Thanks for your prayers while my son David and I were on the Grand Canyon geology / biology expedition!

 For more PHOTOS and VIDEO clips go to:
  - the following pages on this Soulcare / Good Shepherd Initiative website
    http://www.soulcare.org/Animal_Assisted_Ministry.htm
    http://www.soulcare.org/Creation/sidskikds_exhibits.htm
  - my "Facebook" site
       http://www.facebook.com/people/Sid_Galloway/545469445
  - my "Flickr" Photos page
    http://www.flickr.com/photos/70972035@N00/

08-09 Basic Biology 10th Grade
Studying God's World in Light of His Word
Wildlife Rescue / Veterinary Medical Application / Ethological Ethics / Outdoor Education

Dr. John Sanford, Professor of genetics at Cornell University for 25 years.
Author of the book, Genetic Entropy & The Mystery of the Genome, 2005
[Dr. Sanford's book demonstrates the statistical & scientific impossibility of the mythical macroevolutinary claim that mutations are a mechanism that could have created new genetic information to make new kinds of creatures.]
Over 70 scientific publications & over 25 patents

“Modern Darwinism is built, most fundamentally, upon what I will be calling “The Primary Axiom”. . . . [It] is that man is merely the product of random mutations plus natural selection. . . . ."

"It is for this reason that the overwhelming majority of youth who start out with a belief that there is more to life than mere chemistry – will lose their faith while at college. I believe this is also the cause of the widespread self-destructive and self-denigrating behaviors we see throughout our culture.”

 

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DOCUMENT: BIOLOGY Syllabus / Guidelines / Class Management Discipline Policy
     (I'm updating this document and will both upload it to the website here plus hand it out in class soon.)

"TENTATIVE" COURSE SCHEDULE

SEMESTER ONE

QUARTER ONE

1. Science and the Scientific Method (Textbook Introduction & Ch 1)
   Bio-Logic: The logikos complementary fit of scientific and scriptural thinking.
   ** Both teach that we are to think logically and believe based on evidence.
   Origins Science vs. Observational / Operational Science
2. Origins Science: The Significance & Evidence for Creation vs. Macro-Evolution
   Life Defined and Described (Nephesh vs. Non-Nephesh) (Biology vs. Thanatology)
3. Classification: Cladistics vs. Baraminology (Ch 14-18)
   **This section on classification will have to be moved into Quarter 2 due to days lost to the hurricane.
   
   

QUARTER TWO

1. CLASSIFICATION, THEN Basic Chemistry / Biochemistry (Ch 2-3)
2. Cell Form and Function / Homeostasis and Transport (Ch 4-5)
3. Photosynthesis / Cellular Respiration (Ch 6-7)
4. Comprehensive Review of Semester One (Mid-Year Exam)

SEMESTER TWO

QUARTER THREE

1. Review of Bio-Logic and the Scientific Method
2. Cell Reproduction (Ch 8)
3. Genetics and Inheritance (Ch 9-13)
4. Microbiology / Fungi / Plants (Ch 25-33)

QUARTER FOUR

1. Zoology (Invertebrates and Vertebrates Ch 34-45)
2. Human Anatomy (Ch 46-52)
3. Ecology (Ch 19-23)
4. Comprehensive Review of the Year (Final Exam)

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My required "necktie" (Exotic Snake Skin Boa-Tie): nobody said it couldn't be living ;-)

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NCZoo Rescue Center
               
Mr. Galloway 25 yrs ago             /       Rescued Raccoon 2008

Click the classroom photo above for more NCZoo photos and videos

 

"Little River" the rescued Raccoon with a huge hernia

The beginning curriculum OUTLINES for Life Science, Biology, and Honors Biology are nearly identical as we must cover foundational concepts of LogikosThinking, Scientific Method, Origins, and Classification/Baraminology.

Dramatically different content breadth and depth are the distinction between the three courses. As we progress in the year, the general outlines will still be similar to one another, even similar to first year College Biology, but the scope of varied subjects covered will differ along with breadth and depth of content.

Personal Philosophy of Education (46 pages - a long download, Word Doc)

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Download PowerPoint2003 Viewer                        Download Adobe PDF File Viewer
 

BIO-MATH Synergy: Please beware of its limitations . . . In both psychology and biology, the non-physical “nephesh/psyche” (soul and its relationships) cannot be quantified like tangible, physical variables.  Therefore, understanding the nephesh of a person or an animal requires intimate, relational knowledge of that particular species and even more, that individual creature.   The failure to take this crucial fact into account has historically led to reductionistic conclusions resulting in horrors like vivisection, abusive experimentation, macroevolutionary racism, and many other inhumane beliefs and policies.  In this course, I will help you master mathematical methods that can be appropriate, even vital integrations between biology and mathematics, such as:   * The Hardy-Weinberg Equilibrium   * Chi-Square Hypothesis Testing   * Genetic Probabilities, especially the improbable belief that mutations as a mechanism     could produce sufficient new DNA information to produce new "kinds" of organisms.   * As well as other Bio-math applications

Graphic Representation: Macroevolutionary Mutation Mechanism Myth The Honors class will also make use of the new computer generated graphic modeling program developed by the creationist scientists, Dr. John Sanford of Cornell University and Dr. John Baumgardner or Los Alamos National Laboratories to examine the claim that mutations could have been the mechanism for macroevolutionary change over time.  The program, "Mendel's Accountant" allows the student to "see" the complex mathematical computations that demonstrate this claim to be statistically and scientifically impossible (beyond improbable). - Mendel's Accountant Manual (Doc Format) - Mendel's Accountant Article (PDF Format) - Darwinian Theory Failure in light of Mendel's Accountant (Article by Dr. Sanford)

 

NCZoo "Living Labs" - (30 Aquariums/Terrariums) (Over 40 Live Animals)
    Remember, "Biology" means the study of "Life", not dead specimens!
    This especially means the study of "nephesh" inter-relationships.

Digital Microscopy QX3:
    - Where to get a QX3 and why you'll love it
    - What you can do with it and how to use it
    - Photos and video clips of our class digital labs

(Click here to see the outlines for past years)
Northlake Christian High School
Edline (For grades, assignment/tests calendar etc)

New pictures, class outlines, PowerPoint presentations, etc,
will be uploaded as the year progresses.

Study Motive:  God's kind of love, which sacrifices the desires of self for the needs of others,                            instead of sacrificing the needs of others for the desires of self. Don't believe anything, even what I say, unless the evidence makes it worthy of your trust. "Faith is the . . . evidence of things not seen." (Heb 11:1)

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Click on the owl below for the textbook site
(Remember, this is a secular and macro-evolutionary text.)

You can download glossaries and take practice tests online at the above textbook site.

Disclaimer: 

This textbook, like all human works, is not perfect.  It contains some material that is out of date and some that has been proven wrong.  Also, since it is not a “Christian” text it also contains worldview statements, especially regarding philosophy of life and historical science that are inconsistent with a biblical worldview.   Most people do not realize that “science” is not as objective as some scientists proclaim it to be.  Some, even some non-Christian scientists, admit the fact that “scientific” claims are often just traditional beliefs held to by the current majority. 

“Assumptions can be dangerous, especially in science.  They usually start as the most plausible or comfortable interpretation of the available facts.  But when their truth cannot be immediately tested and their flaws are not obvious, assumptions often graduate to articles of faith, and new observations are forced to fit them.  Eventually, if the volume of troublesome information becomes unsustainable, the orthodoxy must collapse.” [Emphasis added in bold italics]

(John Mattick, PhD, professor of molecular biology at the University of Queensland and director of the Institute for Molecular Bioscience.  “The Hidden Genetic Program of Complex Organisms”, Scientific American, October 2004, p. 61.)

 Since the text is a secular, non-Christian work that is saturated with non-theistic, and insufficiently substantiated macroevolutionary hypotheses, it provides the opportunity to apply analytical, critical, bio-logical thinking skills as we compare how scientific evidences best fit a model of theistic/biblical creation.  Also, textbook publishers compete with one another to sell books to state schools, so the books are getting bigger, heavier, and overloaded with unnecessarily distracting boxes, sidebars, charts, etc.  Therefore, I have outlined and summarized the textbooks into Word (.doc) and PowerPoint (.ppt) documents and put them online for more efficient study, along with updated, supplementary materials.

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  Text and Class Notes:
Remember, my PowerPoints and some WORD Documents are very large and take a lot of space. 
So, they take a long time to download, depending on your connection speed, so be patient. 
If you have trouble, email me - sid@soulcare.org or sgalloway@northlakechristian.org

  * Units will be uploaded and links activated a week or two before we begin them.
 

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SEMESTER I

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TERM 1 - (QUARTER ONE / First Nine Weeks)

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  August 14 -September 16th
  Unit 1 - Introduction / Biblical Biology / "Bio-Logic" / Logikos Thinking

Welcome to Mr. Galloway's Bio-Logic Class  (PowerPoint - .ppt)
Why Study Science? (Notes: Word Document - .doc)

  YOU WILL NEED BOTH THE WORD DOC AND THE PPT NOTES BELOW FOR THE TEST,
 SO START MAKING MEMORY STUDY CARDS AND MEMORIZING NOW!
Notes - Chapter 1 The Science of Life (Word Document - .doc)
       (** YOU MUST DOWNLOAD THIS DOCUMENT ON YOUR OWN - JUST AS IN COLLEGE)
Notes - Scripture & the Scientific Method - PowerPoint (PPT)
        (Printed copies of this PPT presentation will be handed out in class)   

   * Homework Practice / Review Sheets (.pdf files) NOT REQUIRED, BUT ENCOURAGED
           - Biology Ch1 Sec1 Biology Themes.pdf
           - Biology Ch1 Sec2 Biology World.pdf

  Honors Study Guide for Quiz (Word Doc) DUE AS HOMEWORK Tues AUG 26 FOR CLASSES 1 & 2 Honors
  On-Level Study Guide for Quiz (Word Doc) DUE AS HOMEWORK Tue AUG 26 FOR CLASSES 3 & 7 On-Level

  PLEASE NOTE CHANGES DUE TO HURRICANE GUSTAV!

  QUIZ in class:   
   Date for (classes 1, 2, 3 on Tuesday Sept 9th) (class 7 on Wed Sept 10th)

    * Homework Practice / Review Sheets (.pdf files) NOT REQUIRED, BUT ENCOURAGED
           - Biology Ch1 Sec3 Scientific Methods.pdf
           - Biology Ch1 Sec4 Microscopy-Measurement.pdf

  Honors Study Guide for TEST (Word Doc) Complete at home . . .
       DUE AS QUIZ grade TUES SEPT 9TH for CLASSES 1 & 2

  On-Level Study Guide for TEST (Word Doc) Complete at home . . .
       DUE AS QUIZ grade TUES SEPT 9TH for CLASS 3, WED SEPT 10TH for class 7.

  TEST in class:  
     Date for all classes 1, 2, 3, & 7 on Tuesday Sept. 16th
 

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UNIT 2 (Approximate Dates: Sept 17 to October 17)
** Due to the hurricanes, computer problems, and my effort every year to update, upgrade, improve, reduce and condense each unit, I will add (upload) each section of Unit 2 as we proceed, week by week.

** Please remember that typical "biology" classes are required to spend about 20-25% of the time focused on Historical/Origins science. We will utilize about 15-20% of our time focused on this area. Most courses merely present the neo-Darwinian hypotheses that are actually rejected by thousands of respected scientists. In our course, however, we will carefully examine and contrast both the macroevolutionary hypotheses of neo-Darwinism, plus the hypotheses presented by the thousands of scientists who now disagree with macroevolutionary beliefs. Above all, the students are taught to use logikos, critical, analytical thinking which is both scientific and scriptural. They are encourage to only believe those concepts that have sufficient evidence to make them worthy of their trust and action.

Watch what happens when the famous macroevolutionist, Dr. Dawkins, is asked to provide one single example of a genetic mutation or macroevolutionary process that increases the information in the genome. (To view this you must have on your PC Macromedia Flash Player.)

Historical (Indirect) Science
(In contrast to " Direct " Science)

(Origins Science: Creation vs. Evolution)
Creation = The Cornerstone of All Truth

* A comprehensive study of "Origins" hypotheses and evidences

(Condensed from over 1,000 PPT slides with teachings from respected PhD scientists around the world.)

     * This is an advanced examination far beyond Life Science, both in breadth and depth of knowledge.

 

 

 

COMMON QUESTION:
Do I reject macroevolution (vertical change into new kinds by mutations) as well as the belief that the earth is billions of years old?
I believe only what is sufficiently supported by the best objective evidence logically evaluated.
I believe the same thing about macroevolution and the age of the earth that 1,000's of world respected scientists believe, including for example the inventor of the MRI believes (Dr. Raymond Damadian), the top geophysicist working with supercomputers on the earth's geological history Dr. John Baumgardner of Los Alamos National Laboratories, the inventor of the Biolistic Gene Gun at Cornell University Dr. John Sanford, etc. Yes, these 1,000's of scientists reject macroevolution and the belief that the earth is billions of years old. I encourage you to study the new evidence that has led these brilliant individuals to this conclusion.

The following are the REQUIRED NOTES, DOCUMENTS, ETC for study of this Unit 2:
(Start reading at the beginning of every unit. Know this material well.)

DETAILED OUTLINE OF THIS UNIT: Historical (Indirect Science)

** Due to the hurricanes, computer problems, and my effort every year to update, upgrade, improve, reduce and condense each unit, I will add (upload) each section of Unit 2 as we proceed, week by week.

Introductory Concepts: (See the old note files in the "Optional" box above if you did not take sufficient notes in class discussion.)
You must memorize the "Condensed Outline (in the BOX above) on the class handout
- You must be able to explain each of the"Nine Main Outline Points".
You must also memorize the "5 Simple Questions for Logikos Thinking" discussed in class.
- (You must be able to explain each of the crucial concepts included)
You must also memorize the "6 Days of Creation Order (Genesis 1)" discussed in class.
- (You must be able to explain each of the crucial concepts included)
You must also memorize the "7 C's of Christian History (His-story)" discussed in class.
- (You must be able to explain each of the crucial concepts included)

BELIEFS produce Attitudes, Affect, and Actions
Examples:
- If you believe a roach is about to crawl up your leg you will feel afraid & jump, but it might just be a thread.
- Christian revivals turned corrupt medieval Europe into a culture of compassion and trust.
- Germany, the most educated and technologically advanced culture, turned into a culture of survival of the cruelest.

SCIENCE is not all the same. Various scientific efforts fit on a continuum from DIRECT to INDIRECT:

DIRECT Science <--------------------------> INDIRECT Science

 

Continuum of "Science" Efforts
Direct Sciences = “Hard Sciences” (Physics, Chemistry, Biology)‏ - Variables: Physical, tangible, controllable, measurable - Repeatable (evidence in present / minimal assumptions - Hypotheses tested by experiment, lab test, X-ray, etc
Indirect Sciences = “Soft Sciences” (Origins, Psych, Sociology)‏ - Variables: Intangible, uncontrollable, immeasurable ....(past historical events, emotions, thoughts, will, etc)‏ - Not Repeatable (often from the past / many assumptions - Hypotheses, tests, & inferences are much less reliable.

Direct science is able to manipulate & measure the crucial variables in the present directly.
Indirect science is less able to directly do this. The variables are often intangible or gone in the past.
- No science is perfectly direct or totally indirect.
- The more indirect or inaccessible are the crucial variables, the more assumptions must be made toward conclusions.
- The more assumptions that must be made, the LESS reliable & less trustworthy are the conclusions.
- Psychology, for example, is very indirect since the mind, will, & emotions are not directly measurable in the present.
* Only "behavior" (words, body language, tone, etc) are directly observable.
- Historical (origins) science is also very indirect since it's most crucial variables are gone in the past.
* Only the remains of the past events & things exist in the present, requiring many assumptions about the past.
- Physics, chemistry, non-origins biology, etc are very direct since they examine tangible variables observable right now.

I. Significance of Origins (Creation)

Quiz: Date for all classes Tues Sept 23 (Be able to simply LIST the 5 Questions and the 9 Points Outline)

TEST:   Date for classes 1, 2, 7 Thursday Sept 25; for class 3 on Friday Sept 26
(List and explain clearly and completely the 9 Point Outline and the 5 Simple Questions)
This may seem like a simple TEST, but it will be re-tested throughout the year.
So don't just cram it into your short term memory. 

Quiz Grade / Article Essay - Complete at home and due Tue Sept 30th for classes 1,2,3 (Thur for 7th hr)
"Werner Arber: Nobel Laureate, Darwin Skeptic", by Jerry Bergman, PhD
Essay Expectations: Read the article carefully, using logikos thinking to support your answers to the following questions.
(* Your essay must at least 2 pages double spaced, typed, and well organized in both visual format as well as logical progression of your ideas.)
1. Who is Dr. Werner Arber and why is his background important to the creation vs macroevolution debate?
2. What kind of genetics research discoveries did he use as examples to "falsify the mutation plus natural selection core of macroevolution"?
3. What are his conclusions and how do they support the biblical model for origins (historical science)?

II. Evidence for "Origins"
  A. Scholars Evidence

QUIZ:   Date Due: Tues Sept 30th
(* Remember 7th hr, your QZ date is moved to Thursday Oct 2)
** This quiz will cover II. Evidence A. Scholars (see the PPT above in the optional box to supplement our class discussion)
Old Notes: (Biology Version) "II. Evidence A. Scholars - (PowerPoint - PPT)
  Honors & On-Level Study Guide for Quiz Creation_Sid_Bio_Scholars_QZ_guide08-09.doc

Test Grade / Article Essay - Complete at home and due Tue Oct 7th for all classes
"Failure of the Neo-Darwinian Theory", by John Sanford, PhD of Cornell University
Darwinian Theory Failure in light of Mendel's Accountant (Article by Dr. Sanford)
Essay Expectations: Read the article carefully, using logikos thinking to support your answers to the following questions.
(* Your essay must at least 3 pages double spaced, typed, and well organized in both visual format as well as logical progression of your ideas.)
1. Who is Dr. John Sanford and why is his background important to the creation vs macroevolution debate?
2. What is the core of Neo-Darwinian Theory and how can it best be tested?
3. What is "Mendel's Accountant" and how does it solve the problem of testing Neo-Darwinian Theory?
4. When Mendel's Accountant is applied, what do the resulting data demonstrate regarding DNA information and mutations?
5. What does Dr. Sanford conclude about Neo-Darwinian Theory as a result of Mendel's Accountant?

  B. Science Evidence (IF time allows, I will try and condense these into a smaller PPT.)
..... "PhysicalScience"(astrophysics, geophysics, geology, chemistry, hydrodynamics, archaeology, paleontology, radioisotope dating, etc)
..... "BiologicalScience" (molecular genetics, cytology, population genetics, classification, etc)
.....  Catastrophic Global Flood & Noah's Ark Zoo Science Sheet (mathematical, statistical, biological, oceanographic, ship engineering, etc)
  C. Scripture Evidence
II. Evidence C. Scripture- (Word Document .doc)

UNIT TEST:
*Good News: The administration extended Term/Quarter 1 to Oct 17th, so we can continue to cover more of this unit.
* Please forgive any disorganization due to my "absent-minded professorism"! In addition to the hurricane, grandparents' day off, the NCS 10th grade standardized testing that eliminates the use of Wednesday Oct 15th etc, I especially struggle with the "rotating" schedule. Please know that I do spend hours every week just trying to fit things to the "rotating schedule", beyond preparing for class content and delivery. Even so, I am not pleased with my ability to manage the schedule well enough. Please pray about this for me and let me know whenever you see errors in my scheduling. Thanks. Mr. Galloway
NEW Dates: Thursday Oct 16th for classes 1, 2, but classes 3 & 7 will test on Friday Oct 17th
** This test will cover the entire Origins Unit (Creation vs. Evolution)
I. Significance AND II. Evidence

  STUDY GUIDE for Unit Test (Word Doc) (Both Honors & On-Level)

END FOR THE 1ST NINE WEEK QUARTER (TERM)
NEW EXTENDED DATE = OCTOBER 17

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UNIT 3 CLASSIFICATION / BARAMINOLOGY
(ADVANCED BIOLOGY VERSION) DATES: OCTOBER 21 to 31

God's "Creative" Graphic Organizer - The Baraminological Orchard & Its Trees

Creation Classification:
Comparing and Contrasting Models
Biblical Baraminology vs. Evolutionary Cladistics

   I. History of Classification
  II. Evolutionary Systems of Classification
  III. Biblical Baraminology
  IV. Angels, Cherubim, Seraphim, Nephilim?
   V. JESUS (The Only Begotten Son - God/Man)

Liger Hybrid ....................................................................................................................................... Zorse Hybrid

WORD DOC Notes: Classification of the Creator's Creation
POWERPOINT: Classification Presentation
  * These are the notes you'll need for the quiz and test.
    You should create your own Condensed Memory OUTLINE according to the instructions article I wrote and gave out to you.

              Study Guide for the QUIZ  (Word Doc) START EARLY!
QUIZ:  Date = Thursday Oct 23rd for classes 1, 2, & 7 (... Friday Oct 24th for class 3)
            Emphasizes the Secular Scientific Classification Models

Creation Baraminology Introductory Activity (In Class as the schedule allows)
    (Word Document for Intro Activity)
    (PowerPoint for Intro Activity)

         LAB: NCZoo "Living Labs" - Baraminology Small Group Activity (In Class as the schedule allows)
              (Word Document for Intro Activity)

ARTICLE Essay for HONORS classes 1 & 2 "TEST GRADE"
A REFINED BARAMIN CONCEPT, by Drs. Wood, Wise, Sanders, Doran, RE: ""
(Handed out in class and downloadable here) Due Date = Wed Oct 29
              Expectations for the honors classes' essay - Minimum 3 pages, typed, double spaced, addressing these questions:
              1. What is the Baraminology Study Group? (Introductory page before p. 1)
              2. Historically, how did the methods of creation classification develop into its current field of research called Baraminology? pp. 1-4
                      (Note the progression of views and methods from Marsh to Scherer to ReMine to Wise)
              3. How does Dr. Wise's "baraminology" method try to address and overcome previous methodological problems? p. 5
              4. What is the primary current problem with "Baraminology" that the authors of this article attempt to address? p. 5
              5. How has the basic, core "refinement" of the authors improved the method of "baraminology"? pp. 6-11
              6. What is your "personal" critique of the article's readability, scientific importance, usefulness to the field of biology?

         Study Guide for the TEST  (Word Doc)  DUE AS QUIZ GRADE on Mon Oct 27 for all classes
TEST in class on this UNIT:  DATE = Honors classes 1 & 2 test on Thur Oct 30th // On-Level classes 3 & 7 test on Fri Oct 31
       The test includes all of the Creation Classification, but emphasizes the Biblical Baraminology model. The honors class will have less objective questions, and more detailed information regarding Baraminology and the evidences that support this new, more scientifically accurate, and more Creator-honoring system of classification.

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Unit 4 - Chapters 2 and 3 Chemistry/BioChemistry (From Atoms to Adam)
* I will cover the core material in class, yet you must begin now with independent reading, study, & completion of dated assignments! If you wait, it will be too late.
BASIC ON-LEVEL BIOLOGY VERSION & ADVANCED HONORS BIOLOGY VERSION
Ch's 2 & 3 Basic Chemistry and Biochemistry
       Printed copies of this Word Doc will also be handed out in class, if printers work.
       However, YOU are responsible to have the notes and guides even if you must download them.
Word Doc Notes - Ch 2 Chemistry (.doc)  For Quiz on 2 and then again for the Unit Test on 2 & 3
     PowerPoint Notes - Ch 2 Chemistry (.ppt) For Quiz on 2 and then again for the Unit Test on 2 & 3

     Practice Worksheets to help you study for the test: (Use if it helps you - it will)
         - Section 2.1 || Section 2.2 || Section 2.3

TEST (Mega-Quiz) TAKE HOME (Ch 2 Basic Chemistry):  
  ON-LEVEL TAKE HOME TEST (CLASS 3 & 7) DUE Friday AM Nov 7th
  HONORS TAKE HOME TEST (CLASS 1 & 2) DUE Friday AM Nov 7th

LAB: Date WED - NCZoo "Living Labs" (If the "Homecoming" activities and rotating schedule allow time)
- The significance of pH & temperature on the chemical reactions necessary for:
* the recovery of our rescued and rehabilitating wildlife
* the ongoing vitality and quality of life for our permanent animal residents
  LAB Report Worksheet

Word Doc Notes - Ch 3 Biochemistry (.doc)  For the Unit Test along with the notes and test for Ch 2
     PowerPoint Notes - Ch 3 Biochemistry (.ppt) For the Unit Test along with the notes and test for Ch 2

Practice Worksheets to help you study for the Ch 3 part of this test: (Use if it helps you - it will)
     - Be sure to restudy the Ch 2 worksheets linked above.
     - Section 3.1 || Section 3.2 || Section 3.3

ONLINE Practice TEST for both Ch 2 and Ch 3:
     - Chapter 2 Chemistry  Practice Test
     - Chapter 3 Biochemistry Practice Test

  Complete this Study Guide for the Ch 3 (Biochemistry) part of this Test as a QUIZ GRADE All Due Tue Nov 11
TEST:  Special NOTE for Class Period 7
(Due to Volleyball trip with over half your class gone, your test will now be on Tuesday Nov 18th)
** Study hard, since grades in class 3 ranged from over 100 to below 50!!
       ** DON'T FORGET that Chapter 2's test material will also be on this test! (This test COVERS BOTH CH 2 AND CH 3 !)
Classes 1&2 took it Nov 13 Thurs / & class 3 Friday Nov 14

START NOW UNIT 5 BELOW - QUIZ AND TEST WILL BE NEXT WEEK . . .

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Unit 5 - Ch 4 Cells (Cytology) (Incomprehensibly Complex Cities - full of factories, railways, etc)

START NOW TO READ & STUDY THE NOTES, THEN COMPLETE STUDY GUIDE FOR TEST!
Word Doc Notes - Ch 4 - Cells (.doc)
       (Printed copies of this Word Doc will also be handed out in class.)   
PowerPoint Notes - Ch 4 Only- Cells - (.ppt)
        (Printed copies of this PPT presentation will be handed out in class)

  COMPLETE this Test STUDY GUIDE for Ch 4 Cells for a QUIZ GRADE! (50% OFF EACH DAY LATE)
  (It's DUE in class as a QUIZ GRADE on Tue 18th for classes 1, 2, 3, and on Wed 19th for class 7)

Optional Practice Worksheets to help you study for the Ch 4 part of this test:
     - Section 4.1 || Section 4.2 || Section 4.3

Optional ONLINE Ch 4 Practice TEST

The TEST: In class Thursday 20th for classes 1 & 2 ] [BUT classes 3& 7 Friday 21st]

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UNIT 6 - Ch 5 Homeostasis and Cellular Transport:
Chapter 5 Homeostasis and Cellular Transport (Word Doc)
Chapter 5 Homeostasis and Cellular Transport (PowerPoint)

Click the Pic above to see the enlarged view

Practice Worksheets to help you study for the Ch 5 part of this test: Section 5.1 || Section 5.2 ONLINE Ch 5 Practice TEST

LAB: Word Doc Lab - Elodea (Anacharis) Cells [Osmosis, Homeostasis, Photosynthesis]
      (Due to lack of time, this lab will be done in class with the QX5 Digital Scope as a whole class)

Spiritual Analogy & Application:  Elodea’s common name is “Anacharis” meaning “increased GRACE / GIFT (charis)” in Greek.  Just as our Creator God gave plants to continually provide life-giving air (oxygen) to His nephesh (thinking / feeling) creatures, God has also given us the Holy Spirit as the source of new, eternal life through the second birth spiritually when a person is “born-again”.  By the way, the New Testament Greek word for spirit is pneuma, which means air or wind.  Therefore, without the new, spiritual, second birth, no person can have eternal life.  Jesus said the choice is yours (John 3).  The Good News (Gospel) is that Jesus did all the work necessary for us, through His sinless life, sacrificial death, and resurrection.  None of our tainted “good” works are of any value to earn or buy eternal life.  [THE GOOD NEWS]

* Links for Video Clips for Understanding Hypertonic vs. Hypotonic, as well as other concepts in Cell Transport:
        - Virtual Experiment (Red Blood Cell in Hypo/Hyper/Iso Solutions)
        - Osmosis //// Osmosis
        - Hypotonic Solution //// Hypo/Hyper/Iso Explanations
        - Cell Membrane & Homeostasis
        - Cell Membrane & Diffusion
        - Cell Membrane & Passive Transport
        - Cell Membrane & Active Transport
        - Cell Membrane & Active Transport
        -

        QUIZ - Complete the HONORS Test Study Guide for a "QUIZ GRADE" & bring to class on THURS 4TH

HONORS be ready to answer these logikos thinking questions:
1. Explain the role of carrier proteins in cell membrane transport?
2. List two of the three stimuli that cause ion channel gates to open and explain how they work?
3. How does glucose enter a cell and why it requires this method?
4. Understand the Na+, K+ pump mechanism based on the six ordered diagrams in the worksheet we did in class.
5. Why must IONS be shielded from the interior of the lipid bilayer in order to cross the cell membrane?
6. How are the form and function of both carrier proteins and enzymes similar?

        QUIZ - Complete the ON-LEVELTest Study Guide for a "QUIZ GRADE" & bring to class on FRIDAY 5TH

    TEST in class Date = Tuesday Dec 9th (On all of Ch 5)
               - Focus on the parts we emphasized / highlighted in class
               - Know the major terms and principles.  Use the textbook to clarify any concepts as needed.

 

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EXAMS (Cummulative & Comprehensive)
The Study aids below provide sufficient guidance for you to review all units, chapters, terms, structures, and concepts that will be represented on the Exam. However, you will also be expected to understand the relationships among the concepts and to answer critical (logikos) questions related to them.
* Use flash cards, draw diagrams by hand, and practice writing explanations in clear, concise forms to prepare for this exam.

- We'll review a couple of days prior to your exam, but you must start studying as soon as the Guide is available. If you wait, it'll be too late.

Biology EXAM Study Guide:

Honors - Remember that your honors assessments always have more essay / logikos analysis questions! There will be many essay / logikos analysis questions, plus many of the multi-choice will require conceptual as well as concrete thinking.
On-Level -Your On-Level exam will be mostly objective (matching, multi-choice, etc). However, there will be some essay / logikos analysis questions, plus some of the multi-choice will require conceptual as well as concrete thinking.

Exam Preparation
The Study Guide for your exam will be online later this week.
NCS Administration has asked us not to put it on until near the end of the week.

To study for your exam, you should:
1. Complete the Exam Study Guide thoroughly
2. Use your past completed unit study guides
3. Since I have all of your notes available in digital form on my website at your science webpage, you can pull up on your PC any set of notes and use the "FIND" option (Control - F) to locate any term, concept, etc, in that set of notes.
4. You can use your textbook that you kept at home, since 90% of my notes and power points I created for you came from the text.
5. You can also find animations for visual understanding of many concepts linked on my science webpage and countless more through Google for any concept.
6. You will not need your past tests, since the exam questions will be different. Every year, I keep all "tests" protected in a locked cabinet so that students cannot pass them on to the next year's classes.
7. Last but not least, prayerfully trust God to help you as you in turn are diligent to make "outline/memory" cards, then memorize repeatedly, then practice writing answers to mock questions about concepts or relationships.

I'll be praying for all of you as you study.
Just a sheepdog of the Good Shepherd,
Mr. Galloway

 

Enjoy your CHRISTMAS HOLY-DAYS
Please remember to pray for persecuted believers around the world,
as well as millions of others who are suffering.

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Semester Two

Term 3

Unit 7 - Photosynthesis & Cellular Respiration: Click the pic at Rt to Enlarge it ----->
** Be sure to use the ANIMATIONS down below to understand and learn the biochemical processes.
Chapters 6-7 Photosynthesis & Respiration:
Chapter 6 Photosynthesis (Food Factory Powered by Solar Leaves)
Word Doc Notes - Ch 6 Photosynthesis (.doc)
       Printed copies of this Word Doc will be handed out in class if the machine works.
       BUT you are still responsible to download all docs & ppts to your home PC or Flashdrive! 
PowerPoint Notes - Ch 6 Photosynthesis (.ppt)
       Printed copies of this Word Doc will be handed out in class if the machine works.
       BUT you are still responsible to download all docs & ppts to your home PC or Flashdrive! 

 Worksheet:
  Photosynthesis Leaf Diagram

Practice Worksheets to help you study for the Ch 6 part of this Unit: Section 6.1 || Section 6.2 ONLINE Ch 6 Practice QUIZ

ANIMATIONS of PHOTOSYNTHESIS for Visual Understanding :
- LEAF(cross sectional zooming in for biochemical pathways)
- MEMBRANE (light phase reactions)
- LIGHT REACTIONS (Step through animation)
- LIGHT to DARK CYCLES (Light Dependent to Light Independent/Dark/Calvin Cycles)

MEGA-QUIZ/TEST on Ch 6:    Solar Leaves, Electron Transport System, Biochemical Pathways of Calvin Cycle
   DATE = TUESDAY JANUARY 13th
  Study Guide for the MEGA-QUIZ on Ch 6 Photosynthesis (Honors will have lots of logikos thinking questions)

(Part II of Unit 7) = Chapter 7 Cellular Respiration
** Be sure to use the ANIMATIONS down below to understand and learn the biochemical processes.
Word Doc Notes - Ch 7 Cellular Respiration (.doc)
       Printed copies of this Word Doc will be handed out in class if the machine works.
       BUT you are still responsible to download all docs & ppts to your home PC or Flashdrive! 
PowerPoint Notes - Ch 7 Cellular Respiration  (.ppt)
       Printed copies of this Word Doc will be handed out in class if the machine works.
       BUT you are still responsible to download all docs & ppts to your home PC or Flashdrive! 

Practice Worksheets to help you study for the Ch 7 part of this Unit: Section 7.1 || Section 7.2 ONLINE Ch 7 Practice TEST Remember that the test for this unit will cover Chapters 6 & 7

ANIMATIONS of CELLULAR RESPIRATION for Visual Understanding :
- CANDY(Simple diagrams summarizing the process from sugar in / ATP out)
- DETAIL (Interactive biochemical pathways - not as complicated as it looks - review it many times!)

TEST on Chapters 6 & 7:  DATE = Tuesday January 20th
  BEWARE OF THE LONG MLK WEEKEND. DON'T PROCRASTINATION!
  Study Guide for the Chapter 7 part (Cellular Respiration) of the TEST on Ch's 6 & 7  (Word Doc)

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Creation Exploration / Outdoor Education