Useful Links
Course Description and Expectations
BIOLOGY I ADVANCED
Welcome to what I hope you will find to be one of the most interesting and rewarding courses that you will have as a student this year-advanced biology. This course will be challenging, making hard work, a willingness to learn, timely and thoughtful completion of reading and writing assignments, participation in class, and a mastery of biological terms,concepts and lab skills all vital keys to your success this year.
As the year unfolds I hope you will gain a greater appreciation of your own bodies and of the world of other organisms around you, as well as develop the means to seek answers to your own questions through the use of the scientific method and experimentation. Through the use of your textbook, supplemented by science articles from the internet or magazines and excerpts and essays from scientific writings, we will attempt to explore current biological viewpoints about evolution, overpopulation and birth control, sexually transmitted diseases, AIDs, DNA technology, genetic engineering, habitat reduction, pollution, waste management, deforestation, climate change, and the depletion of the ozone layer, as well as other topics we will all be dealing with during next century.
The major themes presented in chapter 1 of the textbook will serve as the foundation of the course. They include:
1. The evolution of life on earth and the resulting diversity produced by natural selection, gene flow,genetic drift, and mutation.
2. The mechanisms of reproduction (asexual vs. sexual) and genetic inheritance that organisms employ.
3. The development of organisms through cellular differentiation (including metamorphosis and human fetal development).
4. The importance of the structure of biological components such as enzymes, cell membranes, or leaves to their resulting functions.
5. Cellular and ecological energy relationships through the study of photosynthesis, respiration, and food energy content.
6. The ecological relationships between different types of organisms such as bacteria, plants, and animals and the flow of energy and matter through those systems. Sustainable solutions to environmental problems will be emphasized.
7. Discussions of current bioethical issues such as use of biotechnology in criminology, industry, and crop development, fetal tissue transplants, animal-human transplants, vaccination, AIDS research, stem cell technology, cloning and many other topics.
8. The unity and diversity of life on Earth
9. The scientific method as a means of exploring nature
10. Homeostatic mechanisms used by living organisms to control their internal environments
We will also try to study the anatomy and physiology of some of the major systems of the human body, particularly the respiratory, circulatory, immune, and reproductive systems.
Laboratory and computer activities will be used both to illustrate and teach the use of the scientific method and to reinforce concepts. In some labs we will use Pasco probes to collect and organize quantitative data, while in others we will be relying on observational skills. Some of the laboratory experiments will require written formal lab reports that will require library research and proper use and documentation of source material, as well as analysis of data and observations. We will discuss proper research techniques, use of sources, methods of documentation, and ways to avoid plagiarism. Initially, each student will learn to prepare his or her own lab report, but as the year goes on we will work more in "scientific teams" with each team developing
a group report.
We will be making use of a computer web sites to accompany the Starr and Taggart textbook. Access to online resources can be purchased from the bookstore. We will also be using the computers to research the internet for information about scientists, diseases and parasites, and bioethics topics. I also have a website on the school network (faculty pages) that will convey information about the class, current projects, homework, deadlines, assignments, lab report and term paper formats, and other related information. This website will probably be updated on a unit-to- unit basis rather than a daily basis.
As mentioned partially in the first paragraph, evaluation of student success in this course will be based on timeliness and thoroughness of homework preparation, class participation and demonstration of interest in lecture material, participation during laboratory exercises, development of laboratory skills, preparation of lab reports, quiz scores on reading assignments, and the mastery of biological terms, concepts, and processes on chapter or unit tests. A term paper, one or more oral presentations, a leaf collection, a fruit fly lab project, and other writing assignments will supply additional evidence of progress in this course. Extra credit seminars or projects will be offered from time to time and will require students to stay after school to perform investigations or to
do outside activities on weekends or evenings. Students are also encouraged to collect newspaper and magazine articles that shed light on biological processes or principles and to share those articles with the class.
Tests will consist primarily of matching, multiple choice, and essay questions, although there may be lab practicals from time to time. The multiple-choice questions may often require application of concepts or analysis of data related to concepts rather than strict recall of factual material. Essay questions must be well written and answered clearly and thoroughly to receive full credit. For many units, a list of possible essay questions will be given in advance so the students will have time to prepare and study more thorough answers. Use of pertinent vocabulary terms, proper grammar, and correct spelling will also be encouraged. I suggest that all writing done for this course, whether it be in preparing lab reports or in answering homework questions and
essay questions on tests, be done with the same care that an English assignment requires.
As the material in your book is discussed in lecture sessions, I will often provide you with supplementary materials from other textbooks, internet sources, magazine articles, overheads, or videos. Therefore, it is very important that you have a notebook or tablet and bring it to class every day. Many test questions may be derived from these lectures, and it is important that you develop good note-taking skills for this and other classes. Since there are many diagrams that are used to illustrate biological concepts, making them easier to understand it is important to include them in your notes. If you take notes with your laptop, you should add diagrams and descriptions from websites to enhance your notes or simply draw the diagrams on your tablet and save them in one
note. It is also important that you review your notes daily, clearing up misconceptions, adding details from your book, and filling in ideas that you missed in class. Get a study-buddy to proofread your notes from time to time to see if they make sense. I may check notes from time to time for a grade, or if you are having difficulty in the course.
Extra help can be given after school on a specified day each week (yet to be determined), but I usually prefer lunch to do so, or students may schedule appointments for other times (such as free periods). These sessions may be attended on a voluntary basis, but also may be required for students experiencing consistent difficulties in the course. Students may call me at home, but I prefer that you try to see me at school or plan to call before 9PM. Please do not wait until it is too late to seek extra help!
Students are expected to abide by the Honor code at all times. You should not share information about tests with each other and you should do your own homework assignments (unless it is a specific group assignment), although you may ask each other for clarification of questions or help in understanding a concept. See me BEFORE an assignment is due to ask questions. You must avoid plagiarism at all times, putting ideas in your own words and citing references when asked to do so in lab reports and the term paper. Lying, cheating, or stealing will of course not be tolerated. Violations of the honor code will result grade reductions and/or a trip to the Honor Board.
Well, I guess that covers most of it. I may think of things that I have neglected to tell you later, but I believe you have the general idea. Please don't hesitate to ask questions in class. Speak up. I would bet that other people will have the same question or will benefit from the answer in some way. Please share your personal experiences with the rest of us when you can and come to me if you come up with any suggestions that will make the course more interesting or rewarding. In any event, good luck. For some of you this course may be only a prelude to taking the AP Biology class next year, or it may lead to a career in medicine, environmental occupations. or scientific research. Even if this is the only biology course you ever take, I want you
to be biologically literate, have the skill to evaluate future scientific discoveries, and be able to make informed decisions about the their applications.
Skills Developed
BIOLOGY I ADVANCED- Concepts and skills:
Developing Lab skills: examples-
A.Making observations of living organisms in lab followed by questioning and hypothesizing.
B. Designing experiments- importance of control groups, etc.
C. Developing skill in the use of laboratory equipment.
1. learning microscope use and slide preparation
2. developing staining techniques
3. chromatography and separation of mixtures
4. Culture techniques and maintainence of organisms such as protozoans,algae, bacteria, fruit flies, mealworms, small reptiles, fish etc.
5. Learning how to follow directions carefully
D. Collecting Data,
1. measuring temperature, volume, mass, pH
2. measuring rates of photosynthesis, respiration rates, heart rates, breathing rates, enzyme reaction rates.
3. counting and estimating population sizes
4. estimating sizes of microscopic organisms
5. calculating caloric content of foods from lab data
6. calculating phenotypic and genotypic ratios in genetics lab
7. recording the effects of environmental conditions or stresses on living organisms, as in the effect of antibiotics on bacteria, the effect of light on plants, phototaxis of protozoans, the effect of caffeine on Daphnia heartrate, etc.
E. Organizing Data
1. Producing charts which clearly present data
2. Producing graphs to represent data
F. Analyzing data
1. Interpreting charts and graphs
2. Establishing relationships between data collected in lab and principles discussed in class.
G. Making conclusions- explaining lab results and developing logical thought processes. Making statements based on observable information.
H. Designing alternate hypotheses when things go wrong.
I. Developing Library Research Skills- using the library and the internet to research biological topics-putting emphasis on primary sources (journals) or general scientific magazines as the best sources for new information.
1. Locating books for general background information
2. Locating articles from science magazines
3. Use of Internet to locate valid information
4. Use of Biological and Agricultural Index
5. Use of Reader's Guide to Periodical Literature ,
J. Developing Writing Skills- integrating English and science.
1. Writing in the naturalist mode- appreciating nature
2. Writing lab report introductions with source documentation
3. Writing lab report conclusions
4. Writing bioethics term papers with internal documentation
5. Preparing abstracts of science article
6. Writing thorough answers to homework questions
7. Writing clear, concise, and thorough answers on essay questions.
K. Developing Reading skills-
1. Encouraging students to read science related articles in newspapers and magazines- allow student extra credit for students who bring in and briefly discuss content of article.
2. Supplementing textbook with selected articles from science magazines or essays by scientists- require students to read and analyze.
3. Require magazine articles for term paper sources.
L. Developing Communication skills-
1. Students develop and do oral presentations on high-interest topics such as parasitic or bacterial diseases.
2. Students communicate with partners in-group lab or in-class exercises.
3. Students are encouraged to ask questions in class.
M. Classification skills-
1. Collecting and classifying leaves
2. Building dichotomous keys
3. Studying classification and characteristics of organisms
N. Developing a sense of ethics-
1. Learning to explore both sides of an issue before coming to a conclusion from doing a term paper on topics such as fetal tissue transplants, AIDS testing confidentiality, abortion, etc.
2. Learning the proper procedures for tackling controversial problems.
3. Developing a respect for the Earth upon which we live and an understanding the impact of the growing human population.
O. Developing computer skills
1. Preparing power point presentations to supplement oral projects
2. Using interactive simulations
3. Collecting data with computer based lab equipment
4. Graphing data on computers
5. Presenting data with tables, charts, and graphs
6. Developing search skills on the internet
7. Participating in network discussions
8. Extracting information from the internet
Syllabus *
Unit 1
Themes of biology, Characteristics of Life
Overview of ecology, energetics, evolution, taxonomy, classification of organisms, cell theory, basic dogma, gene expression, reproduction, heredity, levels of organization
Introduction to the principle of evolution
Unity within diversity
Using microscopes- observing protista and pond water organisms
Unit 2
Darwin's theory of evolution
Contemporary views during Darwin's time
Evidence for Evolution
Domains of living organisms
Brief Overview of the history of life on Earth
Taxonomy and the classification system- leaf classification
Using and dseigning dichotomous keys
Unit 3
Scientific method
Spontaneous generation vs biogenesis
Comparing real science to psuedoscience
Comparing inductive and deductive reasonimg
Making inferences, analyzing science articles
Finding trustworth websites
Designing experiments
Unit 4
Inorganic chemistry as it applies to biological systems
Uses of radioisotopes- dating fossils
Electron transfer in photosynthesis and respiration
Comparison and uses of major elements in plants and animals
Water and its properties, the water crisis
Water transport in plants- transpiration
Mineral absorption in roots
Unit 5
Biogeochemical cycles-nitrogen, carbon, water, phosphorus
Global warming, ozone depletion, acid rain, pollution
Biological Magnification- methyl mercury
Buffer systems in organisms and the environment
Transport of oxygen in humans- respiratory and circulatory systems
Population growth
Unit 6
Biochemistry- Structure and function of
Carbohydrates, Lipids, Proteins, Nucleic acids
Energy content of foods- calorimetry
Enzyme function and control
Unit 7
Cells and Cell Membranes
Evolution of the cell, endosymbiotic theory
Prokaryotes vs eukaryotes
Structure and function of cellular organelles
Comparing plants and animals
Fluid Mosaic Model
Transport of materials across cell membranes
Active vs Passive transport
Communication between cells
Sodium/Potassium Pump, Resting and Action Potentials
in nerve cells
Muscle contraction- sliding filament model
Unit 8
DNA and Protein synthesis
Replication
Transcription, Translation
RNA editing and processing
Protein sorting and trafficking
Mutations
Unit 9
Cellular Division- Mitosis and Meiosis
Comparing plants and animals
Cell cycle and cancer
Spermatogenesis and oogenesis
Nondisjunction and Down's syndrome
Unit 10
Human reproductive systems
Hormonal control of the menstrual cycle
Positive and negative feedback
Unit 11
Mendelian and Human Genetics
Mendels Laws
Genetics problems-Monohybrid and dihybrid crosses
Multiple alleles, Codiminance, Incomplete Dominance
Epistasis and Pleiotropy
Fruit fly experiments
* If time permits, the following units will be covered
Unit 12
Bacteria, Viruses, and the Immune System
Stucture and Function of Bacteria and Viruses (and prions)
Inflammatory response
Primary vs secondary repsponse
Vaccination
Functions of complement proteins and white blood cells.
Antibody structure and function
Lymphatic system
Disease projects
Unit 13
Digestive system and the evolution of body cavities
Embryonic development, three germ layers
Blastulation, gastrulation, neurulation
Acoelomates. pseudocoelomates, coelomates
Protostomes vs deuterostomes
Human digestive system
Functions of digestive enzymes
Hormonal control of digestion
Digestive adaptations of herbivores, carnivores
Unit 13
Circulatory and respiratory systems- acquisition and transport
of oxygen and carbon dioxide. Hemoglobin functions
Evolution of circulatory and respiratory systems
Clotting cascade
Control of circulation and respiration
Heart disease, lung cancer, emphysema
*the order of units may vary
Lab Reports
Formal lab reports will be required for some laboratories. Emphasis will be placed on the analysis of data and development of conclusions.
Leaf Project:
Students will be required to collect 25 leaves from a list of common trees of North Carolina, to identify and describe the leaves, to complete a journal describing their activities, and to develop a dichotomous key that can be used to identify the leaves that they have collected. Further information will be handed out in class
Disease Project (Possible group activity)
Students will work in groups to research information about viral, bacteria, and parasitic infections. Information collected wiil be presented to the class in powerpoint format.
Bioethics Project:
BIOETHICS TERM PAPER
Bioethics concerns current biological topics that involve two, often radically different, sides of a medical, environmental, or social issue. As citizens of a rapidly changing world community, these issues may directly or indirectly affect your lives. It will be your responsibility to form your own opinions about these controversial issues, to support valuable scientific research, or to oppose scientific misconduct and the improper use of scientific technology. You represent the community leaders, corporate leaders, medical personnel, scientists, teachers, professors, politicians, and voters of the future. It is your world, after all, and you do have the power to change it!
Too often, people form opinions and make decisions about important topics without knowing all of the facts. The responsibility to become fully informed about issues before forming opinions rests upon your shoulders and has become even more important in our sensationalized, media-influenced world of the sound byte. Rarely are we given all of the facts or even exposed to both sides of an issue. Therefore, we must learn to gather our own information, critiquing it thoroughly and questioning its validity in order to develop informed opinions. This project is an introduction to that process.
In addition, I hope that this project will give you the opportunity to fully explore a topic that interests you in a manner that we could not possibly have time to do in class. Through oral presentations at the end of the project, you will also benefit from the fruits of your classmates’ research into other topics.
Your paper should be organized along the following lines:
1. The introduction should acquaint the reader with the controversy that you have explored, stating briefly the two opposing viewpoints associated with the issue.
2. The introduction should also state the biological significance of the issue, as well as the environmental or social impacts of the controversial concept or action.
3. Early in your paper, you should discuss the scientific concepts and techniques associated with your topic, such as methods of abortion, procedures used in cloning, methods for genetic testing, development of bioengineered crops, or other technical aspects concerning your topic. Give your readers a complete background upon which to evaluate your arguments and understand your paper.
4. Next, if your topic concerns a topic of scientific debate, which most will, discuss evidence that supports each of the opposing views on this subject. For example, if your topic was global warming, you would collect evidence to support two questions. Is global warming happening or is there no evidence that it is happening? Of course, you would also have to discern whether human activities are responsible for global warming. You also need to evaluate the sources of your information and make editorial comments about both the type and source of the information that you have uncovered.
5. After presenting evidence supporting both sides of the issue, you will need to make a conclusion based on the evidence that you have gathered.
Summarize important ideas that led you to your conclusion and make suggestions that could lead to a resolution of the controversy that you have investigated. If you have changed your mind about this topic, tell us why.
Your outlines, article summaries, sample bibliographies, rough drafts and final paper should be done on a word processor to make changes easier. The final paper must have the following format:
1. 12pt type, 1.5 spacing, and 1”margins
2. Sources used must appear in an alphabetized bibliography
3. Cover page and table of contents are optional.
4. All facts and ideas must be internally documented using the following system:
(Author, year, pg) such as (Robertson, 1999, 5), or (Robertson and Jones, 1999, 5) if there are two authors, or (Robertson et. al., 1999, 5) if there are more than two authors. Notice the italics for Latin abbreviations.
5. Page numbers must be at the top of each page in the middle of the page.
6. Avoid using headings to separate ideas.
7. All scientific names of organisms must be italicized or underlined such as:
Homo sapiens
Source citations must appear nearest the fact or idea that you wish to cite, such as in mid sentence if necessary, for example. All source information must be paraphrased in your own words to avoid plagiarism. Do not use the author’s words or ideas directly, nor should you imitate his or her sentence structure and style. All sources used must appear as complete bibliographical citations in the bibliography. Do not list sources in your bibliography that have not been used as citations in your paper. Avoid making reference to uncited or dubious experts such as “some scientists claim” or “most people say that…” unless you plan to state their names and credentials in a subsequent sentence. Papers will be collected electronically
and sent to a plagiarism detection website to be checked.
You should rely primarily on magazines, science texts, science-related books, newspaper articles, scientific journals, government or industrial pamphlets, and internet information for your source material. You may wish to write or e- mail government organizations, environmental groups, industries, scientists, or other specific organizations related to your topic to get more information. Avoid using encyclopedias except to acquaint yourself with basic information about your topic and to give you ideas for further research in other areas. Source materials need to be photocopied or downloaded so that you can turn them in with your final paper. Complete web addresses must be recorded for use in your bibliography (they will not always appear on downloaded
files).
Try to work ideas from different sources together into logical paragraph topics. Paragraphs should not consist of ideas that all come from the same source. In addition, try to insert some of your own ideas into your writing, evaluating information or making editorial comments about the nature of the information and its source. Do not use one sentence paragraphs; they should be several sentences long and consist of ideas related to your topic sentence.
Use transitional devices to move from one paragraph to another, making your paper flow cohesively. Organize the topics that you plan to discuss in your paper in a logical sequence. Avoid repetitive discussion of concepts in more that one area of the paper unless you have a definite reason to do so.
Good luck and good hunting! Remember, the quality of your source materials will have a great deal to do with the quality of your paper. Keep looking for new material right up to the last week of the project. Do not hesitate to use local college libraries, and check out local bookstores or Amazon.com for books relating to your topic. You cannot rely entirely on the internet; be wary of the nature of internet information-does it come from a reliable source?
Urge your parents to proofread your paper, looking for simple mistakes or for possible plagiarism. Make appointments with the English teachers who will be manning the writing center during lunch and free periods or see me for extra help when needed.
Above don't procrastinate, keep working steadily towards your final goal- you will have less stress and should have a better paper in the end!
Bioethics Topics (you may think of others)
1. Human genome project
a. History and progress
b. Methods of DNA Sequencing
c. Labs involved
d. Potential application (avoid too much detail about gene testing and therapy, but discuss them in general)
e. Possible misuses-discrimination
f. Laws to protect privacy
2. Nuclear energy and nuclear waste
a. methods of production, types of radiation
b. disposal of waste
c. biological effects of radiation
d. alternative to fossil fuels-pollution
e. nuclear accidents
3. Can pharmaceuticals in our water supply create health problems?
a. What are pharmaceuticals?
b. What have studies shown about the chemicals found in drinking water?
c. How have fish, amphibians and reptiles been affected by chemicals that humans are putting into the water supply?
d. How could humans be affected?
e. What do laws say about the safety of drinking water?
f. How could these problems be prevented?
4. Gene therapy
a. methods-how is it done?
b. applications-what can it be used for?
c. misuses and dangers
5. Deforestation and habitat destruction
a. Rainforest destruction and problems with recovery
b. Biological importance of forests-look for experimental evidence
c. Impact on biodiversity, spotted owl controversy in the northwest.
d. Impact on global warming
e. Logging methods-which ones are best
f. Loss of future cures and drugs
g. Reasons for deforestation- rainforest products and industries
h. How can poor countries preserve their rain forests?
6. Ozone depletion-Is this a natural phenomenon or a manmade problem?
a. how is ozone formed
b. ground level vs stratospheric ozone
c. value of ozone to biological organisms
d. destruction of ozone- chemical process, sources of pollutants, ozone hole.
e. Laws and international accords
7. Global Warming-Is it or isn’t it happening?
a. is it natural or caused by man?
b. combustion of fossil fuels, industrial revolution
c. global warming on Venus
d. biological impact –plant and plankton populations and distributions
e. ecological impact-weather patterns, sea levels, ocean circulation
f. Laws and regulations concerning fossil fuel burning
g. history of Earth’s climate cycles
h. current political views
i. environmental protection agency standards
8. Endangered species and extinction-How much should we get involved? Is this a manmade problem?
a. Extinction as a natural result of natural selection
b. Man induced extinction
c. Rate of extinction
d. Past mass extinctions
e. How much should we interfere?
f. Conserving endangered species-methods (cloning, embryo transplant, breeding programs etc.)
g. Laws to protect endangered species
h. Do present methods cause a loss of genetic diversity in endangered species?
9. Landfills and Toxic waste dumps
a. Why do we need them?
b. Where should they be located?
c. Dangers
d. Alternative methods of waste disposal
e. How are they designed?
10. Recycling Programs-Are they working?
a. Why recycle?
b. Laws about recycling
c. Biogeochemical cycles
d. Cost of recycling?
e. Products made from recycled materials
f. Markets for recycled products
11. Animals in Research
a. Why use animals?
b. Which animals for which tests-how do we decide?
c. Benefits derived from animal research
d. Mistreatment of animals in research
e. Laws governing use of animals in research
f. Animal rights groups
g. Alternatives to using animals.
12. Fetal Tissue Transplants
a. Discuss cell identification markers
b. Discuss tissue rejection mechanisms
c. Discuss characteristics of fetal tissue
d. Methods of harvest and transplantation
e. Medical uses-Parkinson’s Disease, etc. Umbilical cord blood.
f. Dangers
13. Xenotransplants
a. What are they and why are they done?
b. Successful procedures
c. How is rejection avoided?
d. Dangers? Animal viruses?
e. How are they done?
f. ethics of raising animals for organs
14. AIDS testing
a. Methods of testing
b. Laws and procedures
c. Benefits of testing
d. How much does the public have a right to know?
e. Discrimination cases-employers, insurance companies, etc
15. Testing for genetic disease
a. Methods
b. Benefits
c. Rights of the patient-Laws and policies
d. Gene databases?
e. Discrimination by employers and insurers
16. Infertility-how far should we go to have children?
a. Causes
b. Treatments
c. Fertility Drugs and multiple births
d. Surrogate mothers
e. Adoption as an alternative?
f. Methods-in vitro fertilization, etc.
17. Bioengineered foods
a. Methods- how are they created?
b. Examples
c. Advantages
d. Dangers- Why are people so against them?
e. Are they safe to eat?
18. Bioengineered Organisms for pesticide resistance and other desirable qualities
a. Methods
b. Benefits
c. Dangers
19. Hunting vs. Animal Rights
a. Predator and prey cycles
b. Population dynamics
c. Effects of overpopulation and overcrowding
d. Wildlife management principles and policies
e. Animal Rights Movement
f. Economic impacts
20. Overfishing
a. Short term benefits
b. Long term risks to fishing industry
c. Fisheries management
d. Laws and regulations
e. Fishing methods
f. Catch quotas
g. Fishermens’viewpoints
h. Commercial fish farming
21. Overpopulation
a. Statistics on population growth and demographics
b. Impacts on the environment
c. Future projections
d. Slowing down growth rates-family limits, sterilization
e. Laws and policies
f. What is Earth’s carrying capacity?
g. Population ecology and dynamics
22. Aging and extending the life span
a. Current knowledge and experimental evidence from other organisms
b. Historical trends
c. Impact on human populations
d. Environmental impact
e. Economic impact
23. Treatment of the Mentally ill
a. Historical trends
b. Current technology and methods
c. Shock treatments, Drugs, Lobotomies?
d. Causes of mental illness
24. Beach Management-What can be done?
a. Coastal geology- barrier islands, erosion, dunes, etc.
b. Sand transport
c. Protecting the shore
d. Erosion control devices
e. Building Laws and Policies
f. Storm destruction and insurance cost to general public
25. Pesticide use
a. Benefits-increasing crop yields
b. Environmental problems
c. Evolution of resistant pests
d. Dangers to humans
e. Alternatives to pesticides
f. Secondary compounds-natural defense systems
g. What have studies shown about the connection between ADD and pesticide exposure (organophosphates)
h. How do pesticides kill?
26. Fertilizer use
a. Plant nutritional needs-macro and micronutrients
b. Natural biological cycles
c. Benefits of fertilizers
d. Environmental impact on aquatic ecosytems
e. Alternative methods
27. Wetland use and conservation
a. Value of wetlands
b. Productivity of wetlands
c. Laws protecting wetlands
d. Damage to wetlands
e. Can wetlands be artificially produced or restored?
28. Extinct Species-Jurassic Park Technology
a. Sources of fossilized DNA
b. Gene sequencing and Restoring incomplete DNA sequences
c. Discuss technology used in the movie- could it be done this way?
d. Should we bring back extinct organisms? Benefits? Risks?
29. National Park and National Forest use controversies
a. Uses of government lands- Public use only? Private use?
b. Mining, Logging, Grazing, Off-road vehicle usage?
c. National parks as refuge areas for wildlife preservation
d. Laws and policies
30. Policies on fires in National Parks or National Forests
a. Should fires be allowed to burn in National Parks or should they be fought?
b. Benefits of fires to ecosytems
c. Use of fire as a management tool
31. Pharmaceutical costs-price gouging or paying back research costs?
a. Why do drugs cost so much?
b. Discrimination against the poor and the elderly?
c. Research and development procedures used by pharmaceutical companies.
d. Insurance company policies, Medicare programs, etc.
e. Are generic drugs as good as brand name drugs?
32. Medical treatment-Why so expensive? How can it be controlled? HMO’s.
a. How are new drugs developed?
b. How much does a company invest in developing and testing a new drug?
c. Why are generic drugs less expensive?
d. What will be the impact of the newly passed Health Care Bill? (2010)
33. Steroid use in Athletes
a. Natural steroids and their uses in the body
b. Synthetic steroids
c. Steroids in athletes
d. Dangers of steroid use
e. Medical uses of steroids
f. How do steroids cause their effects in cells?
34. Dieting Fads
a. Human nutritional needs
b. What is a healthy diet?
c. What are the dangers of various types of dieting fads?
d. Discuss various dieting fads, such as the Neanderthin diet and others.
e. Don’t go overboard on anorexia or bulimia, but they may be worked in.
35. Cloning-farm animals, plants, lab animals, humans?
a. How is cloning done?
b. Discuss successful cloning attempts.
c. Ethics of cloning
d. Uses of cloned animals in research
e. Laws and policies regarding cloning
36. Hydroelectric Power vs. the Salmon industry. Dam Building.
a. Benefits of hydroelectric power
b. Danger to the salmon industry and the environment
c. Are there solutions to the controversy?
d. Discuss the current efforts to remove dams and how that would effect the environment.
37. Monoculture agriculture
a. Benefits
b. Dangers
c. How does this contribute to loss of biodiversity
38. Irradiated foods
a. Why do we irradiate foods, how is it done?
b. What are the effects of radiation on living organisms?
c. Are there any dangers to humans from irradiated foods?
d. What is radiation?
39. Environmental estrogens as pollutants
a. What is the natural role of estrogen in the body?
b. How do these pollutants mimic natural estrogen?
c. Are environmental estrogens responsible for declining human fertility?
d. Are ee’s responsible for a rise in birth defects and deformed animals?
40. Transgenic organisms
a. How are transgenic organisms produced?
b. What are transgenic organisms used for?
c. What risks are associated with transgenic organisms?
d. Are genetically engineered foods safe?
41. Vaccinations-are they safe?
a. History of vaccination
b. Methods of vaccination
c. How are vaccines created?
d. Are there dangers connected with vaccination?
e. Statistics on vaccination rates
f. Development of immunity
g. Is there a connection between vaccinations and autism?
42. Advantages of electric and solar vehicles
a. Internal combustion vehicles-advantages and disadvantages
b. New technology-advantages and disadvantages
c. How long will current oil and gas reserves last?
d. Air pollution prblems
43. Emerging Diseases- Are Humans Responsible?
a. Discuss emerging diseases-ebolla, HIV, dengue fever, marberg disease,
Lassa fever, etc.
b. Historical plagues and human involvement-Bubonic plague, yellow fever, Spanish flu.
c. Are human activities responsible for these outbreaks?
d. Future outbreaks
e. What impact could climate change have on the spread of diseases?
44. Pfiesteria and Hog wastes
a. Pfiesteria and Red Tides- what are they?
b. Life cycle of Pfiesteria
c. What causes the outbreaks? Natural or human causes?
d. Is there a danger to humans?
e. What are the current methods of hog waste management? Are there better alternatives?
f. Was the original research flawed?
45. Medical uses of illegal drugs
a. Medicinal marijuana and other drugs.
b. Laws and policies
c. Effects on the human body
46. Second hand smoke (and are the risks of smoking as great as claimed?)
a. Does second hand smoke cause cancer and other human conditions?
b. Laws regarding public smoking
47. Prozac and drug treatments for mental problems
a. What are the benefits and risks of using Prozac to control depression?
b. How does Prozac work?
c. What causes depression?
d. Neurobiology
48. Melatonin- wonder drug or dangerous treatment?
a. What is the role of melatonin in the human body?
b. Pineal gland
c. Jet lag, sleep cycles, etc.
49. Hormone therapy and the risk of cancer
a. Postmemopausal hormone therapy
b. Estrogen
c. Breast, uterine, and cervical cancer
d. Osteoporosis
50. Nutriceuticals and Alternative medicine-regulation of natural supplements
a. Alternative medicine and homeopathy
b. FDA rules and policies
c. Diet drugs and other fads.
51. Ritalin- remedy or danger?
a. Learning disabilities
b. What is Ritalin and what does it do in the human body?
c. How is Ritalin prescribed?
d. What are the alternatives to Ritalin?
e. What statistics are associated with Ritalin use and effectiveness?
52. Stem cell technology
a. methods- how are stem isolated and cultured
b. benefits
c. risks and misuses
d. current political controversies
e. laws concerning use of embryos for stem cells
53. Organic Farming-is this a better way?
a. What is it?
b. Does it produce healthier foods?
c. Does it produce as much food?
d. What are the disadvantages?
54. Urban Sprawl
a. What effects does this have on the environment?
b. How do we balance economic growth and environmental protection?
c. What is sustainable growth?
d. What is Smart Growth?
e. What is the effect of paving on the hydrologic cycle?
f. How fast are urban areas expanding?
g. How fast is the human population growing?
55. Can electromagnetic fields cause cancer?
a. Power Lines
b. Cellular phones
c. What is cancer and what triggers it?
d. Could magnet therapy have similar effects?
56. Artic Drilling vs the development of sustainable energy sources
a. What benefits will arctic drilling create?
b. How will the environment be affected?
c. What laws govern this type of activity?
d. Would other methods of energy production be better?
57. What is the cause of the worldwide decline in amphibian species?
a. When were amphibians most successful?
b. What conditions are amphibians best adapted to fit?
c. Are humans the cause of their rapid decline?
d. Can Amphibians be saved from extinction?
58. Do food colorings contribute to learning disabilities?