthplace National Historic Site 22 Dec.

2006. Nov. 2007. Web.


Works Cited

Chew, Kathryn. “Echo.” Gods, Goddesses, and Mythology. Ed. C. Scott Littleton. Vol. 4.

New York: Marshall Cavendish, 2005. Print.

“Dido.” Exploring Ancient Cultures. Ed. Terese Wilde. Vol. 3. New York: Marshall

Cavendish, 2005. Print.

Dillard, Jennifer. “Bricks.” World Book Encyclopedia. 1998. Print.

“Egypt.” The New Encyclopedia Britannica. 2002. Print.

Fleming, Thomas. Liberty!: The American Revolution. Ed. Erich Fromme. New York:

Viking, 1997. Print.

Humble, Sarah Jane. “George Washington (1789-1797).” The White House 3 Apr. 2009.

3 Apr. 2009. Web.

Roberts, Simon, et. al. The Complete Java 2 Certification Study Guide. Alameda: Sybex,

1999. Print.

Sebranek, Patrick, et al. Writers Inc.: A Student Handbook for Writing and Learning.

Wilmington: Write Source, 2001. Print.
Sennett, Richard, and Jonathan Cobb. The Hidden Injuries of Class. New York: Vintage
Books, 1972. Print.

Friday, October 23, 2009

A1: Write-up an Experiment with Beta Fish that would demonstrate natural selection (a bonus section: drug experimental design)

PDF Version










Designing Experiments
Handout
PreLab

Note: This handout only lists the questions in "Designing Your Own Lab Experiments." For examples and to access associated links, you will have to view the on-line version of this document.
Where do scientific experiments come from?

In some labs, you will be given a scientific problem to solve by designing your own experiment. If that is the case, go on to PreLab Question #1 (below). But if you have been asked to come up with your own scientific problem, you need to do some thinking before beginning to answer the PreLab questions:
A scientific problem is something you don’t understand but you can do an experiment to help you understand. Scientific problems are usually based on observation of scientific phenomena. Here is some advice to help you identify a scientific problem you can address by designing your own experiment.

1) Find a topic:
A topic is a relatively specific area of knowledge, or subject, you will be working in, such as smoking and lung cancer, sexual selection in birds, gravity, Newton's Laws of Motion, properties of water, etc... If you have been given a topic, you may need to narrow it, to identify a more specific topic within the broader one. This can make it easier to work with. If you are supposed to choose your own topic, do some brainstorming about things you have learned about in your science course that was particularly interesting for you, something you’d like to know more about. Write down some possible topics and choose the one that seems most interesting to you.

2) Identify a problem within the topic:
The problem is something you’d like to know more about, a question you’d like to answer. Questions can come from many different sources: from lectures or textbooks, from an experiment you have done that raised other questions, from articles you’ve read in scientific journals or even newspapers and magazines. To identify a scientific problem, then, you can find sources that relate to your topic and look to see what problems are raised in your search. Write down the problems that you find. Choose one that would be interesting to solve and that is feasible for you to solve. Now you are ready to answer the following PreLab questions:
Questions to answer before doing the lab:
1. What is the problem? Describe the problem in your own words. Be sure that your description includes known factors (information about the problem given to you in the lab in a problem statement, for example) and unknowns (what you need to find out in order to solve the problem). Then restate the problem in the form of a question or questions that will guide your research.







2. What do you know about the science of the problem that could help you answer your research question? State the scientific concept that the lab is about (something like the quantization of energy, photosynthesis, or momentum conservation). Write down information you can find about the concept that might be useful in answering your research question (check lab manual, textbook, class notes, handouts, etc.). Note any citations of sources you use. Go to Citations and References for more help.







3. What is your hypothesis for the answer to your research question? Using what you know about the problem and the scientific concept of the lab, state a hypothesis, your best estimation of the answer to your research question. Then describe the reasoning that led you to your hypothesis, using what you know about the scientific concept as a basis for your reasoning.





4. What variables can you use to test your hypothesis? A well-designed experiment needs to have variables. Look over your hypothesis, and identify the variables that you will be testing during your experiment: what you can measure or observe (dependent variables) and what you can manipulate in an experiment for the measurements or observations (independent variables). List your variables. Then describe, in words or in a sketch, the relationship among the variables as predicted by the hypothesis.






5. What experiment(s) could you use to test your hypothesis? Referring to the list of variables, brainstorm some experiments you could do that would allow you to manipulate variables so that you can make the measurements or observations necessary for testing the hypothesis.Your experiment may require control and treatment groups Choose the experiment most likely to yield the results you need to test your hypothesis. List the materials and outline the methods you will use for your experiment. (Remember that you have to work with the materials and lab instruments available to you.)

Wednesday, October 14, 2009

EXTRA CREDIT OPPORTUNITIES

IF YOU BRING IN AND DONATE ANY OF THE FOLLOWING, YOU WILL GET AT LEAST 50 EXTRA CREDIT POINTS (MORE FOR THE MORE EXPENSIVE ITEMS). I AM NO LONGER ACCEPTING ROLY POLYS.
1. CRICKET FOOD
2. MOSQUITO NETTING
3. CHILD WADING POOL (PLASTIC)
4. EMPTY PLASTIC CONTAINERS OR EMPTY CANS (15 EXTRA CREDIT POINTS EACH)

IF YOU MISSED CLASS ON 10/14

IF YOU MISSED CLASS ON 10/14
October 14, 2009
Mr. Ong’s B2-B4. Please me nice to Ms. Freeman. Watch the video and answer the following questions. Please stay on task because this assignment is worth 50 points. It is due the next time we meet (so please finish it up as homework if necessary). For Zoology: Work on your stem cell paper over the break! If you don’t know about the stem cell paper, you can find a blue paper at the front or go to my blog. For Biology: For homework, define: symbiosis, mutualism, commensalism, and parasitism (use our online book or the Internet). Find 3 examples of each (so there will be a total of 12 examples). Remember spelling and grammar is important! Use complete sentences. It is due the next time we meet. This assignment is worth 60 points.

IF ABSENT SPEND 1 HOUR AT http://www.pbs.org/kcet/shapeoflife/episodes/origins.html AND ITS ASSOCIATED LINKS TO ANSWER THE FOLLOWING QUESTIONS OR SPEND ONE HOUR DESIGNING AN EXPERIMENT FOR THE UPCOMING DISTRICT SCIENCE FAIR.
Mr. Ong
Episode 1:“Origins”(Sponges)
1) What was the first animal group?
What is the evidence for this
c o n c l u s i o n ?








2) How long ago did the first animal
appear on Earth?



3) How are scientists currently defining
the group called “animal”?




4) Should protozoans be considered
animals? Why or why not?








5) What does “multicellular” mean?
What is meant by “specialized” cells?









6) What do sponges eat?






1) What do you think the first animal
looked like?






2) How do you think that first animal
differed from today’s representatives?








3) Why do you think there would even
have been a first animal?








4) What do you think “evolution”
means?








5) What were the little organisms
that were flying along the sponge
tunnels? Learn more about
them by first exploring what
“plankton” means.








5.5) Please be skeptical and question at least two of the conclusions or inferences that were made in this video. How would you debate with the scientists or the videomakers? Write at least 8 good sentences.











6) How have relationships between
animal groups been determined
in the past? How is molecular
and genetic research influencing
our classification of animals into
related groups?

Friday, October 9, 2009

Stem Cell Opinion Research Paper

The Stem Cell Opinion Research Paper is due in 3 weeks. Go to http://sites.google.com/site/ongzoology/assignments for instructions on how to write the paper.

Thursday, October 8, 2009

Evolution Game

If you missed today's class, do this interactive and you should know all you need to know.
http://science.discovery.com/interactives/literacy/darwin/darwin.html

Biology Book Password (will help with your evolution packet)

>>> McDougal Littell Order Activation 9/29/2009 9:49 AM >>>
Thank you for your recent order of McDougal Littell online products. This email contains the Activation Codes for these materials. This email can be forwarded to anyone else who needs to use this information.

To access these online products, teachers and students will use the product specific Activation Code(s) listed below. Each product on this order has its own Activation Code.

Go to activate.classzone.com and enter the Activation Code for the product you want to use.

Your Order Information:

ACTIVATION CODE: 3819536-10
Product Name: Biology 2010 - eEdition
ISBN #: 9780547221113
----------------------------------------


Institution Name: ALPINE SCHOOL DISTRICT

Ordered by: jong@alpine.k12.ut.us


If you have any trouble accessing your online products, please feel free to call our Technical Support Hotline.

McDougal Littell Technical Support
800-727-3009
Monday - Thursday 9:00 AM to 8:00 PM ET
Friday 9:00 AM to 5:00 PM ET

If you have any other questions regarding this order, please call our Customer Service Department.

McDougal Littell Customer Service
800-462-6595
Monday - Friday 7:00 AM to 6:00 PM CT


Sincerely,
McDougal Littell ClassZone Staff

Wednesday, September 30, 2009

Science Day at the U

Huge extra credit opportunity!

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Science Day at the U

On Saturday, November 7, 2009, high school students (sophomores, juniors and seniors) from around the state of Utah and Idaho are invited to the University of Utah campus to attend a full day of science-related workshops and academic advice. These interactive workshops with University of Utah professors give high school students a great look at laboratory research and career opportunities in science, math, and engineering. This annual event showcases the science and math programs at the University of Utah and is absolutely free to students, parents, and educators. Lunch is provided.

The event begins at 8:00 AM with Check-In and Registration in the A. Ray Olpin Union Building. Science Day ends at 1:30 PM.

Teachers, counselors and parents are encouraged to attend Science Day with their students.

Parking Directions

The University of Utah campus in Salt Lake City is situated between University Street (1340 East) and Wasatch Drive (1950 East) and from 100 South to 400 South. Parking is free on the weekends. Lots east of the A. Ray Olpin Union Building (#43) and at the intersections of North Campus Drive and Central Campus drive are recommended, as well as west of the Mariott Library (#45). Use the map to find them.

Printable Forms 2009

Click the links, below, for the appropriate printable form for Science Day at the U 2009:

• STUDENT NOMINATION FORM 2009

• SCIENCE DAY FLYER 2009

For more information contact Lisa Batchelder, (801) 581-6958 at the University of Utah's College of Science.

Zoology TMT#2 Review Sheet

Know: cladograms, how to describe animal behavior, protozoa, the Tree of Life, genetic engineering, how to form a transgenic animal, mutations, invertebrates, vertebrates, animal classification, characteristics of animals, when the first animals was cloned, green glowing monkeys, pros/cons of transgenic animals and human cloning, the multiple choice questions in the green packet, DNA base pairing rule, relative number of diseases that can be traced to multiple genes, the percentage of DNA that is shared between two strangers, number of base pairs in the human genome, pros/cons of destroying a dangerous virus like smallpox, why we studied DNA in zoology

Tuesday, September 29, 2009

DOE Primer on Genomics

http://www.ornl.gov/sci/techresources/Human_Genome/publicat/primer2001/primer11.pdf

The Molecular Machine jpg




Cells are the fundamental working units of every living system. All the instructions needed to direct their activities are contained within the chemical DNA (deoxyribonucleic acid). DNA from all organisms is made up of the same chemical and physical components. The DNA sequence is the particular side-by-side arrangement of bases along the DNA strand (e.g., ATTCCGGA). This order spells out the exact instructions required to create a particular organism with its own unique traits. The genome is an organism’s complete set of DNA. Genomes vary widely in size: the smallest known genome for a free-living organism (a bacterium) contains about 600,000 DNA base pairs, while human and mouse genomes have some 3 billion. Except for mature red blood cells, all human cells contain a complete genome. DNA in the human genome is arranged into 24 distinct chromosomes--physically separate molecules that range in length from about 50 million to 250 million base pairs. A few types of major chromosomal abnormalities, including missing or extra copies or gross breaks and rejoinings (translocations), can be detected by microscopic examination. Most changes in DNA, however, are more subtle and require a closer analysis of the DNA molecule to find perhaps single-base differences. Each chromosome contains many genes, the basic physical and functional units of heredity. Genes are specific sequences of bases that encode instructions on how to make proteins. Genes comprise only about 2% of the human genome; the remainder consists of noncoding regions, whose functions may include providing chromosomal structural integrity and regulating where, when, and in what quantity proteins are made. The human genome is estimated to contain 25,000 genes. Although genes get a lot of attention, it’s the proteins that perform most life functions and even make up the majority of cellular structures. Proteins are large, complex molecules made up of smaller subunits called amino acids. Chemical properties that distinguish the 20 different amino acids cause the protein chains to fold up into specific three-dimensional structures that define their particular functions in the cell.

http://genomics.energy.gov/gallery/basic_genomics/view.np/view-23.html
Department of Energy

Monday, September 28, 2009

Adaption Lab and Gizmo Homework (Oct 6=A day, Oct 7=B day)

Turn in the Student Exploration Guides for the 4 Gizmos and do the assessments.
Turn in your paper from the Animal Adaption lab.

Thursday, September 24, 2009

Firebug

Extra Credit Opportunity: Are zebras white or black?

The first person to accurately answer this question with a citation to a peer-reviewed scientific journal will earn 10 credit points.
Question: Is the zebra a black animal with white stripes, or is it a white animal with black stripes? How do scientists know the answer?

Remember, you have to post the answer to this blog.

Wednesday, September 9, 2009

Tue/Wed In CLASS Assignments

1. Do "Classification based on evolutionary relationships" handout (yellow)
-phylogeny
-cladistics
-cladogram
-derived characters
2. Turn in a list of your 5 favorite group members. We will be doing a report. Also choose your five favorite phylums and one least favorite phylum.

3. Take notes (not for portfolio but study for tests)
p. 7 last paragraph to page 8 third paragraph
table 1.1
fig 1.5, fig 1.6
p. 9 "Environmental Interaction paragraph to p. 11 "Principles of Science"
Fig 1.9 and 1.10
p.11 Scientific Method to p. 17 "Mendelian Heritage"

4. Watched videos about DNA, protein synthesis and evolution.

Tuesday, September 8, 2009

Excellent Food Chain PowerPoint

www.thesolutionsite.com/lesson/17055/chainweb.ppt

Answers to TMT pre test on ecology

1. a
2. skip
3. d
4. j
5.c
6. c
7. d
8. h
9. c migrating
10. h
11. g
12. h
13. d
14. h
15. f
16. a
17. b (food chain)
18. c (the sun)
19. a
20. d
21. c
22. b
23. b
24. b
25. a
26. a
27. d
28. a
29. d
30. b
31. b
32. a
33. Answers will vary but all webs should have multiple connections between organisms and producer, primary and secondary consumers, and decomposers.
34. The wolf should use no more energy running than is contained in the rabbit.
35. The US uses more fossil fuels, fewer people, more machines and better transportation and storage that other countries. We produce enough food to export and to feed to cattle. We eat more meat and milk products than other countries.
36. decomposer: an organism that breaks down organic matter into simpler compounds; important because they return nutrients back into an ecosystem
37. (actually they hibernate in the winter!) Hibernation during the winter is a strategy that bears use to balance energy intake with energy expenditure. During the summer, food is plentiful and bears store up energy as fat. During the winter, they lower their energy expenditure by hibernating (that is, sleeping). Thus, bears expend more energy to obtain food when they can obtain food most efficiently and they spend less energy to obtain food during the winter, when the amount of energy that would be expended to obtain food would be greater than the energy contained in that food.
38. The snow killed most of the insects. Sparrows consume insects, and since the insects were dead the sparrows also starved to death. Usually the sparrows would have migrated to a warmer place and would have avoided this situation.
39. First, determine the average weight of each individual cereal. 200 g of Cheerios/ 250 Cheerios. Repeat for each of the three other types. Graph on the X-axis the four types of cereals. Make sure that your label clearly identifies what is being measured on the X axis. The independent variable is located on the X axis. The dependent variable depends on the independent variable and is located on the Y axis. The reason that Mr. Ong weighted 250 Cheerios instead of just weighing 5 cheerios is that as the number in the sample increases, the probablitity that the sample contains outliers and poorly represents the entire population is destroyed.

Friday, September 4, 2009

Weston H. has 09-52 (he also signed up for a different one)

Notes and 5 Quiz Questions

Read and take notes on Chapter 1. Answer questions 1 through 13 on page 20. (Hint: I'll be impressed if you use the Cornell method). Write 5 potential quiz questions. Due the next time we meet. (9/8 for B days). Post your questions, please! No profanity.

Wednesday, September 2, 2009

B2 Booklist

By typing in your name, you are electronically signing that you agree to protect and return this book at the end of the year.
All books begin with 09-

Book# Name
18. ben fellingham
22. andrew olveran
26. cameron westfall
27. sawyer wylie\
29 Dacota Brooks
30 bonnie gailey
31 Nani Ah Quin
32 tylynn evans
33 KeErah Hutchings
34. Marli Thompson
35.Ryan Morris
36.Weston Huff and 50
37. ChanceNeil
38. tyler chapman
39. Morgan Covington
40.marques valdez
41. Brook Brost
42.kimmi lopez
49. christine lamb
50. emi stucki