Firm Due Dates, not windows of opportunity

ISU Start up: Finish Topic Selection and confirmation there is evidence for evolution with Goetze:Friday December 19th, 2014 by 3:00 pm Eastern Standard Time.

Please plan ahead and remember in each of your 4 courses, your teachers will have summatives to be completed on a timely basis as well.

BOTH Part 1: Establishing an Evolutionary Basis for your studies:

ANDPart 3: Learning to format images according to APA formatting (This is a short piece you could easily do before the break as long as you have proof your species evolves.)

BOTH Due: End of Thursday, May 28th , 2015 by the end of class.

Part 2: Create Your Own Learning ObjectivesDue Friday, May 29th, 2015 by the end of class.

Part 4: Is the Evolution of my species related to climate change?Thursday, June 5th, 2015 by the end of class.

Part 5: Questions you have re: Layout of the final project?Friday, June 5th, 2015 by the end of class

Good, Final Copy: Whole Project including all information for all of parts 1 through 5, due:Friday, June 12th, 2015 by the end of class

SBI 3UI

Let’s face it. Sometimes high school courses are not what you expect, or they don’t give you the opportunity to learn something about which you are passionate. This ISU is aimed to change all that, at least as far as your learning in biology is concerned!

Choose one LIVING, REAL species you feel passionate about understanding in greater detail. (Extinct or imaginary creatures are automatically disqualified for Part I of this project. You will be working with this species and other species in the related genus, family or order as you complete your ISU, so choose wisely!) Only one person per family of organisms will be permitted.

NOTE:1. It is your responsibility to make certain the organism you have selected has evolved. I will not be checking your organism for you - you are senior student. If you cannot find information about evolution for your species, you will need to choose a different topic to research. See #2.

2. Likewise it is your responsibility to inform me about a change in your topic. Only one person per topic for all students registered in SBI 3UI each semester will be permitted. If 2 organisms are too closely related and someone else has already chosen first, your choice may be disqualified and you will need to start again! For Example the mountain lion and the housecat are both members of the felix family and therefore only 1 would be permitted.

3. In keeping with KCI’s revised guidelines for summative assignments, this project has checkpoints to make sure you are on track towards completing your project BEFORE the end of the semester. While I am checking information and APA referencing with feedback, it is up to you to decide how you will use ALL of the information in your final project. As you meet each checkpoint, just a word document is required for submission so I can give you feedback. You’ll combine all your word documents into your final project. There is no need to decide on the final format until the last week or so, but start thinking now. Final Project Suggestions include:

500- 750 word report Journal Science evolution magazine Poster Scrapbook Proposal for a museum exhibit Write a script and story board for a science TV/ youtube show/channel Write a script for a science radio show, such as Quirks and Quarks (CBC), The “Naked Scientists

On-line!”, Explorations in science with Dr. Kaku, etc. Add pictures as if you were planning to release a web page in conjunction with your radio show, using APA referencing

Another idea of your own choice, with prior approval from the teacher!

Figure 1: Mason Bee (Burlew, 2011).

PART 1: Establishing an Evolutionary Basis for your studies: Determining Introductory Information about Genetics

Determine the genetic code and relatedness of your ISU organism(s)

1a) In your own words, define the concept of species.

REFERENCE your definition sources and include these in the body of your work and on the reference page

1. b) Use the Internet and/or reference books to locate 9 most closely related organisms of other species that are genetically similar to your organism. You will use these organisms to demonstrate evidence your species has evolved. Your primary topic of research must be a living organism, but extinct organisms can be part of your group of 9. REFERENCE your sources and include these in the body of your work and on the reference page.

2. How many chromosomes does your living species, or one of the closely related species, have? REFERENCE your sources and include the author in the body of your work and on the reference page

3. Remember you need: Evidence for evolution!1. Fossil Record2. Geographic Distribution of Living Species3. Homologous Body Structures (comparative anatomy and vestigial organs!)4. Similarities in Embryology

5. Transitional fossils (missing links)6. Biochemical similarities: e.g. conserved sequences of DNA – remember the genetic switches

that were used to determine body plans e.g. Hox genes? REFERENCE your sources and include these in the body of your work and on the reference page

4. Have humans genetically engineered a new species by recombining DNA of your organisms with another species to create a brand new species? You may or may not find anything interesting here. If not, fret not. If you do find something, then… REFERENCE your sources and include these in the body of your work and on the reference page

5. Is there any probability that your initial research interest or any of the 9 closely related species (from Part 1, Section 1.) is currently undergoing evolution? IF it is possible, summarize the information in a paragraph. REFERENCE your sources and include these in the body of your work and on the reference page

Part 2: Determine a Central Topic of Interest Related to Evolution: Create Your Own Learning Objectives

When you heard that we were studying Evolution, you must have been pretty excited to connect this to your ISU project! What are some of the things you were hoping to study? What are some issues related to evolution and your ISU organisms that interest you? What are some questions you still have based on the topics we have studied so far? Well, here’s your chance to ask those questions!

In this research project, you will determine what you should be able to understand, explain, describe, compare, etc. as a result of your studies. These will be your learning objectives for the ISU project. Set a realistic number of objectives for yourself (between 3 and 5), and strive to make them clear, specific, and measurable (see Table 1 for detailed criteria). These objectives will be stated at the beginning of your project in place of the abstract.) Note the sample objectives below (which apply to the genetics and inheritance units we studied!):

Examples: Why did the Panda bear evolve black and white colouring?What caused the zebra evolve black and white colouring rather than a dust brown coat?What caused freshwater sticklebacks to evolve to have fewer plates of body amour as compared to their salt water stickleback relations? (Surely they have predators in both places?)Why did evolution result in penguins that have white chests but black backs?

As you begin to learn more about your chosen topic, your areas of interest may change, or their focus may become more or less specific. If this is the case, you will want to revise your learning goals as needed. When this happens, you can adjust your objectives as you see fit. (These objectives will be stated at the beginning of your project/report in place of the abstract.) Remember you need: Evidence for evolution!

1. Fossil Record2. Geographic Distribution of Living Species3. Homologous Body Structures (comparative anatomy and vestigial organs!)4. Similarities in Embryology

5. Transitional fossils (missing links)6. Biochemical similarities: e.g. conserved sequences of DNA – remember the genetic switches

that were used to determine body plans e.g. Hox genes?

1. Record your evolution questions related to the 10 species you have researched above (Part 1) . REFERENCE your sources, if you used any, and include these in the body of your work and on the reference page

2. Can you find a graphic to inspire your research? Depending on your topic, you may or may not find a graphic. Fret not. If you find a suitable graphic, Reference your graphic properly in 2 ways:a) under the picture itself in the body of your work using the APA style sheetb) using a different format on the reference page using APA style sheet

NOTE: This is incorrectly referenced! Figure 2: Horse Evolution.

http://horsejumper.edublogs.org/2011/03/13/horse-evolution-and-brief-history/

Part 3: Learning to format images according to APA formatting1. Chose 1 image of the 5 you intend to use in your final project. Print it in black and white at this point.2. Copy the picture or graphic and paste it into a word document. (Tip: You can move the image anywhere you’d like in word by clicking on the image; click format (along the top of a word document); click “wrap text;” and then click “tight.” This makes the text flow around the image; you can click and drag the image anywhere in your word document. Pay attention to your margins though!)3. Use the APA guide to properly reference your image UNDER the image itself4. List your name in the top right corner as editor.5. Depending on the way you orient your picture and the size of picture, either make reference page citation on the front or on the back of the page. See below.

Example for Part 3

Notice the figure name is italicized- nothing else

Figure 3: The Kodkod (Tammone, 2010)

The kodkod is a tiny wildcat (Figure 1) whose habitat range includes the mixed temperate rainforest of Chile. (Acosta, G., Lucherini, M., 2008).

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References: Acosta, G. and Lucherini, M. (2008). Leopardus guigna. Retrieved from The IUCN Red List of Threatened Species. Version 2014.3. http://www.iucnredlist.org/details/15311/0 on: December 14, 2014

Tammone Mario. (2010) The Kodkod [Medium: photograph] Retrieved from http://calphotos.berkeley.edu/cgi/img_query?enlarge=0000+0000+0212+2554 on: December 14, 2014.

Part 4: Is the Evolution of my species related to climate change?

1. In your OWN words, depict the habitat which your species enjoys most. Be descriptive and use good scientific language. REFERENCE your sources and include these in the body of your work and on the reference page.2. Find a map of an appropriate scale and explain the geographic range of your species. (If you chose a microorganism, please consult me.) Is the range increasing, staying the same size? Why? Do humans have an effect on its range? REFERENCE your sources and include these in the body of your work and on the reference page3. What effect is climate change having on the habitat for your species? Is there an effect on the population? You may or may not find information on this topic depending on the organism you chose. REFERENCE your sources and include these in the body of your work and on the reference page4. Is your species extirpated, endangered or does it live in a threatened ecosystem or an ecosystem of special concern (formerly called vulnerable)? You may or may not find information on this topic depending on the organism you chose. REFERENCE your sources and include these in the body of your work and on the reference page

Editor: Liz GoetzeReferencing the figure itself in the body of my text makes it obvious placement of this picture was deliberate, not an afterthought

Part 5: Choose your final format

Remember: your final project is to have an emphasis on evolution first and other interesting issues second! Remember you must use ALL your research in your choice of a final projectDemonstrate that you have achieved your learning objectives (i.e. you will compare, list, describe, and/or explain using the terminology you said you would)! This will be done using APA formatting, and it will include accurate referencing for all scientific facts, tables, figures, etc. appropriate for any university professor to read and enjoy.

Do remember that all references must be reported. USE the APA guide distributed with your project outline. Ideas that are not your own need to be either: placed in quotes and referenced OR paraphrased from the original author and referenced. NOTE: changing one or two words in a sentence is NOT paraphrasing, nor is changing the front half of the sentence with the back half of the sentence as we previously discussed in class

An excellent online resource for APA formatting: http://owl.english.purdue.edu/owl/resource/560/01/

What is this cool plant? Figure 2: Common name: sensitive plant (Illinois University, 2013)Watch a video of plant tropisms here!www.youtube.com/watch?v=BLTcVNyOhUc

Research Topic: __________________________________ Name: ______________________________

Stage Two: More your research topic: Diagrams and photos

Select from the Internet (or from your own personal photos) a picture of the species you have chosen to research. Use the APA guidelines to record the source of your image; examples and explanations of how to reference images can be found in the course PDF: a simplified version Queen’s and Concordia Universities’ expectations re: referencing your research.

Unreferenced work will be returned to you with a mark of ZERO; you will resubmit the work and your 2 marks will be averaged together!

Figure 4: Strangler fig tree (Oskobioin, 2007).

Figure 6: Hydrothermal vent tube worm (Praetorius, 2011).

Figure 5: Anglerfish (Fenolio, 2007 ).

References:

Acosta, G. and Lucherini, M. (2008). Leopardus guigna. Retrieved from The IUCN Red List of Threatened Species. Version 2014.3. http://www.iucnredlist.org/details/15311/0 on: December 14, 2014

Burlew, Rusty (2011) Mason Bee [Medium: photograph]. Retrieved from http://www.honeybeesuite.com on: Feb. 22, 2013

Fenolio, Dante (2007) Anglerfish [Medium: photograph]. Retrieved from http://www.anotheca.com/photograph.html on: Feb. 21, 2013

Oskobioin, Gerald (2007) Stranger fig tree [Medium: photograph]. Retrieved from: http://impressive.net/people/gerald/2007/03/15/08-25-57-med.html Feb. 21, 2013.

Park Talaro, Kathleen; Talaro, Arthur. (1999) Bacterial Shapes and Arrangements [Medium: coloured sketch]. Foundations in Microbiology, 3rd Edition. The McGraw-Hill Companies Inc. Retrieved from: http://www.pc.maricopa.edu/Biology/rcotter/BIO%20205/LessonBuilders/Chapter%204%20LB/Ch4Lessonbuilder10.html on: Feb. 21, 2013.

Praetorius, Dean (2011).Hydrothermal Vent Tube Worm Under An Electron Microscope, A Different View [sic.] [Medium: scanning electron microscope].The Huffington Post : First Posted: 07/21/11 12:12 PM ET. Retrieved from: http://www.huffingtonpost.com/2011/07/21/hydrothermal-vent-tube-worm-electron-microscope_n_905588.html

on: Feb 21, 2013.

Sage, Jeff. (2004). “SBI 3UI: Diversity Poster.” Retrieved on: February 10, 2013.

Tammone Mario. (2010) The Kodkod [Medium: photograph] Retrieved from http://calphotos.berkeley.edu/cgi/img_query?enlarge=0000+0000+0212+2554 on: December 14, 2014.

University of Illinois. (2013). Mimosa pudica [Medium: pen and ink sketch]. Integrative Biology 335: Systematics of Plants. Retrieved from www.life.illinois.edu. on: Feb 21, 2013.