Bacteria and virus vocabulary
1. coccus
2. baciilus
3. spirillum
4. stahplo
5. stepto
6. diplo
7. endospore
8. pili
9. flagella
10. conjugation
11. pathogen
12. antibiotic
13. methonogen
14. photoautotroph
15. chemoautotroph
16. decomposer
17. nitrogen fixation
18. Rhizobium
19. legumes
20. sterilization
21. virus
22. capsid
23. viral surface protein
24. host cell
25. bacteriophage
26. retrovirus
27. reverse transcripta
Thursday, December 9, 2010
Sunday, December 5, 2010
Lab 1: Body Systems Scenarios
Body Systems Scenarios
Students work in pairs and identify which body systems are affected by the activity.
1. A dog, Skipper, is roaming around in his neighborhood. Skipper passes one of his favorite spots and he lifts his leg to urinated on a fire hydrant.
2. Last night Jane began to feel like she had a stopped up nose. Today she thinks she has come down with a cold. She went to the nurse and her temperature was 102 degrees.
3. A young boy, James, went out to play on a June morning in Texas. After a couple of hours the outside temperature began to get very hot. As James is sitting outside in the Texas summer and starts to sweat.
4. Julie has a disorder that the doctors found very difficult to diagnose. Her primary symptom is that her muscles twitch without her control.
5. Kenetra has found a series of books that she enjoys very much. The latest edition of the book series was just released and she sat down in her favorite chair and turned the page in her book to chapter one.
6. Nicole’s class schedule changed beginning second semester. She was walking down the hallway going to her new classroom when she saw a cute guy and started to blush.
7. Tim’s grandmother took him to the doctor’s office because Tim had been feeling ill for several days. The doctor checked Tim’s blood for white blood cells to determine if he had an infection.
8. You are at the Texas Ranger’s World series game. You eat the most expensive hot dog you ever had in your life.
9. Your 4 year old cousin is having a birthday and your aunt asks you to help with the preparations. You blow up a lot of balloons.
10. You are very upset, you start to get angry and your heart starts to beat faster and you want to get in a fight.
11. You have just completed a 5 mile run. You stand at the bottom of a hill taking quick breaths. Your cells need oxygen as fast as possible.
12. A woman begins to cramp. In a few hours her menstrual flow begins.
13. You are talking to a friend on your phone. Your little sister comes into the room and starts to sing Barney songs very loudly in order to annoy you. You yell at your sister.
14. You have a meeting with the principal after 3rd period. You can’t pay attention in class and you cannot stop thinking about the meeting. You start to get scared.
15. You have a headache after your meeting with the principal. You take some medicine and your headache goes away.
Students work in pairs and identify which body systems are affected by the activity.
1. A dog, Skipper, is roaming around in his neighborhood. Skipper passes one of his favorite spots and he lifts his leg to urinated on a fire hydrant.
2. Last night Jane began to feel like she had a stopped up nose. Today she thinks she has come down with a cold. She went to the nurse and her temperature was 102 degrees.
3. A young boy, James, went out to play on a June morning in Texas. After a couple of hours the outside temperature began to get very hot. As James is sitting outside in the Texas summer and starts to sweat.
4. Julie has a disorder that the doctors found very difficult to diagnose. Her primary symptom is that her muscles twitch without her control.
5. Kenetra has found a series of books that she enjoys very much. The latest edition of the book series was just released and she sat down in her favorite chair and turned the page in her book to chapter one.
6. Nicole’s class schedule changed beginning second semester. She was walking down the hallway going to her new classroom when she saw a cute guy and started to blush.
7. Tim’s grandmother took him to the doctor’s office because Tim had been feeling ill for several days. The doctor checked Tim’s blood for white blood cells to determine if he had an infection.
8. You are at the Texas Ranger’s World series game. You eat the most expensive hot dog you ever had in your life.
9. Your 4 year old cousin is having a birthday and your aunt asks you to help with the preparations. You blow up a lot of balloons.
10. You are very upset, you start to get angry and your heart starts to beat faster and you want to get in a fight.
11. You have just completed a 5 mile run. You stand at the bottom of a hill taking quick breaths. Your cells need oxygen as fast as possible.
12. A woman begins to cramp. In a few hours her menstrual flow begins.
13. You are talking to a friend on your phone. Your little sister comes into the room and starts to sing Barney songs very loudly in order to annoy you. You yell at your sister.
14. You have a meeting with the principal after 3rd period. You can’t pay attention in class and you cannot stop thinking about the meeting. You start to get scared.
15. You have a headache after your meeting with the principal. You take some medicine and your headache goes away.
Human Body Systems Team Quest Due Jan 4, 2011
Your team’s job is prepare a presentation to educate your classmates about
one of the body systems that makes up the human body. Your presentation must
include the following requirements:
Part 1: Introduction
Tell the name of your organ system and describe the major functions.
Part 2: Diagram
Provide a diagram of your body system with the major parts
or organs labeled with their name and functions.
Part 3: Teamwork
Explain how your body system works with others in the body.
Part 4: Fun Facts
Find 5 facts about your body system or its parts.
Each team will also be provided with a Body System Checklist of important
terms or items that must be included in the presentation. Teams may use their health
textbooks, reference materials, or online resources to research their organ system.
Teams will be allowed five to seven class periods to create a Power Point
presentation and fill-in-the-blank worksheet with a diagram of your system. The
presentation must be made using the Power Point program and saved on a
computer disk provided by your teacher. The presentation must consist of at least 5-
6 slides and no more than 8 slides including the title slide.
Data
one of the body systems that makes up the human body. Your presentation must
include the following requirements:
Part 1: Introduction
Tell the name of your organ system and describe the major functions.
Part 2: Diagram
Provide a diagram of your body system with the major parts
or organs labeled with their name and functions.
Part 3: Teamwork
Explain how your body system works with others in the body.
Part 4: Fun Facts
Find 5 facts about your body system or its parts.
Each team will also be provided with a Body System Checklist of important
terms or items that must be included in the presentation. Teams may use their health
textbooks, reference materials, or online resources to research their organ system.
Teams will be allowed five to seven class periods to create a Power Point
presentation and fill-in-the-blank worksheet with a diagram of your system. The
presentation must be made using the Power Point program and saved on a
computer disk provided by your teacher. The presentation must consist of at least 5-
6 slides and no more than 8 slides including the title slide.
Data
Mitosis/Meiosis Quiz
1. In which cell cycle are gametes produced?
a. Mitosis
b. Meiosis
c. Cytokinesis
2. In this phase of mitosis, the chromosomes line up at the equator.
a. Telophase
b. Metaphase
c. Prophase
d. Interphase
3. In meiosis, ___ haploid cells are produced.
a. 1
b. 2
c. 3
d. 4
4. A parent cell has 54 chromosomes. After meiotic cell division, __ chromosomes are in the daughter cells.
a. 19
b. 24
c. 54
d. 27
5. A ___ is formed as result of two gametes joining together.
a. Oocyte
b. Egg
c. Sperm
d. Zygote
6. A genetically identically organism is called a ___ .
a. Austin Powers
b. Fred Flintstone
c. Molly
d. Clone
7. When a dyad chromosome separates, it is pulled apart by microtubules called ____.
a. Centromeres
b. Spindles
c. Monad Chromosomes
d. Chromatid
8. The majority of preparation for cell division occurs in ___ .
a. Prophase
b. Interphase
c. Metaphase
d. Telophase
9. The division of the cytoplasm into two separate cells is called ___.
a. Chromosomal division
b. Cytoplasmic division
c. Cytokinesis
d. Kinetic movement
10. How many divisions occurs in meiosis?
a. 1
b. 2
c. 3
d. 4
a. Mitosis
b. Meiosis
c. Cytokinesis
2. In this phase of mitosis, the chromosomes line up at the equator.
a. Telophase
b. Metaphase
c. Prophase
d. Interphase
3. In meiosis, ___ haploid cells are produced.
a. 1
b. 2
c. 3
d. 4
4. A parent cell has 54 chromosomes. After meiotic cell division, __ chromosomes are in the daughter cells.
a. 19
b. 24
c. 54
d. 27
5. A ___ is formed as result of two gametes joining together.
a. Oocyte
b. Egg
c. Sperm
d. Zygote
6. A genetically identically organism is called a ___ .
a. Austin Powers
b. Fred Flintstone
c. Molly
d. Clone
7. When a dyad chromosome separates, it is pulled apart by microtubules called ____.
a. Centromeres
b. Spindles
c. Monad Chromosomes
d. Chromatid
8. The majority of preparation for cell division occurs in ___ .
a. Prophase
b. Interphase
c. Metaphase
d. Telophase
9. The division of the cytoplasm into two separate cells is called ___.
a. Chromosomal division
b. Cytoplasmic division
c. Cytokinesis
d. Kinetic movement
10. How many divisions occurs in meiosis?
a. 1
b. 2
c. 3
d. 4
Meiosis Notes
http://www.ccs.k12.in.us/chsteachers/BYost/Biology%20Notes/CH11notesmeiosis.htm
http://www.accessexcellence.org/RC/VL/GG/meiosis.php
http://www.accessexcellence.org/RC/VL/GG/meiosis.php
Mitosis Activity
Students to Work in Groups
Each group is given 6 paper plates. Students will illustrate the phases of mitosis on each plate in order of their occurrence.
Each group is given 6 paper plates. Students will illustrate the phases of mitosis on each plate in order of their occurrence.
Mitosis Vocabulary
Mitosis –the process of cell division including division of the nucleus.
Cancer –disorder caused when cells lose the ability to control growth and continue to divide.
Interphase –part of the cell cycle when the cell is not dividing
G1 –phase of the cell cycle after cell division, growth and day to day life of a cell.
S Phase –Replication or synthesis of DNA and associated proteins that happens before cells divide.
G2 –Phase of the cell cycle when cells prepare for cell division by making more organelles and cytoplasm.
Diffusion – How most water soluble materials get into a cell. process by which molecules tend to move from an area of higher concentration to an area of lower concentration.
Chromosome –Thread like structure with in the nucleus containing genetic information. Made of DNA coiled around proteins.
Chromatid –half of a duplicated chromosome. One of two “sister” parts, makes half of the “X”
Centromere –area where sister chromatids of a chromosome attach.
Cell Cycle –series of events cells go through when they divide.
Prophase – when the chromosomes coil up and become visible, and the centrioles go to opposite sides of the cell.
Centriole –tiny microtubule structure located in the cytoplasm that helps create the spindle fibers.
Spindle –helps separate the chromosomes during mitosis. Fan shaped structure made of microtubules.
Metaphase –when chromosomes line up in the middle of the cell , during cell division.
Anaphase –when the chromosomes pair separates and moves toward opposite sides, third phase of mitosis.
Telophase –when the chromosomes uncoil and disperse into a tangle of dense material. The final phase of mitosis.
Cytokinesis –Division of the cytoplasm and organelles during cell division.
Cancer –disorder caused when cells lose the ability to control growth and continue to divide.
Interphase –part of the cell cycle when the cell is not dividing
G1 –phase of the cell cycle after cell division, growth and day to day life of a cell.
S Phase –Replication or synthesis of DNA and associated proteins that happens before cells divide.
G2 –Phase of the cell cycle when cells prepare for cell division by making more organelles and cytoplasm.
Diffusion – How most water soluble materials get into a cell. process by which molecules tend to move from an area of higher concentration to an area of lower concentration.
Chromosome –Thread like structure with in the nucleus containing genetic information. Made of DNA coiled around proteins.
Chromatid –half of a duplicated chromosome. One of two “sister” parts, makes half of the “X”
Centromere –area where sister chromatids of a chromosome attach.
Cell Cycle –series of events cells go through when they divide.
Prophase – when the chromosomes coil up and become visible, and the centrioles go to opposite sides of the cell.
Centriole –tiny microtubule structure located in the cytoplasm that helps create the spindle fibers.
Spindle –helps separate the chromosomes during mitosis. Fan shaped structure made of microtubules.
Metaphase –when chromosomes line up in the middle of the cell , during cell division.
Anaphase –when the chromosomes pair separates and moves toward opposite sides, third phase of mitosis.
Telophase –when the chromosomes uncoil and disperse into a tangle of dense material. The final phase of mitosis.
Cytokinesis –Division of the cytoplasm and organelles during cell division.
Monday, November 1, 2010
Bellringer 9
What is produced as a result of cellular respiration?
a. Carbon dioxide and water
b. Carbon dioxide and energy in the form of ATP
c. Oxygen and water
d. Oxygen and glucose
a. Carbon dioxide and water
b. Carbon dioxide and energy in the form of ATP
c. Oxygen and water
d. Oxygen and glucose
Cellular Respiration Vocabulary
http://quizlet.com/490274/cellular-respiration-vocabulary-flash-cards/
Wednesday, October 27, 2010
Bellringer 7-8
Photosynthesis occurs in the ____.
a. Cytoplasm
b. Chloroplast
c. Chlorophyll
d. Cincinatti
What are the products of photosynthesis?
a. water and light
b. glucose and oxygen
c. carbon dioxide and sugar
d. glucose and water
a. Cytoplasm
b. Chloroplast
c. Chlorophyll
d. Cincinatti
What are the products of photosynthesis?
a. water and light
b. glucose and oxygen
c. carbon dioxide and sugar
d. glucose and water
Wednesday, October 13, 2010
Cell Structure Quiz
http://www.northland.cc.mn.us/biology/biology1111/Bioquiz/biocellstructure.html
http://www.cellsalive.com/quiz1.html
http://www.tvdsb.on.ca/westmin/science/sbi3a1/cells/cellquiz.htm
http://www.cellsalive.com/quiz1.html
http://www.tvdsb.on.ca/westmin/science/sbi3a1/cells/cellquiz.htm
Tuesday, October 12, 2010
Biomolecule Notes
http://www.as.utexas.edu/astronomy/education/spring05/scalo/lectures/309L-2BBiomolA.pdf
Basic Molecules of Terrestrial Self-Replication (brief version)
Theory for origin of life by chemical evolution must explain following:
nuclei--->atoms--->molecules--->monomers--->polymers
It's the last step that is the problem: How to make molecules this complex?
First we’ll list the basic monomers and polymers, and then discuss and show
their properties in more detail.
Monomers are comparatively simple, and include:
amino acids (building blocks of proteins)
and
sugars, phosphates, and bases (building blocks of nucleic acids DNA,RNA)
These are not too difficult to make in the lab, and maybe in space (see the
table of molecules found in the Murchison meteorite), which is what led to overoptimism
about SETI.
Polymers, made from monomers, are much more complex, and their origin is the
basic problem in understanding the origin of life. They include:
carbohydrates (used for food and structural materials)
fats (store and transport energy)
lipids (e.g. cell membranes) – these have a crucial “amphiphilic/amphiphobic”
property due to their structure and that of water.
These are important, especially for life today and probably for the first cells
(which may have predated proteins or nucleic acids). But in terms of getting
complex organisms, the crucial polymers are:
proteins--made by combining 20 (out of thousands!) specific amino acid
monomers. Nearly all have a type of symmetry called "left-handed"
(levo-).
Many functions: enzymes, structure, contraction, gene-regulation, messengers,
defense, transport.
and
nucleic acids--these typically contain anywhere from 105 -- 1010 atoms, so very
long. Made up of 3 types of monomers:
a. sugars--nearly all the ones used in life have "right-handed" symmetry.
(No one knows why.)
b. phosphates
Together, sugars and phosphates make up the sides of the "ladder" of nucleic acids:
S--P--S--P
c. bases--these make up the "rungs" of the "ladder", and carry the code for
reproduction. There are 4 types in DNA:
adenine (A), cytosine (C), guanine (G), and thymine (T) [replaced by
uracil (U) in RNA] [You DON'T have to memorize the names. But do remember
that these bases are used very much like letters that make words and larger
structures of meaning.
Basic Molecules of Terrestrial Self-Replication (brief version)
Theory for origin of life by chemical evolution must explain following:
nuclei--->atoms--->molecules--->monomers--->polymers
It's the last step that is the problem: How to make molecules this complex?
First we’ll list the basic monomers and polymers, and then discuss and show
their properties in more detail.
Monomers are comparatively simple, and include:
amino acids (building blocks of proteins)
and
sugars, phosphates, and bases (building blocks of nucleic acids DNA,RNA)
These are not too difficult to make in the lab, and maybe in space (see the
table of molecules found in the Murchison meteorite), which is what led to overoptimism
about SETI.
Polymers, made from monomers, are much more complex, and their origin is the
basic problem in understanding the origin of life. They include:
carbohydrates (used for food and structural materials)
fats (store and transport energy)
lipids (e.g. cell membranes) – these have a crucial “amphiphilic/amphiphobic”
property due to their structure and that of water.
These are important, especially for life today and probably for the first cells
(which may have predated proteins or nucleic acids). But in terms of getting
complex organisms, the crucial polymers are:
proteins--made by combining 20 (out of thousands!) specific amino acid
monomers. Nearly all have a type of symmetry called "left-handed"
(levo-).
Many functions: enzymes, structure, contraction, gene-regulation, messengers,
defense, transport.
and
nucleic acids--these typically contain anywhere from 105 -- 1010 atoms, so very
long. Made up of 3 types of monomers:
a. sugars--nearly all the ones used in life have "right-handed" symmetry.
(No one knows why.)
b. phosphates
Together, sugars and phosphates make up the sides of the "ladder" of nucleic acids:
S--P--S--P
c. bases--these make up the "rungs" of the "ladder", and carry the code for
reproduction. There are 4 types in DNA:
adenine (A), cytosine (C), guanine (G), and thymine (T) [replaced by
uracil (U) in RNA] [You DON'T have to memorize the names. But do remember
that these bases are used very much like letters that make words and larger
structures of meaning.
Lab 2: DNA Extraction
Introduction
DNA contains the instructions for making you. How you look, what blood type you have, even your tendency to get some diseases. It is found inside the nucleus in just about every single cell of your body. In this lab, you'll break away the membrane around the cell and its nucleus so that you can see your very own DNA.
Materials
• 2 teaspoons (10 ml) 0.9 percent salt water (2 teaspoons table salt in one quart/liter of water)
• disposable plastic cup
• large test tube (or any clear tube that can be sealed with a rubber or cork stopper)
• 1 teaspoon (5 ml) 25 percent mild detergent or dishwashing soap, e.g., Woolite or Palmolive (1 volume detergent or soap + 3 volumes water) (the lab will work without this step, but you will get less DNA)
• 2 teaspoons (10 ml) 95 percent ethanol, chilled on ice
• small test tube
Procedure
1. This procedure will collect some of the buccal cells that line the inside of your mouth. Your cheeks are continuously sloughing off these cells. Swish 2 teaspoons (10 ml) 0.9 percent salt water in your mouth for 30 seconds. This amount of swishing will actually become quite laborious -- hang in there!
2. Spit the water into your cup. Pour this into a large test tube containing 1 teaspoon (5 ml) 25 percent liquid detergent.
3. Cap tube and gently rock it on its side for 2-3 minutes. The detergent will break open the cell membrane to release the DNA into the soap solution. Do not be too vigorous while mixing! DNA is a very long molecule. Physical abuse can break it into smaller fragments, a process known as shearing.
4. Open and slightly tilt the tube and pour 1 teaspoon (5 ml) of the chilled 95 percent ethanol down the side of the tube so that it forms a layer on the top of your soapy solution.
5. Allow tube to stand for 1 minute.
6. Place a thin acrylic or glass rod into the tube.
7. Twirl the rod in one direction to wind the DNA strands onto the rod. Be careful to minimize mixing of the ethanol and soapy layers. If too much shearing has occurred, the DNA fragments may be too short to wind up, and they may form clumps instead. You can try to scrape these out with the rod.
8. After you have wrapped as much DNA onto the rod as you can, remove the rod and scrape/shake the DNA into a small tube containing the rest of the 95 percent ethanol. Your DNA should stay solid in this solution.
9. Show your teacher your DNA if you want credit for the lab!
Questions
1. What was the purpose of the detergent?
2. Was the DNA you extracted from one cell or from many cells?
3. Describe the appearance of the DNA.
4. Why is it important that scientists can extract DNA from cells?
DNA contains the instructions for making you. How you look, what blood type you have, even your tendency to get some diseases. It is found inside the nucleus in just about every single cell of your body. In this lab, you'll break away the membrane around the cell and its nucleus so that you can see your very own DNA.
Materials
• 2 teaspoons (10 ml) 0.9 percent salt water (2 teaspoons table salt in one quart/liter of water)
• disposable plastic cup
• large test tube (or any clear tube that can be sealed with a rubber or cork stopper)
• 1 teaspoon (5 ml) 25 percent mild detergent or dishwashing soap, e.g., Woolite or Palmolive (1 volume detergent or soap + 3 volumes water) (the lab will work without this step, but you will get less DNA)
• 2 teaspoons (10 ml) 95 percent ethanol, chilled on ice
• small test tube
Procedure
1. This procedure will collect some of the buccal cells that line the inside of your mouth. Your cheeks are continuously sloughing off these cells. Swish 2 teaspoons (10 ml) 0.9 percent salt water in your mouth for 30 seconds. This amount of swishing will actually become quite laborious -- hang in there!
2. Spit the water into your cup. Pour this into a large test tube containing 1 teaspoon (5 ml) 25 percent liquid detergent.
3. Cap tube and gently rock it on its side for 2-3 minutes. The detergent will break open the cell membrane to release the DNA into the soap solution. Do not be too vigorous while mixing! DNA is a very long molecule. Physical abuse can break it into smaller fragments, a process known as shearing.
4. Open and slightly tilt the tube and pour 1 teaspoon (5 ml) of the chilled 95 percent ethanol down the side of the tube so that it forms a layer on the top of your soapy solution.
5. Allow tube to stand for 1 minute.
6. Place a thin acrylic or glass rod into the tube.
7. Twirl the rod in one direction to wind the DNA strands onto the rod. Be careful to minimize mixing of the ethanol and soapy layers. If too much shearing has occurred, the DNA fragments may be too short to wind up, and they may form clumps instead. You can try to scrape these out with the rod.
8. After you have wrapped as much DNA onto the rod as you can, remove the rod and scrape/shake the DNA into a small tube containing the rest of the 95 percent ethanol. Your DNA should stay solid in this solution.
9. Show your teacher your DNA if you want credit for the lab!
Questions
1. What was the purpose of the detergent?
2. Was the DNA you extracted from one cell or from many cells?
3. Describe the appearance of the DNA.
4. Why is it important that scientists can extract DNA from cells?
Lab 1: Biomolecules Test
Materials:
Test tubes
Test tube rack
Test tube clamp
Sharpie
Water bath
Lugol’s iodine
Biuret reagent – (CuSO4
and NaOH)
Benedict’s solution
Brown paper
Stirring rod
Food samples
Droppers
Test Protocols:
I. Lipids - Brown Paper Bag Test
1. Label a section of brown paper with the sample being tested.
2. Using a glass stirring rod, rub the food to be tested until a “wet” spot appears on
the paper. With a paper towel, rub off any excess food that may stick to the
paper.
3. Set the paper aside to dry, about 10 to 15 minutes.
Positive Test: Hold the paper to the light. A translucent spot indicates the
presence of lipids.
II. Proteins - Biuret Test
1. Place 2 full droppers of the specimen to be tested into a test tube.
2. Add 5 drops of NaOH and 5 drops of CuSO4 to the tube.
3. Gently shake the test tube.
Positive Test: Biuret is clear or light blue in the absence of protein, and pink or
blue-violet in the presence of protein.
III. Carbohydrates - Lugol’s Iodine Test for Starch
1. Place 2 full droppers of the specimen to be tested in to a test tube.
2. Add 5 drops of Lugol’s Iodine solution.
Positive Test: Lugol’s Iodine changes from yellow to blue or black in the
presence of starch.
Benedict’s Test for Monosaccharide
1. Place 2 full droppers of the specimen to be tested into a test tube.
2. Add 1 full dropper of Benedict’s solution to each tube.
3. Gently shake the test tube.
4. Incubate the tubes in the hot water bath for 3-5 minutes.
Positive Test: Benedict’s changes from blue to green, yellow, or orange when
heated if a monosaccharide is present.
Test tubes
Test tube rack
Test tube clamp
Sharpie
Water bath
Lugol’s iodine
Biuret reagent – (CuSO4
and NaOH)
Benedict’s solution
Brown paper
Stirring rod
Food samples
Droppers
Test Protocols:
I. Lipids - Brown Paper Bag Test
1. Label a section of brown paper with the sample being tested.
2. Using a glass stirring rod, rub the food to be tested until a “wet” spot appears on
the paper. With a paper towel, rub off any excess food that may stick to the
paper.
3. Set the paper aside to dry, about 10 to 15 minutes.
Positive Test: Hold the paper to the light. A translucent spot indicates the
presence of lipids.
II. Proteins - Biuret Test
1. Place 2 full droppers of the specimen to be tested into a test tube.
2. Add 5 drops of NaOH and 5 drops of CuSO4 to the tube.
3. Gently shake the test tube.
Positive Test: Biuret is clear or light blue in the absence of protein, and pink or
blue-violet in the presence of protein.
III. Carbohydrates - Lugol’s Iodine Test for Starch
1. Place 2 full droppers of the specimen to be tested in to a test tube.
2. Add 5 drops of Lugol’s Iodine solution.
Positive Test: Lugol’s Iodine changes from yellow to blue or black in the
presence of starch.
Benedict’s Test for Monosaccharide
1. Place 2 full droppers of the specimen to be tested into a test tube.
2. Add 1 full dropper of Benedict’s solution to each tube.
3. Gently shake the test tube.
4. Incubate the tubes in the hot water bath for 3-5 minutes.
Positive Test: Benedict’s changes from blue to green, yellow, or orange when
heated if a monosaccharide is present.
Biomolecules
Cells are the basic unit of life, and cell parts work together to provide the cell with the molecules it needs to perform basic life functions.
Tuesday, October 5, 2010
Biomolecules Vocabulary
synthesis– production
monomer– a single molecule that tends to stay bonded as a unit and can combine with other molecules
polymer– a large or macromolecule made up of 2 or more monomers
protein– polymers made up of amino acids that perform a wide variety of cellular functions such as those concerning structure and enzymes
protein synthesis– production of proteins from amino acids in the cytoplasm of the cell.
amino acid– one of 20 subunits (monomers) from which proteins (polymers) are assembled.
ribosome– a small, 2 part organelle found in the cytoplasm of cells responsible for the production of proteins
rough endoplasmic reticulum– network of membranous tubules covered with ribosomes located in the cytoplasm of a cell; involved in the production of phospholipids, proteins, and other functions
Golgi apparatus (body/complex)- organelles in animal cells composed of a series of flattened sacs that sort, chemically modify, and package proteins produced on the rough endoplasmic reticulum
enzyme– protein molecules that act as catalysts in biochemical reactions
substrate– the material or substance on which an enzyme acts
nucleic acid– polymers composed of nucleotides; ex. DNA and RNA
nucleotide– the subunits of nucleic acids; composed of a phosphate, a sugar, and a nitrogen-containing base
nucleus– the control center of the cell; houses chromosomes and regulates all cell function
DNA – deoxyribonucleic acid; an extremely long macromolecule that is the main component of chromosomes and is the material that transfers genetic characteristics in all life forms
RNA– nucleic acid containing ribose sugar and the base uracil
replication– process by which DNA is duplicated prior to cell division
transcription– the synthesis of RNA from a DNA template; the making of mRNA from one strand of the original DNA molecule.
lipid–class of organic macromolecules that function in the long-term storage of biochemical energy, insulation, structure and control
saturated fats– a fat, most often of animal origin, that is solid at room temperature and whose fatty acid chains cannot incorporate additional hydrogen atoms
unsaturated fats– a fat derived from plant and some animal sources, especially fish, that is liquid at room temperature and can form additional hydrogen bonds
smooth endoplasmic reticulum– network of membranous tubules in the cytoplasm of a cell; involved in the production of phospholipids, proteins, and other functions
phospholipid– asymmetrical lipid molecules building blocks of cellular membranes that have a hydrophilic head and a hydrophobic tail
carbohydrate– organic molecules composed of carbon, hydrogen, and oxygen that serve as energy sources and structural materials for cells of all organisms
starch– a naturally abundant nutrient carbohydrate, (C6H10O5)n, found chiefly in the seeds, fruits, tubers, roots, and stem pith of plants
sugar– any of a class of water-soluble crystalline carbohydrates, including sucrose and lactose, having a characteristically sweet taste and classified as monosaccharides, disaccharides, and trisaccharides
photosynthesis– the process by which solar energy is converted into usable chemical energy, associated with the actions of chlorophyll within cells
chloroplast– disk-like organelles with a double membrane found in eukaryotic plant cells that are the site of photosynthesis
monosaccharide– a single unit sugar molecule
disaccharide– any of a class of sugars, including lactose and sucrose, that are composed of two monosaccharides
polysaccharide– any of a class of carbohydrates, such as starch and cellulose, consisting of a number of monosaccharides joined by glycosidic bonds
monomer– a single molecule that tends to stay bonded as a unit and can combine with other molecules
polymer– a large or macromolecule made up of 2 or more monomers
protein– polymers made up of amino acids that perform a wide variety of cellular functions such as those concerning structure and enzymes
protein synthesis– production of proteins from amino acids in the cytoplasm of the cell.
amino acid– one of 20 subunits (monomers) from which proteins (polymers) are assembled.
ribosome– a small, 2 part organelle found in the cytoplasm of cells responsible for the production of proteins
rough endoplasmic reticulum– network of membranous tubules covered with ribosomes located in the cytoplasm of a cell; involved in the production of phospholipids, proteins, and other functions
Golgi apparatus (body/complex)- organelles in animal cells composed of a series of flattened sacs that sort, chemically modify, and package proteins produced on the rough endoplasmic reticulum
enzyme– protein molecules that act as catalysts in biochemical reactions
substrate– the material or substance on which an enzyme acts
nucleic acid– polymers composed of nucleotides; ex. DNA and RNA
nucleotide– the subunits of nucleic acids; composed of a phosphate, a sugar, and a nitrogen-containing base
nucleus– the control center of the cell; houses chromosomes and regulates all cell function
DNA – deoxyribonucleic acid; an extremely long macromolecule that is the main component of chromosomes and is the material that transfers genetic characteristics in all life forms
RNA– nucleic acid containing ribose sugar and the base uracil
replication– process by which DNA is duplicated prior to cell division
transcription– the synthesis of RNA from a DNA template; the making of mRNA from one strand of the original DNA molecule.
lipid–class of organic macromolecules that function in the long-term storage of biochemical energy, insulation, structure and control
saturated fats– a fat, most often of animal origin, that is solid at room temperature and whose fatty acid chains cannot incorporate additional hydrogen atoms
unsaturated fats– a fat derived from plant and some animal sources, especially fish, that is liquid at room temperature and can form additional hydrogen bonds
smooth endoplasmic reticulum– network of membranous tubules in the cytoplasm of a cell; involved in the production of phospholipids, proteins, and other functions
phospholipid– asymmetrical lipid molecules building blocks of cellular membranes that have a hydrophilic head and a hydrophobic tail
carbohydrate– organic molecules composed of carbon, hydrogen, and oxygen that serve as energy sources and structural materials for cells of all organisms
starch– a naturally abundant nutrient carbohydrate, (C6H10O5)n, found chiefly in the seeds, fruits, tubers, roots, and stem pith of plants
sugar– any of a class of water-soluble crystalline carbohydrates, including sucrose and lactose, having a characteristically sweet taste and classified as monosaccharides, disaccharides, and trisaccharides
photosynthesis– the process by which solar energy is converted into usable chemical energy, associated with the actions of chlorophyll within cells
chloroplast– disk-like organelles with a double membrane found in eukaryotic plant cells that are the site of photosynthesis
monosaccharide– a single unit sugar molecule
disaccharide– any of a class of sugars, including lactose and sucrose, that are composed of two monosaccharides
polysaccharide– any of a class of carbohydrates, such as starch and cellulose, consisting of a number of monosaccharides joined by glycosidic bonds
Bellringer 2
What will happen to an animal cell placed in a salt water solution?
a. the cell will shrink
b. the cell will expand
c. the cell will burst
d. the cell will shrink and then expand and then shrink again
a. the cell will shrink
b. the cell will expand
c. the cell will burst
d. the cell will shrink and then expand and then shrink again
Diffusion/Osmosis Vocabulary Puzzle
http://www.biologycorner.com/worksheets/diffusion_osmosis_crossword.html
Cell Transport Vocabulary
Essential Vocabulary:
passive transport- diffusion across a plasma membrane in which the cell expends no energy, the energy for this movement comes from random molecular energy (kinetic energy)
active transport- transport of molecules against a concentration gradient (from regions of low concentration to regions of high concentration) with the aid of proteins in the cell membrane and energy from ATP
diffusion - the spontaneous movement of particles from an area of higher concentration to an area of lower concentration, the energy for this movement comes from random molecular energy (kinetic energy)
osmosis- diffusion of water molecules across a membrane in response to differences in solute concentration. Water moves from areas of high-water/low-solute concentration to areas of low-water/high-solute concentration. Diffusion of water across a semi-permeable barrier such as a cell membrane, from high water potential to lower water potential
homeostasis- the ability to maintain a relatively constant internal environment while responding to the external environment
cell membrane- the semipermeable membrane that encloses the cytoplasm of a cell, also called plasma membrane
lipids- the class of organic macromolecules that functions in the long-term storage of biochemical energy, insulation, structure and control;ex.fats, waxes, oils and steroids
endocytosis- the incorporation of materials from outside the cell by the formation of vesicles in the plasma membrane that surround the material so the cell can engulf it
exocytosis- the process in which a membrane-enclosed vesicle first fuses with the plasma membrane and then opens and releases its contents to the outside
cell wall- structure produced by some cells outside their cell membrane; variously composed of chitin, peptidoglycan, or cellulose
cytoplasm- the viscous semiliquid inside the plasma membrane of a cell; contains various macromolecules and organelles in solution and suspension
permeable- can be penetrated, especially by liquids or gasses
semi-permeable- allows some substances to pass through while acting as a barrier against others
lipid bilayer- the foundational structure of plasma membranes composed of two layers of phospholipids positioned such that their polar hydrophilic heads face outward and their nonpolar hydrophobic tails are directed inward
hypotonic- a solution having a low concentration of solute or dissolved substances
hypertonic- a solution having a high concentration of solute or dissolved substances
isotonic- term applied to two solutions with equal solute concentrations
equilibrium- balance
concentration- the amount of a specified substance in a unit amount of another substance
gradient- a series of progressively increasing or decreasing differences in a cell
facilitated diffusion- the spontaneous passage of molecules or ions across a biological membrane passing through specific transmembrane transport proteins
passive transport- diffusion across a plasma membrane in which the cell expends no energy, the energy for this movement comes from random molecular energy (kinetic energy)
active transport- transport of molecules against a concentration gradient (from regions of low concentration to regions of high concentration) with the aid of proteins in the cell membrane and energy from ATP
diffusion - the spontaneous movement of particles from an area of higher concentration to an area of lower concentration, the energy for this movement comes from random molecular energy (kinetic energy)
osmosis- diffusion of water molecules across a membrane in response to differences in solute concentration. Water moves from areas of high-water/low-solute concentration to areas of low-water/high-solute concentration. Diffusion of water across a semi-permeable barrier such as a cell membrane, from high water potential to lower water potential
homeostasis- the ability to maintain a relatively constant internal environment while responding to the external environment
cell membrane- the semipermeable membrane that encloses the cytoplasm of a cell, also called plasma membrane
lipids- the class of organic macromolecules that functions in the long-term storage of biochemical energy, insulation, structure and control;ex.fats, waxes, oils and steroids
endocytosis- the incorporation of materials from outside the cell by the formation of vesicles in the plasma membrane that surround the material so the cell can engulf it
exocytosis- the process in which a membrane-enclosed vesicle first fuses with the plasma membrane and then opens and releases its contents to the outside
cell wall- structure produced by some cells outside their cell membrane; variously composed of chitin, peptidoglycan, or cellulose
cytoplasm- the viscous semiliquid inside the plasma membrane of a cell; contains various macromolecules and organelles in solution and suspension
permeable- can be penetrated, especially by liquids or gasses
semi-permeable- allows some substances to pass through while acting as a barrier against others
lipid bilayer- the foundational structure of plasma membranes composed of two layers of phospholipids positioned such that their polar hydrophilic heads face outward and their nonpolar hydrophobic tails are directed inward
hypotonic- a solution having a low concentration of solute or dissolved substances
hypertonic- a solution having a high concentration of solute or dissolved substances
isotonic- term applied to two solutions with equal solute concentrations
equilibrium- balance
concentration- the amount of a specified substance in a unit amount of another substance
gradient- a series of progressively increasing or decreasing differences in a cell
facilitated diffusion- the spontaneous passage of molecules or ions across a biological membrane passing through specific transmembrane transport proteins
Sunday, October 3, 2010
Bellringer 1
Diffusion is the movement of particles _____ .
a. from an area of high level of concentration to an area low level of concentration
b. from an area low level of concentration to an area high level of concentration
c. across cell membrane unilaterally
d. at the same time
a. from an area of high level of concentration to an area low level of concentration
b. from an area low level of concentration to an area high level of concentration
c. across cell membrane unilaterally
d. at the same time
Wednesday, September 29, 2010
Sunday, September 26, 2010
TAKS April 2009 Benchmark
http://ritter.tea.state.tx.us/student.assessment/resources/release/tests2009/taks_g10_science.pdf
Sunday, September 19, 2010
Cell Transport Wet Lab
http://www.harford.edu/faculty/wrappazzo/bio099/Laboratory/CellMembraneLab.pdf
Egg-cellent Osmosis/Hypotonic and Hypertonic Solutions
http://c-lab.co.uk/default.aspx?id=9&projectid=56
Methods of Cell Transportation
Diffusion
Osmosis
Active Transport
Hypotonic Solution
Hypertonic Solution
Facilitated Transport
Osmosis
Active Transport
Hypotonic Solution
Hypertonic Solution
Facilitated Transport
Cell Structure Quiz
Cell Structure Quiz
1. Which of the following statements is always true? All cells
a. have a cell membrane b. contain a nucleus c. have a cell wall
2. Which of the following forms of life is NOT eukaryotic?
a. a protist such as an amoeba b. a plant cell such as Elodea
c. a bacterial cell such as Streptococcus d. a human cell such as a red blood cell
3. An electron microscope is needed for seeing
a. the cell membrane b. chloroplasts c. nerve cells d. the nucleus
4. Which of the following substances is able to move freely across the cell membrane?
a. water b. lipid soluble molecules c. water soluble proteins d. nucleic acids e. both (a) and (b)
5. Which of the following is correct? As cell size increases, cell volume increase(s) at ______ cell surface area.
a. the same rate as b. a greater rate than c. a slower rate than
6. Which of the following groups contain life forms simpler than a cell?
a. Monera b. Archaea c. Virus d. Prokaryotes
7. A cell that had relatively few energy needs would probably have a relatively small number of
a. chromosomes b. lysosomes c. ribosomes d. mitochondria
8. Which of the following processes requires both carrier molecules and energy?
a. osmosis b. facilitated transport c. active transport d. all [(a), (b), and (c)] require carriers and energy
9. Digestive enzymes or hydrolytic enzymes are terms that would be associated with
a. golgi apparatus b. smooth endoplasmic reticulum c. ribosomes d. lysosomes
10. A plant cell placed in a hypotonic solution would
a. shrink b. burst c. become turgid d. remain unchanged
11. Cell contents are isolated from many substances in the environment due to the high concentration of ____ in the cell membrane.
a. phospholipids and cholesterol b. proteins c. nucleic acids d. enzymes
12. The outer most boundary of an animal cell is ___________.
a. the cell wall b. the cytoskeleton c. nuclear envelop d. the cell membrane
13. Which of the following structures are common to both eukaryotic and prokaryotic cells? a. nucleus b. cell membrane c. ribosomes d. both (a) and (b) e. both (b) and (c)
14. Arrange the following terms from simplest structure to most complex structure.
cell macromolecule organ tissue organelle organism
ANSWER
15. Discuss the functional relationship of the following terms:
genetic material in the nucleus ribosomes endoplasmic reticulum golgi secretory vesicles proteins
ANSWER
16. When red blood cells are placed in a concentrated salt solution, they will _________.
a. enlarge, but not burst b. enlarge until they burst c. remain unchanged d. shrink
1. Which of the following statements is always true? All cells
a. have a cell membrane b. contain a nucleus c. have a cell wall
2. Which of the following forms of life is NOT eukaryotic?
a. a protist such as an amoeba b. a plant cell such as Elodea
c. a bacterial cell such as Streptococcus d. a human cell such as a red blood cell
3. An electron microscope is needed for seeing
a. the cell membrane b. chloroplasts c. nerve cells d. the nucleus
4. Which of the following substances is able to move freely across the cell membrane?
a. water b. lipid soluble molecules c. water soluble proteins d. nucleic acids e. both (a) and (b)
5. Which of the following is correct? As cell size increases, cell volume increase(s) at ______ cell surface area.
a. the same rate as b. a greater rate than c. a slower rate than
6. Which of the following groups contain life forms simpler than a cell?
a. Monera b. Archaea c. Virus d. Prokaryotes
7. A cell that had relatively few energy needs would probably have a relatively small number of
a. chromosomes b. lysosomes c. ribosomes d. mitochondria
8. Which of the following processes requires both carrier molecules and energy?
a. osmosis b. facilitated transport c. active transport d. all [(a), (b), and (c)] require carriers and energy
9. Digestive enzymes or hydrolytic enzymes are terms that would be associated with
a. golgi apparatus b. smooth endoplasmic reticulum c. ribosomes d. lysosomes
10. A plant cell placed in a hypotonic solution would
a. shrink b. burst c. become turgid d. remain unchanged
11. Cell contents are isolated from many substances in the environment due to the high concentration of ____ in the cell membrane.
a. phospholipids and cholesterol b. proteins c. nucleic acids d. enzymes
12. The outer most boundary of an animal cell is ___________.
a. the cell wall b. the cytoskeleton c. nuclear envelop d. the cell membrane
13. Which of the following structures are common to both eukaryotic and prokaryotic cells? a. nucleus b. cell membrane c. ribosomes d. both (a) and (b) e. both (b) and (c)
14. Arrange the following terms from simplest structure to most complex structure.
cell macromolecule organ tissue organelle organism
ANSWER
15. Discuss the functional relationship of the following terms:
genetic material in the nucleus ribosomes endoplasmic reticulum golgi secretory vesicles proteins
ANSWER
16. When red blood cells are placed in a concentrated salt solution, they will _________.
a. enlarge, but not burst b. enlarge until they burst c. remain unchanged d. shrink
Cell Review and Summary
The Cell REVIEW AND SUMMARY
Answer question in complete sentences.
1. How do we know cells exist? Where do they come from? Explain by providing theories that have been discussed in class.
2. What tools are used to look at cells?
3. What is the modern cell theory? What does it say about cells?
4. What two major types of cells exist?
5. What are the difference and similarities of prokaryotes and eukaryotic cells? Which one came first? What type of cells do animals have?
6. How do you test for the existence of prokaryotic cells?
7. Define the following: (from notes)
Unicellular
Multicellular
Cell Membrane
Cell Wall
Nucleus
Ribosome
DNA (bacterial chromosome)
Cytoplasm
Microscope
Cell
Organism
Organelle
Pili
Flagella
Answer question in complete sentences.
1. How do we know cells exist? Where do they come from? Explain by providing theories that have been discussed in class.
2. What tools are used to look at cells?
3. What is the modern cell theory? What does it say about cells?
4. What two major types of cells exist?
5. What are the difference and similarities of prokaryotes and eukaryotic cells? Which one came first? What type of cells do animals have?
6. How do you test for the existence of prokaryotic cells?
7. Define the following: (from notes)
Unicellular
Multicellular
Cell Membrane
Cell Wall
Nucleus
Ribosome
DNA (bacterial chromosome)
Cytoplasm
Microscope
Cell
Organism
Organelle
Pili
Flagella
Bellringer Week 2
1. The cell theory states
a. all living things are made of cells
b. cells reproduce
c. cells come from other cells
d. all of the above
2. Prokaryotic cells have a
a. cell membrane, nucleus
b. cell membrane, no nucleus, pili and flagella
c. cell wall
d. DNA
a. all living things are made of cells
b. cells reproduce
c. cells come from other cells
d. all of the above
2. Prokaryotic cells have a
a. cell membrane, nucleus
b. cell membrane, no nucleus, pili and flagella
c. cell wall
d. DNA
Prokaryotic and Eukaryotic Cells Quiz
Go to link below and complete the quiz. Print or email me a copy of your results (with your answers)
http://www.proprofs.com/quiz-school/story.php?title=prokaryotic-vs-eukaryotic-cells
http://www.proprofs.com/quiz-school/story.php?title=prokaryotic-vs-eukaryotic-cells
Thursday, September 16, 2010
P or E Cells?
http://media.pearsoncmg.com/bc/bc_campbell_biology_7/media/interactivemedia/activities/load.html?1&C
Prokaryotic and Eukaryotic Cells Explained Video
http://www.microbeworld.org/index.php?option=com_jlibrary&view=article&id=800
Friday, September 10, 2010
Thursday, September 9, 2010
Prokaryotic and Eukaryotic Cells
rokaryotic and Eukaryotic Cells
Part of our definition/description of what it means to be a living thing on Earth includes the assertion that living things are made of cells and cell products. In other words, we consider the cell to be a pretty fundamental structural aspect of life.
Cells in our world come in two basic types, prokaryotic and eukaryotic. "Karyose" comes from a Greek word which means "kernel," as in a kernel of grain. In biology, we use this word root to refer to the nucleus of a cell. "Pro" means "before," and "eu" means "true," or "good." So "Prokaryotic" means "before a nucleus," and "eukaryotic" means "possessing a true nucleus." This is a big hint about one of the differences between these two cell types. Prokaryotic cells have no nuclei, while eukaryotic cells do have true nuclei. This is far from the only difference between these two cell types, however.
Here's a simple visual comparison between a prokaryotic cell and a eukaryotic cell:
This particular eukaryotic cell happens to be an animal cell, but the cells of plants, fungi and protists are also eukaryotic.
Despite their apparent differences, these two cell types have a lot in common. They perform most of the same kinds of functions, and in the same ways. Both are enclosed by plasma membranes, filled with cytoplasm, and loaded with small structures called ribosomes. Both have DNA which carries the archived instructions for operating the cell. And the similarities go far beyond the visible--physiologically they are very similar in many ways. For example, the DNA in the two cell types is precisely the same kind of DNA, and the genetic code for a prokaryotic cell is exactly the same genetic code used in eukaryotic cells.
Some things which seem to be differences aren't. For example, the prokaryotic cell has a cell wall, and this animal cell does not. However, many kinds of eukaryotic cells do have cell walls.
Despite all of these similarities, the differences are also clear. It's pretty obvious from these two little pictures that there are two general categories of difference between these two cell types: size and complexity. Eukaryotic cells are much larger and much more complex than prokaryotic cells. These two observations are not unrelated to each other.
If we take a closer look at the comparison of these cells, we see the following differences:
Eukaryotic cells have a true nucleus, bound by a double membrane. Prokaryotic cells have no nucleus. The purpose of the nucleus is to sequester the DNA-related functions of the big eukaryotic cell into a smaller chamber, for the purpose of increased efficiency. This function is unnecessary for the prokaryotic cell, because its much smaller size means that all materials within the cell are relatively close together. Of course, prokaryotic cells do have DNA and DNA functions. Biologists describe the central region of the cell as its "nucleoid" (-oid=similar or imitating), because it's pretty much where the DNA is located. But note that the nucleoid is essentially an imaginary "structure." There is no physical boundary enclosing the nucleoid.
Eukaryotic DNA is linear; prokaryotic DNA is circular (it has no ends).
Eukaryotic DNA is complexed with proteins called "histones," and is organized into chromosomes; prokaryotic DNA is "naked," meaning that it has no histones associated with it, and it is not formed into chromosomes. Though many are sloppy about it, the term "chromosome" does not technically apply to anything in a prokaryotic cell. A eukaryotic cell contains a number of chromosomes; a prokaryotic cell contains only one circular DNA molecule and a varied assortment of much smaller circlets of DNA called "plasmids." The smaller, simpler prokaryotic cell requires far fewer genes to operate than the eukaryotic cell.
Both cell types have many, many ribosomes, but the ribosomes of the eukaryotic cells are larger and more complex than those of the prokaryotic cell. Ribosomes are made out of a special class of RNA molecules (ribosomal RNA, or rRNA) and a specific collection of different proteins. A eukaryotic ribosome is composed of five kinds of rRNA and about eighty kinds of proteins. Prokaryotic ribosomes are composed of only three kinds of rRNA and about fifty kinds of protein.
The cytoplasm of eukaryotic cells is filled with a large, complex collection of organelles, many of them enclosed in their own membranes; the prokaryotic cell contains no membrane-bound organelles which are independent of the plasma membrane. This is a very significant difference, and the source of the vast majority of the greater complexity of the eukaryotic cell. There is much more space within a eukaryotic cell than within a prokaryotic cell, and many of these structures, like the nucleus, increase the efficiency of functions by confining them within smaller spaces within the huge cell, or with communication and movement within the cell.
Examination of these differences is interesting. As mentioned above, they are all associated with larger size and greater complexity. This leads to an important observation. Yes, these cells are different from each other. However, they are clearly more alike than different, and they are clearly evolutionarily related to each other. Biologists have no significant doubts about the connection between them. The eukaryotic cell is clearly developed from the prokaryotic cell.
One aspect of that evolutionary connection is particularly interesting. Within eukaryotic cells you find a really fascinating organelle called a mitochondrion. And in plant cells, you'd find an additional family of organelles called plastids, the most famous of which is the renowned chloroplast. Mitochondria (the plural of mitochondrion) and chloroplasts almost certainly have a similar evolutionary origin. Both are pretty clearly the descendants of independent prokaryotic cells, which have taken up permanent residence within other cells through a well-known and very common phenomenon called endosymbiosis.
One structure not shown in our prokaryotic cell is called a mesosome. Not all prokaryotic cells have these. The mesosome is an elaboration of the plasma membrane--a sort of rosette of ruffled membrane intruding into the cell.
This diagram shows a trimmed down prokaryotic cell, including only the plasma membrane and a couple of mesosomes. A mitochondrion is included for comparison:
The similarities in appearance between these structures are pretty clear. The mitochondrion is a double-membrane organelle, with a smooth outer membrane and an inner membrane which protrudes into the interior of the mitochondrion in folds called cristae. This membrane is very similar in appearance to the prokaryotic plasma membrane with its mesosomes.
But the similarities are a lot more significant than appearance. Both the mesosomes and the cristae are used for the same function: the aerobic part of aerobic cellular respiration. Cellular respiration is the process by which a cell converts the raw, potential energy of food into biologically useful energy, and there are two general types, anaerobic (not using oxygen) and aerobic (requiring oxygen). In practical terms, the big difference between the two is that aerobic cellular respiration has a much higher energy yield than anaerobic respiration. Aerobic respiration is clearly the evolutionary offspring of anaerobic respiration. In fact, aerobic respiration really is anaerobic respiration with additional chemical sequences added on to the end of the process to allow utilization of oxygen (a very common evolutionary pattern--adding new parts to old systems). So it's pretty reasonable of biologists to think that a mitochondrion evolved from a once-independent aerobic prokaryotic cell which entered into an endosymbiotic relationship with a larger, anaerobic cell.
So is there any real evidence that the distant ancestors of mitochondria were independent cells? Quite a lot, actually. And of a very convincing type. Mitochondria (and chloroplasts, for that matter) have their own genetic systems. They have their own DNA, which is not duplicated in the nucleus. That DNA contains a number of the genes which are necessary to make the materials needed for aerobic cellular respiration (or photosynthesis, in the case of the chloroplast). Mitochondrial and chloroplast DNA molecules are naked and circular, like prokaryotic DNA. These organelles also have their own population of ribosomes, which are smaller and simpler than the ribosomes out in the general cytoplasm. Mitochondria and chloroplasts also divide on their own, in a manner similar to the binary fission of prokaryotic cells.
Then there's that interesting outer membrane, another feature chloroplasts share with mitochondria. The manners by which large objects enter cells automatically create an outer membrane (actually a part of the big cell's plasma membrane) around the incoming object.
This discussion suggests a very interesting question. Endosymbiosis is a very widespread phenomenon. The more we look, the more examples we find throughout the kingdoms of life. So, if a mitochondrion is the distant descendent of an independent prokaryotic cell, is it then an organism living inside a larger cell? Or is it just a part of that larger cell? Is it an independent organism or not?
Before you leap to a conclusion, think a bit. Certainly, mitochondria are absolutely dependent upon the cells in which they reside. Like any long-time endosymbiont, they long ago gave up many of the basic life processes needed for independent life. And the cells in which they reside are completely dependent upon their mitochondria, because the anaerobic respiration they could do without the mitochondria wouldn't provide nearly enough energy for the cell's needs. In fact, it's very probable that the evolution of big, complex eukaryotic cells wasn't possible until the "invention" of aerobic respiration.
But there are many endosymbiotic relationships in nature which are just as interdependent. For example, no termite could survive without the population of endosymbionts that lives inside its guts, digesting its woody diet for it. And the protists and bacteria that make up that population can't survive outside the termite. Complete interdependency.
Now, the termite and its passengers look a lot more like independent creatures to us than a cell and its mitochondria. But they are actually no more independent of each other. So if we decide that the mitochondrion is just a part of the cell, then don't we have to also decide that the endosymbionts inside the termite's guts are just parts of the termite? If not, how do we justify insisting that there's a difference?
Before you get too frustrated trying to sort this out, allow me to relieve your mind. There is, in fact, no answer to this question. Just the reinforcement of a very important lesson. Despite our human need to sort our world into neat, clean categories, the real universe often doesn't cooperate, and this is just such a case. We want to be able to decide "two separate organisms" or "parts of the same organism" in cases like this, but reality shows us that there are many situations which fall somewhere between these two categories. This is a lesson we learned when we examined the "alive" vs "not alive" issue, and again when we tried to decide how to functionally describe species. We want neat categories; nature doesn't cooperate.
Copyright © 2000 College of DuPage
http://www.cod.edu/people/faculty/fancher/prokeuk.htm
Part of our definition/description of what it means to be a living thing on Earth includes the assertion that living things are made of cells and cell products. In other words, we consider the cell to be a pretty fundamental structural aspect of life.
Cells in our world come in two basic types, prokaryotic and eukaryotic. "Karyose" comes from a Greek word which means "kernel," as in a kernel of grain. In biology, we use this word root to refer to the nucleus of a cell. "Pro" means "before," and "eu" means "true," or "good." So "Prokaryotic" means "before a nucleus," and "eukaryotic" means "possessing a true nucleus." This is a big hint about one of the differences between these two cell types. Prokaryotic cells have no nuclei, while eukaryotic cells do have true nuclei. This is far from the only difference between these two cell types, however.
Here's a simple visual comparison between a prokaryotic cell and a eukaryotic cell:
This particular eukaryotic cell happens to be an animal cell, but the cells of plants, fungi and protists are also eukaryotic.
Despite their apparent differences, these two cell types have a lot in common. They perform most of the same kinds of functions, and in the same ways. Both are enclosed by plasma membranes, filled with cytoplasm, and loaded with small structures called ribosomes. Both have DNA which carries the archived instructions for operating the cell. And the similarities go far beyond the visible--physiologically they are very similar in many ways. For example, the DNA in the two cell types is precisely the same kind of DNA, and the genetic code for a prokaryotic cell is exactly the same genetic code used in eukaryotic cells.
Some things which seem to be differences aren't. For example, the prokaryotic cell has a cell wall, and this animal cell does not. However, many kinds of eukaryotic cells do have cell walls.
Despite all of these similarities, the differences are also clear. It's pretty obvious from these two little pictures that there are two general categories of difference between these two cell types: size and complexity. Eukaryotic cells are much larger and much more complex than prokaryotic cells. These two observations are not unrelated to each other.
If we take a closer look at the comparison of these cells, we see the following differences:
Eukaryotic cells have a true nucleus, bound by a double membrane. Prokaryotic cells have no nucleus. The purpose of the nucleus is to sequester the DNA-related functions of the big eukaryotic cell into a smaller chamber, for the purpose of increased efficiency. This function is unnecessary for the prokaryotic cell, because its much smaller size means that all materials within the cell are relatively close together. Of course, prokaryotic cells do have DNA and DNA functions. Biologists describe the central region of the cell as its "nucleoid" (-oid=similar or imitating), because it's pretty much where the DNA is located. But note that the nucleoid is essentially an imaginary "structure." There is no physical boundary enclosing the nucleoid.
Eukaryotic DNA is linear; prokaryotic DNA is circular (it has no ends).
Eukaryotic DNA is complexed with proteins called "histones," and is organized into chromosomes; prokaryotic DNA is "naked," meaning that it has no histones associated with it, and it is not formed into chromosomes. Though many are sloppy about it, the term "chromosome" does not technically apply to anything in a prokaryotic cell. A eukaryotic cell contains a number of chromosomes; a prokaryotic cell contains only one circular DNA molecule and a varied assortment of much smaller circlets of DNA called "plasmids." The smaller, simpler prokaryotic cell requires far fewer genes to operate than the eukaryotic cell.
Both cell types have many, many ribosomes, but the ribosomes of the eukaryotic cells are larger and more complex than those of the prokaryotic cell. Ribosomes are made out of a special class of RNA molecules (ribosomal RNA, or rRNA) and a specific collection of different proteins. A eukaryotic ribosome is composed of five kinds of rRNA and about eighty kinds of proteins. Prokaryotic ribosomes are composed of only three kinds of rRNA and about fifty kinds of protein.
The cytoplasm of eukaryotic cells is filled with a large, complex collection of organelles, many of them enclosed in their own membranes; the prokaryotic cell contains no membrane-bound organelles which are independent of the plasma membrane. This is a very significant difference, and the source of the vast majority of the greater complexity of the eukaryotic cell. There is much more space within a eukaryotic cell than within a prokaryotic cell, and many of these structures, like the nucleus, increase the efficiency of functions by confining them within smaller spaces within the huge cell, or with communication and movement within the cell.
Examination of these differences is interesting. As mentioned above, they are all associated with larger size and greater complexity. This leads to an important observation. Yes, these cells are different from each other. However, they are clearly more alike than different, and they are clearly evolutionarily related to each other. Biologists have no significant doubts about the connection between them. The eukaryotic cell is clearly developed from the prokaryotic cell.
One aspect of that evolutionary connection is particularly interesting. Within eukaryotic cells you find a really fascinating organelle called a mitochondrion. And in plant cells, you'd find an additional family of organelles called plastids, the most famous of which is the renowned chloroplast. Mitochondria (the plural of mitochondrion) and chloroplasts almost certainly have a similar evolutionary origin. Both are pretty clearly the descendants of independent prokaryotic cells, which have taken up permanent residence within other cells through a well-known and very common phenomenon called endosymbiosis.
One structure not shown in our prokaryotic cell is called a mesosome. Not all prokaryotic cells have these. The mesosome is an elaboration of the plasma membrane--a sort of rosette of ruffled membrane intruding into the cell.
This diagram shows a trimmed down prokaryotic cell, including only the plasma membrane and a couple of mesosomes. A mitochondrion is included for comparison:
The similarities in appearance between these structures are pretty clear. The mitochondrion is a double-membrane organelle, with a smooth outer membrane and an inner membrane which protrudes into the interior of the mitochondrion in folds called cristae. This membrane is very similar in appearance to the prokaryotic plasma membrane with its mesosomes.
But the similarities are a lot more significant than appearance. Both the mesosomes and the cristae are used for the same function: the aerobic part of aerobic cellular respiration. Cellular respiration is the process by which a cell converts the raw, potential energy of food into biologically useful energy, and there are two general types, anaerobic (not using oxygen) and aerobic (requiring oxygen). In practical terms, the big difference between the two is that aerobic cellular respiration has a much higher energy yield than anaerobic respiration. Aerobic respiration is clearly the evolutionary offspring of anaerobic respiration. In fact, aerobic respiration really is anaerobic respiration with additional chemical sequences added on to the end of the process to allow utilization of oxygen (a very common evolutionary pattern--adding new parts to old systems). So it's pretty reasonable of biologists to think that a mitochondrion evolved from a once-independent aerobic prokaryotic cell which entered into an endosymbiotic relationship with a larger, anaerobic cell.
So is there any real evidence that the distant ancestors of mitochondria were independent cells? Quite a lot, actually. And of a very convincing type. Mitochondria (and chloroplasts, for that matter) have their own genetic systems. They have their own DNA, which is not duplicated in the nucleus. That DNA contains a number of the genes which are necessary to make the materials needed for aerobic cellular respiration (or photosynthesis, in the case of the chloroplast). Mitochondrial and chloroplast DNA molecules are naked and circular, like prokaryotic DNA. These organelles also have their own population of ribosomes, which are smaller and simpler than the ribosomes out in the general cytoplasm. Mitochondria and chloroplasts also divide on their own, in a manner similar to the binary fission of prokaryotic cells.
Then there's that interesting outer membrane, another feature chloroplasts share with mitochondria. The manners by which large objects enter cells automatically create an outer membrane (actually a part of the big cell's plasma membrane) around the incoming object.
This discussion suggests a very interesting question. Endosymbiosis is a very widespread phenomenon. The more we look, the more examples we find throughout the kingdoms of life. So, if a mitochondrion is the distant descendent of an independent prokaryotic cell, is it then an organism living inside a larger cell? Or is it just a part of that larger cell? Is it an independent organism or not?
Before you leap to a conclusion, think a bit. Certainly, mitochondria are absolutely dependent upon the cells in which they reside. Like any long-time endosymbiont, they long ago gave up many of the basic life processes needed for independent life. And the cells in which they reside are completely dependent upon their mitochondria, because the anaerobic respiration they could do without the mitochondria wouldn't provide nearly enough energy for the cell's needs. In fact, it's very probable that the evolution of big, complex eukaryotic cells wasn't possible until the "invention" of aerobic respiration.
But there are many endosymbiotic relationships in nature which are just as interdependent. For example, no termite could survive without the population of endosymbionts that lives inside its guts, digesting its woody diet for it. And the protists and bacteria that make up that population can't survive outside the termite. Complete interdependency.
Now, the termite and its passengers look a lot more like independent creatures to us than a cell and its mitochondria. But they are actually no more independent of each other. So if we decide that the mitochondrion is just a part of the cell, then don't we have to also decide that the endosymbionts inside the termite's guts are just parts of the termite? If not, how do we justify insisting that there's a difference?
Before you get too frustrated trying to sort this out, allow me to relieve your mind. There is, in fact, no answer to this question. Just the reinforcement of a very important lesson. Despite our human need to sort our world into neat, clean categories, the real universe often doesn't cooperate, and this is just such a case. We want to be able to decide "two separate organisms" or "parts of the same organism" in cases like this, but reality shows us that there are many situations which fall somewhere between these two categories. This is a lesson we learned when we examined the "alive" vs "not alive" issue, and again when we tried to decide how to functionally describe species. We want neat categories; nature doesn't cooperate.
Copyright © 2000 College of DuPage
http://www.cod.edu/people/faculty/fancher/prokeuk.htm
Wednesday, September 8, 2010
Cell Theory Timeline
STANDARD Students will understand structure and function of cells and organisms.
OBJECTIVE Evaluate evidence to support cell theory.
Intended Learning Outcomes:
1c. Use reference sources to obtain information.
4a, b, c. Historical development of science, developments in technology, contributions of scientists.
5b. Basic science facts.
6d. Construct a chart (timeline).
Background:
Reviewing the history of the development of the cell theory on the previous page.
Summary:
1. Students will research historical events leading to the development of the cell theory.
Research should include contributions made by the following people/scientists -Robert Hooke, Hans and Zacharias Janssen, Anton van Leeuwenhoek, Matthias Schleiden, Theodor Schwann, Rudolph Virchow, etc. and dates of their contributions.
2. Students will report on their findings by constructing a timeline showing the chronology of the historical events leading to the development of the cell theory.
Materials for each student or pair of students:
Reference materials (texts, encyclopedias, Internet, teacher handout with information)
rulers
paper
colored pencils or markers.
Student Procedures:
Research the following people: List some of their contributions to science and dates of these contributions.-
Robert Hooke-
Hans and Zacharias Janssen-
Anton van Leeuwenhoek-
Matthias Schleiden-
Theodor Schwann-
Rudolph Virchow.
Draw a timeline showing the chronological order of these scientists and their contributions.
Label the timeline with dates of the above scientists' discoveries.
The earliest date should be on the left of the timeline and the most recent date on the right.
Label each date with the corresponding scientist's name and contribution(s) in an organized and legible manner.
Be sure your spacing shows a reasonable approximation of the amount of time elapsed between dates.
Questions:
1. What theory did these scientists provide evidence for?
2. What instrument was necessary before the cell theory could be developed?
3. Which three scientists directly contributed evidence for the cell theory?
4. How did the earlier scientists and their contributions directly affect the discoveries of later scientists (see #2)? For example, what had to come first?
5. List the three parts of the cell theory.
http://www.schools.utah.gov/CURR/Science/sciber00/7th/cells/sciber/timeline.htm
OBJECTIVE Evaluate evidence to support cell theory.
Intended Learning Outcomes:
1c. Use reference sources to obtain information.
4a, b, c. Historical development of science, developments in technology, contributions of scientists.
5b. Basic science facts.
6d. Construct a chart (timeline).
Background:
Reviewing the history of the development of the cell theory on the previous page.
Summary:
1. Students will research historical events leading to the development of the cell theory.
Research should include contributions made by the following people/scientists -Robert Hooke, Hans and Zacharias Janssen, Anton van Leeuwenhoek, Matthias Schleiden, Theodor Schwann, Rudolph Virchow, etc. and dates of their contributions.
2. Students will report on their findings by constructing a timeline showing the chronology of the historical events leading to the development of the cell theory.
Materials for each student or pair of students:
Reference materials (texts, encyclopedias, Internet, teacher handout with information)
rulers
paper
colored pencils or markers.
Student Procedures:
Research the following people: List some of their contributions to science and dates of these contributions.-
Robert Hooke-
Hans and Zacharias Janssen-
Anton van Leeuwenhoek-
Matthias Schleiden-
Theodor Schwann-
Rudolph Virchow.
Draw a timeline showing the chronological order of these scientists and their contributions.
Label the timeline with dates of the above scientists' discoveries.
The earliest date should be on the left of the timeline and the most recent date on the right.
Label each date with the corresponding scientist's name and contribution(s) in an organized and legible manner.
Be sure your spacing shows a reasonable approximation of the amount of time elapsed between dates.
Questions:
1. What theory did these scientists provide evidence for?
2. What instrument was necessary before the cell theory could be developed?
3. Which three scientists directly contributed evidence for the cell theory?
4. How did the earlier scientists and their contributions directly affect the discoveries of later scientists (see #2)? For example, what had to come first?
5. List the three parts of the cell theory.
http://www.schools.utah.gov/CURR/Science/sciber00/7th/cells/sciber/timeline.htm
Tuesday, September 7, 2010
Characteristics of Life
7. Maintain a stable internal environment (homeostasis)
(Dog panting to maintain a constant body temperature)
(Lizard basking in sun to warm up body)
8. As a species or group, change over time
(Evolution of the giraffe)
(Evolution of the horse)
Survey of the Six Kingdoms of Life
http://www.ccs.k12.in.us/chsteachers/BYost/Biology%20Notes/CH1characteristicsoflife.htm
(Dog panting to maintain a constant body temperature)
(Lizard basking in sun to warm up body)
8. As a species or group, change over time
(Evolution of the giraffe)
(Evolution of the horse)
Survey of the Six Kingdoms of Life
http://www.ccs.k12.in.us/chsteachers/BYost/Biology%20Notes/CH1characteristicsoflife.htm
Tuesday, August 31, 2010
Lab 2: Milk Lab Video and Write Up
http://schoolwaxtv.com/swirling-milk-lab
Lab Instructions and Write Up
http://hhs.tsc.k12.in.us/webpages/teacherpages/teachers/bcreech/Lab1-1.pdf
Lab Instructions and Write Up
http://hhs.tsc.k12.in.us/webpages/teacherpages/teachers/bcreech/Lab1-1.pdf
Metrics Conversion Practice
Write the correct abbreviation for each metric unit.
1) Kilogram _____ 4) Milliliter _____ 7) Kilometer _____
2) Meter _____ 5) Millimeter _____ 8) Centimeter _____
3) Gram _____ 6) Liter _____ 9) Milligram _____
Try these conversions, using the ladder method.
1) 2000 mg = _______ g 6) 5 L = _______ mL 11) 16 cm = _______ mm
2) 104 km = _______ m 7) 198 g = _______ kg 12) 2500 m = _______ km
3) 480 cm = _____ m 8) 75 mL = _____ L 13) 65 g = _____ mg
4) 5.6 kg = _____ g 9) 50 cm = _____ m 14) 6.3 cm = _____ mm
5) 8 mm = _____ cm 10) 5.6 m = _____ cm 15) 120 mg = _____ g
Compare using <, >, or =.
16) 63 cm 6 m 17) 5 g 508 mg 18) 1,500 mL 1.5 L
19) 536 cm 53.6 dm 20) 43 mg 5 g 21
http://sciencespot.net/Media/metriccnvsn2.pdf
1) Kilogram _____ 4) Milliliter _____ 7) Kilometer _____
2) Meter _____ 5) Millimeter _____ 8) Centimeter _____
3) Gram _____ 6) Liter _____ 9) Milligram _____
Try these conversions, using the ladder method.
1) 2000 mg = _______ g 6) 5 L = _______ mL 11) 16 cm = _______ mm
2) 104 km = _______ m 7) 198 g = _______ kg 12) 2500 m = _______ km
3) 480 cm = _____ m 8) 75 mL = _____ L 13) 65 g = _____ mg
4) 5.6 kg = _____ g 9) 50 cm = _____ m 14) 6.3 cm = _____ mm
5) 8 mm = _____ cm 10) 5.6 m = _____ cm 15) 120 mg = _____ g
Compare using <, >, or =.
16) 63 cm 6 m 17) 5 g 508 mg 18) 1,500 mL 1.5 L
19) 536 cm 53.6 dm 20) 43 mg 5 g 21
http://sciencespot.net/Media/metriccnvsn2.pdf
Week 1 Bellringers
1. The statement, "A chemical reaction never creates products that weigh more or less than the reactants", is based on three centuries of experimental observation. The statement is an example of:
a. a hypothesis b. a theory c. a datum d. a law
2. A hypothesis is
a. obeyed under any circumstances.
b. a theory that has been proved
c. a tentative explanation for a natural phenomenon
d. a description of a pattern or relationship in experimental data
3. A number of people become ill after eating dinner in a restaurant. Which of the following statements is a hypothesis?
a. The cooks felt really bad about it.
b. Everyone who ate oysters got sick.
c. Bacteria in the oysters may have caused the illness.
d. Symptoms include nausea and dizziness
e. People got sick whether the oysters were raw or cooked.
4.A natural law is
a. a description of a pattern or relationship in experimental data
b. an explanation that has been proved
c. a tentative explanation for a natural phenomenon
d. obeyed under any circumstances.
5. Which of the following is least important to know about a liquid solution you are using during a laboratory investigation?
a. price of the solution per mL
b. flammability of the solution
c. first aid procedures to follow for skin contact
d. recommended procedures for appropriate Disposal
a. a hypothesis b. a theory c. a datum d. a law
2. A hypothesis is
a. obeyed under any circumstances.
b. a theory that has been proved
c. a tentative explanation for a natural phenomenon
d. a description of a pattern or relationship in experimental data
3. A number of people become ill after eating dinner in a restaurant. Which of the following statements is a hypothesis?
a. The cooks felt really bad about it.
b. Everyone who ate oysters got sick.
c. Bacteria in the oysters may have caused the illness.
d. Symptoms include nausea and dizziness
e. People got sick whether the oysters were raw or cooked.
4.A natural law is
a. a description of a pattern or relationship in experimental data
b. an explanation that has been proved
c. a tentative explanation for a natural phenomenon
d. obeyed under any circumstances.
5. Which of the following is least important to know about a liquid solution you are using during a laboratory investigation?
a. price of the solution per mL
b. flammability of the solution
c. first aid procedures to follow for skin contact
d. recommended procedures for appropriate Disposal
Sunday, August 29, 2010
Vocabulary
plan to formulate a scheme or program for the accomplishment, enactment, or attainment of
implement to put into practical effect; carry out
investigate to observe or inquire into in detail; examine systematically
communicate to impart knowledge of; make known
hypothesis possible explanation for a set of observations
valid sound; just; well founded
conclusion final decision; reasoned deduction or inference
quantitative describing or measuring of quantity
qualitative pertaining to qualities such as color, shape, size, etc.
biology the study of life
biologist person who studies life
reliable dependable in achievement, accuracy, and honesty
biotic living
abiotic nonliving
observe to regard with attention, especially so as to see or learn something
theory well-tested observation that unifies a broad range of observations
implement to put into practical effect; carry out
investigate to observe or inquire into in detail; examine systematically
communicate to impart knowledge of; make known
hypothesis possible explanation for a set of observations
valid sound; just; well founded
conclusion final decision; reasoned deduction or inference
quantitative describing or measuring of quantity
qualitative pertaining to qualities such as color, shape, size, etc.
biology the study of life
biologist person who studies life
reliable dependable in achievement, accuracy, and honesty
biotic living
abiotic nonliving
observe to regard with attention, especially so as to see or learn something
theory well-tested observation that unifies a broad range of observations
Thursday, August 26, 2010
Significant Figures
The rules for identifying significant digits when writing or interpreting numbers are as follows:
All non-zero digits are considered significant. For example, 91 has two significant digits (9 and 1), while 123.45 has five significant digits (1, 2, 3, 4 and 5).
Zeros appearing anywhere between two non-zero digits are significant. Example: 101.12 has five significant digits: 1, 0, 1, 1 and 2.
Leading zeros are not significant. For example, 0.00052 has two significant digits: 5 and 2.
Trailing zeros in a number containing a decimal point are significant. For example, 12.2300 has six significant digits: 1, 2, 2, 3, 0 and 0. The number 0.000122300 still has only six significant digits (the zeros before the 1 are not significant). In addition, 120.00 has five significant digits. This convention clarifies the precision of such numbers; for example, if a result accurate to four decimal places is given as 12.23 then it might be understood that only two decimal places of accuracy are available. Stating the result as 12.2300 makes clear that it is accurate to four decimal places.
The significance of trailing zeros in a number not containing a decimal point can be ambiguous. For example, it may not always be clear if a number like 1300 is accurate to the nearest unit (and just happens coincidentally to be an exact multiple of a hundred) or if it is only shown to the nearest hundred due to rounding or uncertainty. Various conventions exist to address this issue:
A bar may be placed over the last significant digit; any trailing zeros following this are insignificant. For example, has three significant digits (and hence indicates that the number is accurate to the nearest ten).
The last significant digit of a number may be underlined; for example, "20000" has two significant digits.
A decimal point may be placed after the number; for example "100." indicates specifically that three significant digits are meant.[1]
However, these conventions are not universally used, and it is often necessary to determine from context whether such trailing zeros are intended to be significant. If all else fails, the level of rounding can be specified explicitly. The abbreviation s.f. is sometimes used, for example "20 000 to 2 s.f." or "20 000 (2 sf)". Alternatively, the uncertainty can be stated separately and explicitly, as in 20 000 ± 1%, so that significant-figures rules do not apply.
All non-zero digits are considered significant. For example, 91 has two significant digits (9 and 1), while 123.45 has five significant digits (1, 2, 3, 4 and 5).
Zeros appearing anywhere between two non-zero digits are significant. Example: 101.12 has five significant digits: 1, 0, 1, 1 and 2.
Leading zeros are not significant. For example, 0.00052 has two significant digits: 5 and 2.
Trailing zeros in a number containing a decimal point are significant. For example, 12.2300 has six significant digits: 1, 2, 2, 3, 0 and 0. The number 0.000122300 still has only six significant digits (the zeros before the 1 are not significant). In addition, 120.00 has five significant digits. This convention clarifies the precision of such numbers; for example, if a result accurate to four decimal places is given as 12.23 then it might be understood that only two decimal places of accuracy are available. Stating the result as 12.2300 makes clear that it is accurate to four decimal places.
The significance of trailing zeros in a number not containing a decimal point can be ambiguous. For example, it may not always be clear if a number like 1300 is accurate to the nearest unit (and just happens coincidentally to be an exact multiple of a hundred) or if it is only shown to the nearest hundred due to rounding or uncertainty. Various conventions exist to address this issue:
A bar may be placed over the last significant digit; any trailing zeros following this are insignificant. For example, has three significant digits (and hence indicates that the number is accurate to the nearest ten).
The last significant digit of a number may be underlined; for example, "20000" has two significant digits.
A decimal point may be placed after the number; for example "100." indicates specifically that three significant digits are meant.[1]
However, these conventions are not universally used, and it is often necessary to determine from context whether such trailing zeros are intended to be significant. If all else fails, the level of rounding can be specified explicitly. The abbreviation s.f. is sometimes used, for example "20 000 to 2 s.f." or "20 000 (2 sf)". Alternatively, the uncertainty can be stated separately and explicitly, as in 20 000 ± 1%, so that significant-figures rules do not apply.
Metrics practice
1. Rounded correctly, 2.000 cm × 10.0 cm =
20.000 cm2 20.00 cm2 20 cm2 20.0 cm2
2. The number of significant figures in 0.00230300 m is
9 6 4 3 8
3. 5.5234 mL of mercury is transfered to a graduated cylinder with scale marks 0.1 mL apart. Which of the following will be the correct reading taken from the graduated cylinder?
5.5234 mL 5.52 mL 5.523 mL 5 mL 5.5 mL
4. Correctly rounded, 20.0030 - 0.491 g =
19.5120 g 19.512 g 19.5 g 20 g 19.51 g
5. Correctly rounded, the quotient 2.000 g / 20.0 mL is
0.100 g/mL 0.1000 g/mL 0.1 g/mL 0.10 g/mL
20.000 cm2 20.00 cm2 20 cm2 20.0 cm2
2. The number of significant figures in 0.00230300 m is
9 6 4 3 8
3. 5.5234 mL of mercury is transfered to a graduated cylinder with scale marks 0.1 mL apart. Which of the following will be the correct reading taken from the graduated cylinder?
5.5234 mL 5.52 mL 5.523 mL 5 mL 5.5 mL
4. Correctly rounded, 20.0030 - 0.491 g =
19.5120 g 19.512 g 19.5 g 20 g 19.51 g
5. Correctly rounded, the quotient 2.000 g / 20.0 mL is
0.100 g/mL 0.1000 g/mL 0.1 g/mL 0.10 g/mL
Metrics
Learning objectives
Use the SI system.
Know the SI base units.
State rough equivalents for the SI base units in the English system.
Read and write the symbols for SI units.
Recognize unit prefixes and their abbreviations.
Build derived units from the basic units for mass, length, temperature, and time.
Convert measurements from SI units to English, and from one prefixed unit to another.
Use derived units like density and speed as conversion factors.
Use percentages, parts per thousand, and parts per million as conversion factors.
Use and report measurements carefully.
Consider the reliability of a measurement in decisions based on measurements.
Clearly distinguish between
precision and accuracy
exact numbers and measurements
systematic error and random error
Count the number of significant figures in a recorded measurement. Record measurements to the correct number of digits.
Estimate the number of significant digits in a calculated result.
Estimate the precision of a measurement by computing a standard deviation.
Lecture outline
Measurement is the collection of quantitative data. The proper handling and interpretation of measurements are essential in chemistry - and in any scientific endeavour. To use measurements correctly, you must recognize that measurements are not numbers. They always contain a unit and some inherent error. The second lecture focuses on an international system of units (the SI system) and introduces unit conversion. In the third lecture, we'll discuss ways to recognize, estimate and report the errors that are always present in measurements.
Measurement
quantitative observations
include 3 pieces of information
magnitude
unit
uncertainty
measurements are not numbers
numbers are obtained by counting or by definition; measurements are obtained by comparing an object with a standard "unit"
numbers are exact; measurements are inexact
mathematics is based on numbers; science is based on measurement
The National Institute of Standards and Technology (NIST) has published several online guides for users of the SI system.
The SI System
Le Systéme Internationale (SI) is a set of units and notations that are standard in science.
Four important SI base units (there are others)
Quantity SI
Base Unit English
Equivalent
length meter (m) 1 m = 39.36 in
mass kilogram (kg) 1 kg = 2.2 lbs
time second (s)
temperature kelvin (K) °F = 1.8(oC)+32
K = °C + 273.15
derived units are built from base units
Some SI derived units
Quantity Dimensions SI units Common name
area length × length m2 square meter
velocity length/time m/s
density mass/volume kg/m3
frequency cycles/time s-1 hertz (Hz)
acceleration velocity/time m/s2
force mass × acceleration kg m/s2 Newton (N)
work, energy, heat force × distance kg m2/s2 Joule (J)
Prefixes are used to adjust the size of base units
Commonly used SI prefixes (there are others).
Prefix Meaning Abbreviation Exponential
Notation
Giga- billion G 109
Mega- million M 106
kilo- thousand k 103
centi- hundredths of c 10-2
milli- thousandths of m 10-3
micro- millionths of µ 10-6
nano- billionths of n 10-9
pico- trillionths of p 10-12
several non-SI units are encountered in chemistry
Non SI unit Unit type SI conversion Notes
liter (L) volume 1 L = 1000 cm3 1 quart = 0.946 L
Angstrom (Å) length 1 Å = 10-10 m typical radius of an atom
atomic mass unit (u) mass 1 u = 1.66054×10-27 kg about the mass of a proton or neutron; also known as a 'dalton' or 'amu'
Arithmetic with units
addition and subtraction: units don't change
2 kg + 3 kg = 5 kg
412 m - 12 m = 400 m
consequence: units must be the same before adding or subtracting!
3.001 kg + 112 g = 3.001 kg + 0.112 kg = 3.113 kg
4.314 Gm - 2 Mm = 4.314 Gm - 0.002 Gm = 4.312 Gm
multiplication and division: units multiply & divide too
3 m × 3 m = 9 m2
10 kg × 9.8 m/s2 = 98 kg m/s2
consequence: units may cancel
5 g / 10 g = 0.5 (no units!)
10.00 m/s × 39.37 in/m = 393.7 in/s
Converting Units
5 step plan for converting units
identify the unknown, including units
choose a starting point
list the connecting conversion factors
multiply starting measurement by conversion factors
check the result: does the answer make sense?
Common variations
series of conversions
example: Americium (Am) is extremely toxic; 0.02 micrograms is the allowable body burden in bone. How many ounces of Am is this?
converting powers of units
converting compound units
starting point must be constructed
using derived units as conversion factors
mass fractions (percent, ppt, ppm) convert mass of sample into mass of component
density converts mass of a substance to volume
velocity converts distance traveled to time required
concentration converts volume of solution to mass of solute
Uncertainty in Measurements
making a measurement usually involves comparison with a unit or a scale of units
always read between the lines!
the digit read between the lines is always uncertain
convention: read to 1/10 of the distance between the smallest scale divisions
significant digits
definition: all digits up to and including the first uncertain digit.
the more significant digits, the more reproducible the measurement is.
counts and defined numbers are exact- they have no uncertain digits!
Tutorial: Uncertainty in Measurement
counting significant digits in a series of measurements
compute the average
identify the first uncertain digit
round the average so the last digit is the first uncertain digit
counting significant digits in a single measurement
convert to exponential notation
disappearing zeros just hold the decimal point- they aren't significant.
exception: zeros at the end of a whole number might be significant
Precision of Calculated Results
calculated results are never more reliable than the measurements they are built from
multistep calculations: never round intermediate results!
sums and differences: round result to the same number of fraction digits as the poorest measurement
products and quotients: round result to the same number of significant digits as the poorest measurement.
Quiz
Using Significant Figures
Precision vs. Accuracy
good precision & good accuracy
poor accuracy but good precision
good accuracy but poor precision
poor precision & poor accuracy
Precision Accuracy
reproducibility correctness
check by repeating measurements check by using a different method
poor precision results from poor technique poor accuracy results from procedural or equipment flaws
poor precision is associated with 'random errors' - error has random sign and varying magnitude. Small errors more likely than large errors. poor accuracy is associated with 'systematic errors' - error has a reproducible sign and magnitude.
Estimating Precision
Consider these two methods for computing scores in archery competitions. Which is fairer?
Score by distance from bullseye
Score by area or target
The standard deviation, s, is a precision estimate based on the area score: where
xi is the i-th measurement
is the average measurement
N is the number of measurements.
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Use the SI system.
Know the SI base units.
State rough equivalents for the SI base units in the English system.
Read and write the symbols for SI units.
Recognize unit prefixes and their abbreviations.
Build derived units from the basic units for mass, length, temperature, and time.
Convert measurements from SI units to English, and from one prefixed unit to another.
Use derived units like density and speed as conversion factors.
Use percentages, parts per thousand, and parts per million as conversion factors.
Use and report measurements carefully.
Consider the reliability of a measurement in decisions based on measurements.
Clearly distinguish between
precision and accuracy
exact numbers and measurements
systematic error and random error
Count the number of significant figures in a recorded measurement. Record measurements to the correct number of digits.
Estimate the number of significant digits in a calculated result.
Estimate the precision of a measurement by computing a standard deviation.
Lecture outline
Measurement is the collection of quantitative data. The proper handling and interpretation of measurements are essential in chemistry - and in any scientific endeavour. To use measurements correctly, you must recognize that measurements are not numbers. They always contain a unit and some inherent error. The second lecture focuses on an international system of units (the SI system) and introduces unit conversion. In the third lecture, we'll discuss ways to recognize, estimate and report the errors that are always present in measurements.
Measurement
quantitative observations
include 3 pieces of information
magnitude
unit
uncertainty
measurements are not numbers
numbers are obtained by counting or by definition; measurements are obtained by comparing an object with a standard "unit"
numbers are exact; measurements are inexact
mathematics is based on numbers; science is based on measurement
The National Institute of Standards and Technology (NIST) has published several online guides for users of the SI system.
The SI System
Le Systéme Internationale (SI) is a set of units and notations that are standard in science.
Four important SI base units (there are others)
Quantity SI
Base Unit English
Equivalent
length meter (m) 1 m = 39.36 in
mass kilogram (kg) 1 kg = 2.2 lbs
time second (s)
temperature kelvin (K) °F = 1.8(oC)+32
K = °C + 273.15
derived units are built from base units
Some SI derived units
Quantity Dimensions SI units Common name
area length × length m2 square meter
velocity length/time m/s
density mass/volume kg/m3
frequency cycles/time s-1 hertz (Hz)
acceleration velocity/time m/s2
force mass × acceleration kg m/s2 Newton (N)
work, energy, heat force × distance kg m2/s2 Joule (J)
Prefixes are used to adjust the size of base units
Commonly used SI prefixes (there are others).
Prefix Meaning Abbreviation Exponential
Notation
Giga- billion G 109
Mega- million M 106
kilo- thousand k 103
centi- hundredths of c 10-2
milli- thousandths of m 10-3
micro- millionths of µ 10-6
nano- billionths of n 10-9
pico- trillionths of p 10-12
several non-SI units are encountered in chemistry
Non SI unit Unit type SI conversion Notes
liter (L) volume 1 L = 1000 cm3 1 quart = 0.946 L
Angstrom (Å) length 1 Å = 10-10 m typical radius of an atom
atomic mass unit (u) mass 1 u = 1.66054×10-27 kg about the mass of a proton or neutron; also known as a 'dalton' or 'amu'
Arithmetic with units
addition and subtraction: units don't change
2 kg + 3 kg = 5 kg
412 m - 12 m = 400 m
consequence: units must be the same before adding or subtracting!
3.001 kg + 112 g = 3.001 kg + 0.112 kg = 3.113 kg
4.314 Gm - 2 Mm = 4.314 Gm - 0.002 Gm = 4.312 Gm
multiplication and division: units multiply & divide too
3 m × 3 m = 9 m2
10 kg × 9.8 m/s2 = 98 kg m/s2
consequence: units may cancel
5 g / 10 g = 0.5 (no units!)
10.00 m/s × 39.37 in/m = 393.7 in/s
Converting Units
5 step plan for converting units
identify the unknown, including units
choose a starting point
list the connecting conversion factors
multiply starting measurement by conversion factors
check the result: does the answer make sense?
Common variations
series of conversions
example: Americium (Am) is extremely toxic; 0.02 micrograms is the allowable body burden in bone. How many ounces of Am is this?
converting powers of units
converting compound units
starting point must be constructed
using derived units as conversion factors
mass fractions (percent, ppt, ppm) convert mass of sample into mass of component
density converts mass of a substance to volume
velocity converts distance traveled to time required
concentration converts volume of solution to mass of solute
Uncertainty in Measurements
making a measurement usually involves comparison with a unit or a scale of units
always read between the lines!
the digit read between the lines is always uncertain
convention: read to 1/10 of the distance between the smallest scale divisions
significant digits
definition: all digits up to and including the first uncertain digit.
the more significant digits, the more reproducible the measurement is.
counts and defined numbers are exact- they have no uncertain digits!
Tutorial: Uncertainty in Measurement
counting significant digits in a series of measurements
compute the average
identify the first uncertain digit
round the average so the last digit is the first uncertain digit
counting significant digits in a single measurement
convert to exponential notation
disappearing zeros just hold the decimal point- they aren't significant.
exception: zeros at the end of a whole number might be significant
Precision of Calculated Results
calculated results are never more reliable than the measurements they are built from
multistep calculations: never round intermediate results!
sums and differences: round result to the same number of fraction digits as the poorest measurement
products and quotients: round result to the same number of significant digits as the poorest measurement.
Quiz
Using Significant Figures
Precision vs. Accuracy
good precision & good accuracy
poor accuracy but good precision
good accuracy but poor precision
poor precision & poor accuracy
Precision Accuracy
reproducibility correctness
check by repeating measurements check by using a different method
poor precision results from poor technique poor accuracy results from procedural or equipment flaws
poor precision is associated with 'random errors' - error has random sign and varying magnitude. Small errors more likely than large errors. poor accuracy is associated with 'systematic errors' - error has a reproducible sign and magnitude.
Estimating Precision
Consider these two methods for computing scores in archery competitions. Which is fairer?
Score by distance from bullseye
Score by area or target
The standard deviation, s, is a precision estimate based on the area score: where
xi is the i-th measurement
is the average measurement
N is the number of measurements.
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Details
August 25-26
Lab Safety ppt
Scientific Method ppt
Observations
Hypothesis
Experiment
Data
Conclusion
Students choose an advertisement. Using scientific method to "prove" the ad. Hypothesis must be testable.
Data can be qualitative or quantitative or both.
Scientific Method ppt
Observations
Hypothesis
Experiment
Data
Conclusion
Students choose an advertisement. Using scientific method to "prove" the ad. Hypothesis must be testable.
Data can be qualitative or quantitative or both.
Sunday, August 22, 2010
Students Tips on How to Reach the Top
Tarrant County high schools are loaded with smart students, with infinitely small percentage points separating the best from the rest.
But the students who make it to the top of their high school graduating class don't get there by accident. Well before they enter their freshman year, these students have figured out what it takes to be valedictorian or salutatorian.
"Ever since I was in elementary school, I have been very focused on keeping high grades," said Katie Skinner, valedictorian at Calvary Christian Academy in Fort Worth.
Before Skinner and several other top 2010 graduates packed up and headed off to college, the Star-Telegram asked them to outline eight strategies and traits to earn a top ranking.
Some of the qualities are common sense.
When teachers say it's smart to get plenty of rest before a big test, believe them. Pulling an all-nighter to cram does more harm than good.
Participate in class.
Don't cheat.
Here are other ways to think like a valedictorian .
Go for it
Choose your courses carefully and don't settle for the "recommended" path to graduation.
When Dat Nguyen's family moved from Vietnam in 2004, he spent three months at the Fort Worth school district's International Newcomer Academy. After less than a year at Meadowbrook Middle School's Language Center, he finished eighth grade among the top students in his class and in 2010 was Dunbar High School's valedictorian.
"It's about making a goal and sticking with it. It's all about the mindset at the beginning," he said. "I just kind of looked around to see who is No. 2 and No. 3, and I always wanted to get a better grade."
Nguyen, 18, will study biomedical engineering at the University of Texas at Arlington.
Load up on advanced classes
Understand how grade-point average is calculated, because fractions of a point can be the difference. It's not enough to be a straight-A student. Many schools use a weighted GPA system to calculate class rank, with higher points for more-challenging courses.
Several valedictorians said they took as many Advanced Placement and honors courses as they could handle.
And they stayed away from unweighted courses that bring down GPAs.
Students in the Arlington school district who meet certain criteria can exclude certain courses from GPA calculations.
Bowie High School valedictorian Kosisio Mora and her twin sister, Ifunanya Mora, the Arlington school's salutatorian, both used that option for a nonhonors anatomy course.
"It wasn't that it was too hard; it just wouldn't help me," said Ifunanya Mora, 18.
The Mora twins, of Grand Prairie, left Thursday for University of the Incarnate Word in San Antonio. Both plan to major in biology/pre-med.
Challenge yourself
Don't get sidetracked by hanging out with friends, then try to tackle a semester project in one weekend.
Working toward valedictorian helped motivate the students to keep academics their top priority.
"I decided I wanted to be valedictorian as a freshman. I thought if I set a high goal for myself, it would help me stay focused and keep me from slacking off," said Skinner, 18, who will major in telecommunications and media studies at Texas A&M University in College Station. "I prayed about it daily. I would ask God to help me keep the right mindset and keep the right goals."
Don't settle for less
Be proactive. If you get stuck with a bad teacher, transfer to another class. If your guidance counselor is not effective, ask for a different one.
Keller Central High School valedictorian Forrest Ripley said he researched which teachers were best at their subject before signing up for classes. He asked upperclassmen and his two older brothers for advice on what teachers to avoid.
But he was assigned to six different counselors in four years of high school, leaving him largely on his own in selecting classes, Ripley said.
"My counselors were not very helpful, so I didn't rely on them," said Ripley, 19, who will study business at the University of Texas at Austin. "So much is getting the schedule that you want. Be prepared to be involved."
Homework and extra credit
Students say it's important to go beyond assigned class work and homework.
Always do extra credit, and research subjects that pique your interest.
Asked whether he had studied a lot, Nguyen replied, "Not really."
We disagree.
Nguyen said that after he finished his assigned reading, math problems and other homework, he would study two more hours each day to prepare for classes and tests.
Students say it's critical to study every day and to plan ahead for big tests.
And never turn in work late.
Pay attention to details
Read the requirements of each assignment. Review main course points with the teacher and ask what will be on tests. Use a planner to keep track of assignment due dates, upcoming tests and long-term projects. Double-check your work.
Kosisio Mora had a PowerPoint presentation graded down because she did not follow instructions to put a photograph in every slide.
"I did everything right," she said. "But since I didn't pay attention to that detail, it cost me."
Work with others
Take responsibility for your schoolwork, but it's smart to cultivate teachers and upperclassmen as allies, get tutoring in weaker subjects and study with other high-achieving classmates.
"You can't understand everything. You can't be a genius in everything, so if you help someone else out, then they're more apt to help you," said Brooke Awtry, 18, salutatorian of the first graduating class at Westlake Academy charter school.
"Have some friends over, study for a couple hours and then watch a movie or have dinner," said Awtry, a Keller resident who will study English and international affairs at Southern Methodist University in Dallas. "That was a way to easily put together studying and having a life."
Get parents involved
Parents who are plugged into their children's school help them succeed.
They meet and communicate regularly with teachers and administrators and are often involved in booster clubs and parent-teacher organizations. That's where they find out about scholarships, tutoring and other opportunities.
"The parents are aware of what is going on. If there is an opportunity for a kid to take, it's the parents that are around there talking to one another and talking to teachers," said Jennifer Latu, lead counselor at Fossil Ridge High School in the Keller district.
Read more: http://www.star-telegram.com/2010/08/21/2417308_p2/how-to-become-a-valedictorian.html#ixzz0xLBAyYuF
But the students who make it to the top of their high school graduating class don't get there by accident. Well before they enter their freshman year, these students have figured out what it takes to be valedictorian or salutatorian.
"Ever since I was in elementary school, I have been very focused on keeping high grades," said Katie Skinner, valedictorian at Calvary Christian Academy in Fort Worth.
Before Skinner and several other top 2010 graduates packed up and headed off to college, the Star-Telegram asked them to outline eight strategies and traits to earn a top ranking.
Some of the qualities are common sense.
When teachers say it's smart to get plenty of rest before a big test, believe them. Pulling an all-nighter to cram does more harm than good.
Participate in class.
Don't cheat.
Here are other ways to think like a valedictorian .
Go for it
Choose your courses carefully and don't settle for the "recommended" path to graduation.
When Dat Nguyen's family moved from Vietnam in 2004, he spent three months at the Fort Worth school district's International Newcomer Academy. After less than a year at Meadowbrook Middle School's Language Center, he finished eighth grade among the top students in his class and in 2010 was Dunbar High School's valedictorian.
"It's about making a goal and sticking with it. It's all about the mindset at the beginning," he said. "I just kind of looked around to see who is No. 2 and No. 3, and I always wanted to get a better grade."
Nguyen, 18, will study biomedical engineering at the University of Texas at Arlington.
Load up on advanced classes
Understand how grade-point average is calculated, because fractions of a point can be the difference. It's not enough to be a straight-A student. Many schools use a weighted GPA system to calculate class rank, with higher points for more-challenging courses.
Several valedictorians said they took as many Advanced Placement and honors courses as they could handle.
And they stayed away from unweighted courses that bring down GPAs.
Students in the Arlington school district who meet certain criteria can exclude certain courses from GPA calculations.
Bowie High School valedictorian Kosisio Mora and her twin sister, Ifunanya Mora, the Arlington school's salutatorian, both used that option for a nonhonors anatomy course.
"It wasn't that it was too hard; it just wouldn't help me," said Ifunanya Mora, 18.
The Mora twins, of Grand Prairie, left Thursday for University of the Incarnate Word in San Antonio. Both plan to major in biology/pre-med.
Challenge yourself
Don't get sidetracked by hanging out with friends, then try to tackle a semester project in one weekend.
Working toward valedictorian helped motivate the students to keep academics their top priority.
"I decided I wanted to be valedictorian as a freshman. I thought if I set a high goal for myself, it would help me stay focused and keep me from slacking off," said Skinner, 18, who will major in telecommunications and media studies at Texas A&M University in College Station. "I prayed about it daily. I would ask God to help me keep the right mindset and keep the right goals."
Don't settle for less
Be proactive. If you get stuck with a bad teacher, transfer to another class. If your guidance counselor is not effective, ask for a different one.
Keller Central High School valedictorian Forrest Ripley said he researched which teachers were best at their subject before signing up for classes. He asked upperclassmen and his two older brothers for advice on what teachers to avoid.
But he was assigned to six different counselors in four years of high school, leaving him largely on his own in selecting classes, Ripley said.
"My counselors were not very helpful, so I didn't rely on them," said Ripley, 19, who will study business at the University of Texas at Austin. "So much is getting the schedule that you want. Be prepared to be involved."
Homework and extra credit
Students say it's important to go beyond assigned class work and homework.
Always do extra credit, and research subjects that pique your interest.
Asked whether he had studied a lot, Nguyen replied, "Not really."
We disagree.
Nguyen said that after he finished his assigned reading, math problems and other homework, he would study two more hours each day to prepare for classes and tests.
Students say it's critical to study every day and to plan ahead for big tests.
And never turn in work late.
Pay attention to details
Read the requirements of each assignment. Review main course points with the teacher and ask what will be on tests. Use a planner to keep track of assignment due dates, upcoming tests and long-term projects. Double-check your work.
Kosisio Mora had a PowerPoint presentation graded down because she did not follow instructions to put a photograph in every slide.
"I did everything right," she said. "But since I didn't pay attention to that detail, it cost me."
Work with others
Take responsibility for your schoolwork, but it's smart to cultivate teachers and upperclassmen as allies, get tutoring in weaker subjects and study with other high-achieving classmates.
"You can't understand everything. You can't be a genius in everything, so if you help someone else out, then they're more apt to help you," said Brooke Awtry, 18, salutatorian of the first graduating class at Westlake Academy charter school.
"Have some friends over, study for a couple hours and then watch a movie or have dinner," said Awtry, a Keller resident who will study English and international affairs at Southern Methodist University in Dallas. "That was a way to easily put together studying and having a life."
Get parents involved
Parents who are plugged into their children's school help them succeed.
They meet and communicate regularly with teachers and administrators and are often involved in booster clubs and parent-teacher organizations. That's where they find out about scholarships, tutoring and other opportunities.
"The parents are aware of what is going on. If there is an opportunity for a kid to take, it's the parents that are around there talking to one another and talking to teachers," said Jennifer Latu, lead counselor at Fossil Ridge High School in the Keller district.
Read more: http://www.star-telegram.com/2010/08/21/2417308_p2/how-to-become-a-valedictorian.html#ixzz0xLBAyYuF
Friday, August 20, 2010
Cell Theory PPT
www.worldofteaching.com/powerpoints/.../The%20Cell%20Theory.ppt
The Cell Theory has 3 components:
1. All living things are made of cells.
2. Cells are the basic structure of all living things.
3. Cells come from pre existing cells.
The Cell Theory has 3 components:
1. All living things are made of cells.
2. Cells are the basic structure of all living things.
3. Cells come from pre existing cells.
Introduction
Biology: The Science of Our Lives
Biology literally means "the study of life". Biology is such a broad field, covering the minute workings of chemical machines inside our cells, to broad scale concepts of ecosystems and global climate change. Biologists study intimate details of the human brain, the composition of our genes, and even the functioning of our reproductive system. Biologists recently all but completed the deciphering of the human genome, the sequence of deoxyribonucleic acid (DNA) bases that may determine much of our innate capabilities and predispositions to certain forms of behavior and illnesses. DNA sequences have played major roles in criminal cases (O.J. Simpson, as well as the reversal of death penalties for many wrongfully convicted individuals), as well as the impeachment of President Clinton (the stain at least did not lie). We are bombarded with headlines about possible health risks from favorite foods (Chinese, Mexican, hamburgers, etc.) as well as the potential benefits of eating other foods such as cooked tomatoes. Informercials tout the benefits of metabolism-adjusting drugs for weight loss. Many Americans are turning to herbal remedies to ease arthritis pain, improve memory, as well as improve our moods.
Can a biology book give you the answers to these questions? No, but it will enable you learn how to sift through the biases of investigators, the press, and others in a quest to critically evaluate the question. To be honest, five years after you are through with this class it is doubtful you would remember all the details of meatbolism. However, you will know where to look and maybe a little about the process of science that will allow you to make an informed decision. Will you be a scientist? Yes, in a way. You may not be formally trained as a science major, but you can think critically, solve problems, and have some idea about what science can and cannot do. I hope you will be able to tell the shoe from the shinola.
Science and the Scientific Method
Science is an objective, logical, and repeatable attempt to understand the principles and forces operating in the natural universe. Science is from the Latin word, scientia, to know. Good science is not dogmatic, but should be viewed as an ongoing process of testing and evaluation. One of the hoped-for benefits of students taking a biology course is that they will become more familiar with the process of science.
Humans seem innately interested in the world we live in. Young children drive their parents batty with constant "why" questions. Science is a means to get some of those whys answered. When we shop for groceries, we are conducting a kind of scientific experiment. If you like Brand X of soup, and Brand Y is on sale, perhaps you try Brand Y. If you like it you may buy it again, even when it is not on sale. If you did not like Brand Y, then no sale will get you to try it again.
In order to conduct science, one must know the rules of the game (imagine playing Monopoly and having to discover the rules as you play! Which is precisely what one does with some computer or videogames (before buying the cheatbook). The scientific method is to be used as a guide that can be modified. In some sciences, such as taxonomy and certain types of geology, laboratory experiments are not necessarily performed. Instead, after formulating a hypothesis, additional observations and/or collections are made from different localities.
Steps in the scientific method commonly include:
Observation: defining the problem you wish to explain.
Hypothesis: one or more falsifiable explanations for the observation.
Experimentation: Controlled attempts to test one or more hypotheses.
Conclusion: was the hypothesis supported or not? After this step the hypothesis is either modified or rejected, which causes a repeat of the steps above.
After a hypothesis has been repeatedly tested, a hierarchy of scientific thought develops. Hypothesis is the most common, with the lowest level of certainty. A theory is a hypothesis that has been repeatedly tested with little modification, e.g. The Theory of Evolution. A Law is one of the fundamental underlying principles of how the Universe is organized, e.g. The Laws of Thermodynamics, Newton's Law of Gravity. Science uses the word theory differently than it is used in the general population. Theory to most people, in general nonscientific use, is an untested idea. Scientists call this a hypothesis.
Scientific experiments are also concerned with isolating the variables. A good science experiment does not simultaneously test several variables, but rather a single variable that can be measured against a control. Scientific controlled experiments are situations where all factors are the same between two test subjects, except for the single experimental variable.
Consider a commonly conducted science fair experiment. Sandy wants to test the effect of gangsta rap music on pea plant growth. She plays loud rap music 24 hours a day to a series of pea plants grown under light, and watered every day. At the end of her experiment she concludes gangsta rap is conducive to plant growth. Her teacher grades her project very low, citing the lack of a control group for the experiment. Sandy returns to her experiment, but this time she has a separate group of plants under the same conditions as the rapping plants, but with soothing Led Zeppelin songs playing. She comes to the same conclusion as before, but now has a basis for comparison. Her teacher gives her project a better grade.
Theories Contributing to Modern Biology
Modern biology is based on several great ideas, or theories:
The Cell Theory
The Theory of Evolution by Natural Selection
Gene Theory
Homeostasis
Robert Hooke (1635-1703), one of the first scientists to use a microscope to examine pond water, cork and other things, referred to the cavities he saw in cork as "cells", Latin for chambers. Mattias Schleiden (in 1838) concluded all plant tissues consisted of cells. In 1839, Theodore Schwann came to a similar conclusion for animal tissues. Rudolf Virchow, in 1858, combined the two ideas and added that all cells come from pre-existing cells, formulating the Cell Theory. Thus there is a chain-of-existence extending from your cells back to the earliest cells, over 3.5 billion years ago. The cell theory states that all organisms are composed of one or more cells, and that those cells have arisen from pre-existing cells.
In 1953, American scientist James Watson and British scientist Francis Crick developed the model for deoxyribonucleic acid (DNA), a chemical that had (then) recently been deduced to be the physical carrier of inheritance. Crick hypothesized the mechanism for DNA replication and further linked DNA to proteins, an idea since referred to as the central dogma. Information from DNA "language" is converted into RNA (ribonucleic acid) "language" and then to the "language" of proteins. The central dogma explains the influence of heredity (DNA) on the organism (proteins).
Homeostasis is the maintainence of a dynamic range of conditions within which the organism can function. Temperature, pH, and energy are major components of this concept. Theromodynamics is a field of study that covers the laws governing energy transfers, and thus the basis for life on earth. Two major laws are known: the conservation of matter and energy, and entropy. These will be discussed in more detail in a later chapter. The universe is composed of two things: matter (atoms, etc.) and energy.
These first three theories are very accepted by scientists and the general public. The theory of evolution is well accepted by scientists and most of the general public. However, it remains a lightening rod for school boards, politicians, and television preachers. Much of this confusion results from what the theory says and what it does not say.
http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookintro.html
Biology literally means "the study of life". Biology is such a broad field, covering the minute workings of chemical machines inside our cells, to broad scale concepts of ecosystems and global climate change. Biologists study intimate details of the human brain, the composition of our genes, and even the functioning of our reproductive system. Biologists recently all but completed the deciphering of the human genome, the sequence of deoxyribonucleic acid (DNA) bases that may determine much of our innate capabilities and predispositions to certain forms of behavior and illnesses. DNA sequences have played major roles in criminal cases (O.J. Simpson, as well as the reversal of death penalties for many wrongfully convicted individuals), as well as the impeachment of President Clinton (the stain at least did not lie). We are bombarded with headlines about possible health risks from favorite foods (Chinese, Mexican, hamburgers, etc.) as well as the potential benefits of eating other foods such as cooked tomatoes. Informercials tout the benefits of metabolism-adjusting drugs for weight loss. Many Americans are turning to herbal remedies to ease arthritis pain, improve memory, as well as improve our moods.
Can a biology book give you the answers to these questions? No, but it will enable you learn how to sift through the biases of investigators, the press, and others in a quest to critically evaluate the question. To be honest, five years after you are through with this class it is doubtful you would remember all the details of meatbolism. However, you will know where to look and maybe a little about the process of science that will allow you to make an informed decision. Will you be a scientist? Yes, in a way. You may not be formally trained as a science major, but you can think critically, solve problems, and have some idea about what science can and cannot do. I hope you will be able to tell the shoe from the shinola.
Science and the Scientific Method
Science is an objective, logical, and repeatable attempt to understand the principles and forces operating in the natural universe. Science is from the Latin word, scientia, to know. Good science is not dogmatic, but should be viewed as an ongoing process of testing and evaluation. One of the hoped-for benefits of students taking a biology course is that they will become more familiar with the process of science.
Humans seem innately interested in the world we live in. Young children drive their parents batty with constant "why" questions. Science is a means to get some of those whys answered. When we shop for groceries, we are conducting a kind of scientific experiment. If you like Brand X of soup, and Brand Y is on sale, perhaps you try Brand Y. If you like it you may buy it again, even when it is not on sale. If you did not like Brand Y, then no sale will get you to try it again.
In order to conduct science, one must know the rules of the game (imagine playing Monopoly and having to discover the rules as you play! Which is precisely what one does with some computer or videogames (before buying the cheatbook). The scientific method is to be used as a guide that can be modified. In some sciences, such as taxonomy and certain types of geology, laboratory experiments are not necessarily performed. Instead, after formulating a hypothesis, additional observations and/or collections are made from different localities.
Steps in the scientific method commonly include:
Observation: defining the problem you wish to explain.
Hypothesis: one or more falsifiable explanations for the observation.
Experimentation: Controlled attempts to test one or more hypotheses.
Conclusion: was the hypothesis supported or not? After this step the hypothesis is either modified or rejected, which causes a repeat of the steps above.
After a hypothesis has been repeatedly tested, a hierarchy of scientific thought develops. Hypothesis is the most common, with the lowest level of certainty. A theory is a hypothesis that has been repeatedly tested with little modification, e.g. The Theory of Evolution. A Law is one of the fundamental underlying principles of how the Universe is organized, e.g. The Laws of Thermodynamics, Newton's Law of Gravity. Science uses the word theory differently than it is used in the general population. Theory to most people, in general nonscientific use, is an untested idea. Scientists call this a hypothesis.
Scientific experiments are also concerned with isolating the variables. A good science experiment does not simultaneously test several variables, but rather a single variable that can be measured against a control. Scientific controlled experiments are situations where all factors are the same between two test subjects, except for the single experimental variable.
Consider a commonly conducted science fair experiment. Sandy wants to test the effect of gangsta rap music on pea plant growth. She plays loud rap music 24 hours a day to a series of pea plants grown under light, and watered every day. At the end of her experiment she concludes gangsta rap is conducive to plant growth. Her teacher grades her project very low, citing the lack of a control group for the experiment. Sandy returns to her experiment, but this time she has a separate group of plants under the same conditions as the rapping plants, but with soothing Led Zeppelin songs playing. She comes to the same conclusion as before, but now has a basis for comparison. Her teacher gives her project a better grade.
Theories Contributing to Modern Biology
Modern biology is based on several great ideas, or theories:
The Cell Theory
The Theory of Evolution by Natural Selection
Gene Theory
Homeostasis
Robert Hooke (1635-1703), one of the first scientists to use a microscope to examine pond water, cork and other things, referred to the cavities he saw in cork as "cells", Latin for chambers. Mattias Schleiden (in 1838) concluded all plant tissues consisted of cells. In 1839, Theodore Schwann came to a similar conclusion for animal tissues. Rudolf Virchow, in 1858, combined the two ideas and added that all cells come from pre-existing cells, formulating the Cell Theory. Thus there is a chain-of-existence extending from your cells back to the earliest cells, over 3.5 billion years ago. The cell theory states that all organisms are composed of one or more cells, and that those cells have arisen from pre-existing cells.
In 1953, American scientist James Watson and British scientist Francis Crick developed the model for deoxyribonucleic acid (DNA), a chemical that had (then) recently been deduced to be the physical carrier of inheritance. Crick hypothesized the mechanism for DNA replication and further linked DNA to proteins, an idea since referred to as the central dogma. Information from DNA "language" is converted into RNA (ribonucleic acid) "language" and then to the "language" of proteins. The central dogma explains the influence of heredity (DNA) on the organism (proteins).
Homeostasis is the maintainence of a dynamic range of conditions within which the organism can function. Temperature, pH, and energy are major components of this concept. Theromodynamics is a field of study that covers the laws governing energy transfers, and thus the basis for life on earth. Two major laws are known: the conservation of matter and energy, and entropy. These will be discussed in more detail in a later chapter. The universe is composed of two things: matter (atoms, etc.) and energy.
These first three theories are very accepted by scientists and the general public. The theory of evolution is well accepted by scientists and most of the general public. However, it remains a lightening rod for school boards, politicians, and television preachers. Much of this confusion results from what the theory says and what it does not say.
http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookintro.html
Wednesday, August 18, 2010
First Week of School
I. Introductions, Room Orientation, Technology
II. Icebreaker
III. Syllabus and class rules
IV. Why study biology? What is biology?
V. Cell Concept Map
VI. Language of science
Lab Journals
VII. Lab safety
II. Icebreaker
III. Syllabus and class rules
IV. Why study biology? What is biology?
V. Cell Concept Map
VI. Language of science
Lab Journals
VII. Lab safety
Lab Report Rubric
LAB REPORT RUBRIC
Note: Points will be deducted for punctuation & capitalization.
Note: You must use black or blue pen. Mark only one line through errors…do not scribble anything out.
Category
Proficient Scoring Criteria
Points
Student #1 Evaluator:
Student #2 Evaluator:
Teacher Notes:
General Info.
Title, Name, Group members, Period, Start date, End date.
5
Problem
Purpose/Objective of the experiment is written in a question format.
5
Background
Explained prior knowledge on topic in paragraph form.
List Control Variables, Independent/Manipulated Variable, Dependent/Responding Variable, Control Group, Experimental Group, & Control Variables
5
Hypothesis
“If…Then…” Statement of
what you think will happen.
5
Materials
List of supplies needed for the experiment in bullet format.
5
Procedures
List of detailed & clear step-by-step
written procedures…must be numbered!
15
Data Table 10, Graph 10, Analysis 10
Easy to read data table(s) with title.
Easy to read graph(s) with title.
The analysis is a word explanation of the graph(s).
30
Conclusion
Restate hypothesis.
Was it accepted or rejected?
Explain how results of experiment relate to hypothesis.
Use data to support explanation.
Any human error?
How could you increase the validity of this experiment?
List at least 2 questions! (Don’t answer them…just ponder!)
20
Initial Score
ADD ALL ABOVE POINTS TOGETHER
=90
Lab Participation
To be graded by the teacher.
10
Total Score
100
You will lose points for the following: improper spacing, not using proper punctuation and capitalization, scribbling instead of using one line to cross out a mistake, & not using pen (you must use pen NOT pencil).
Note: Points will be deducted for punctuation & capitalization.
Note: You must use black or blue pen. Mark only one line through errors…do not scribble anything out.
Category
Proficient Scoring Criteria
Points
Student #1 Evaluator:
Student #2 Evaluator:
Teacher Notes:
General Info.
Title, Name, Group members, Period, Start date, End date.
5
Problem
Purpose/Objective of the experiment is written in a question format.
5
Background
Explained prior knowledge on topic in paragraph form.
List Control Variables, Independent/Manipulated Variable, Dependent/Responding Variable, Control Group, Experimental Group, & Control Variables
5
Hypothesis
“If…Then…” Statement of
what you think will happen.
5
Materials
List of supplies needed for the experiment in bullet format.
5
Procedures
List of detailed & clear step-by-step
written procedures…must be numbered!
15
Data Table 10, Graph 10, Analysis 10
Easy to read data table(s) with title.
Easy to read graph(s) with title.
The analysis is a word explanation of the graph(s).
30
Conclusion
Restate hypothesis.
Was it accepted or rejected?
Explain how results of experiment relate to hypothesis.
Use data to support explanation.
Any human error?
How could you increase the validity of this experiment?
List at least 2 questions! (Don’t answer them…just ponder!)
20
Initial Score
ADD ALL ABOVE POINTS TOGETHER
=90
Lab Participation
To be graded by the teacher.
10
Total Score
100
You will lose points for the following: improper spacing, not using proper punctuation and capitalization, scribbling instead of using one line to cross out a mistake, & not using pen (you must use pen NOT pencil).
Classroom Rules
Classroom Rules
1. No electric devices! This means cell phones, IPods, DSD and hair irons.
I do not even want to see ear buds or head sets. If your cell phone is picked up, it will be taken to the front office where you will have to pay $15 to have it returned.
2. No food or drink. Classroom sinks are being clogged with candy wrappers and trash is being left in the sinks without you taking the responsibility to dispose of it.
Attendance Policy
1. If you are tardy, you must sign the Tardy Log. Here’s a breakdown of weekly tardy consequences:
a. 1 tardy = 15 lunch detention
b. 2 tardies = 30 minute lunch detention
c. 3 tardies = 1 hr classroom service
If you do not show up for detention, then you will receive an infraction.
Student Commitment
I commit to following the classroom rules.
I commit to being on time.
I commit to paying attention in class.
I commit to turning in my assignments when they are due.
I commit to respecting my teacher and classmates.
1. No electric devices! This means cell phones, IPods, DSD and hair irons.
I do not even want to see ear buds or head sets. If your cell phone is picked up, it will be taken to the front office where you will have to pay $15 to have it returned.
2. No food or drink. Classroom sinks are being clogged with candy wrappers and trash is being left in the sinks without you taking the responsibility to dispose of it.
Attendance Policy
1. If you are tardy, you must sign the Tardy Log. Here’s a breakdown of weekly tardy consequences:
a. 1 tardy = 15 lunch detention
b. 2 tardies = 30 minute lunch detention
c. 3 tardies = 1 hr classroom service
If you do not show up for detention, then you will receive an infraction.
Student Commitment
I commit to following the classroom rules.
I commit to being on time.
I commit to paying attention in class.
I commit to turning in my assignments when they are due.
I commit to respecting my teacher and classmates.
Lab Contract
Science is a hands-on laboratory class. Students will be doing many laboratory activities that may require the use of chemicals, laboratory equipment, and other items which, if used incorrectly, can be hazardous. Safety in the science classroom is the number 1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. The student and a parent must sign their copy. Please read the entire contract before you sign. Students will not be allowed to perform experiments until all their contracts are signed and given to the teacher.
GENERAL GUIDELINES
1. Conduct yourself in a responsible manner at all times in the classroom.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
3. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
4. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed.
5. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
6. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe.
7. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments.
8. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students or interfere with the laboratory experiments of others.
CLOTHING
9. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE!
10. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on chemical lab days.
ACCIDENTS AND INJURIES
11. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic.
HANDLING CHEMICALS
12. Do not taste, or smell any chemicals.
13. Do not return unused chemicals to their original container unless specifically instructed by your teacher.
14. Never remove chemicals or other materials from the laboratory area.
QUESTIONS (answers are confidential)
15. Do you wear contact lenses? Yes_______ No______
16. Are you color blind? Yes _______ No______
17. Do you have allergies? Yes _______ No ______
If so, please list specific allergies _____________________________________________________________________________
_____________________________________________________________________________
AGREEMENT
I, __________________________________ (student's name) have read and agree to follow all of the safety rules set forth in this contract. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in my being removed from the lab classroom, detention, receiving a failing grade, and/or further disciplinary action.
Student signature Date
GENERAL GUIDELINES
1. Conduct yourself in a responsible manner at all times in the classroom.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
3. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
4. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed.
5. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
6. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe.
7. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments.
8. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students or interfere with the laboratory experiments of others.
CLOTHING
9. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE!
10. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on chemical lab days.
ACCIDENTS AND INJURIES
11. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic.
HANDLING CHEMICALS
12. Do not taste, or smell any chemicals.
13. Do not return unused chemicals to their original container unless specifically instructed by your teacher.
14. Never remove chemicals or other materials from the laboratory area.
QUESTIONS (answers are confidential)
15. Do you wear contact lenses? Yes_______ No______
16. Are you color blind? Yes _______ No______
17. Do you have allergies? Yes _______ No ______
If so, please list specific allergies _____________________________________________________________________________
_____________________________________________________________________________
AGREEMENT
I, __________________________________ (student's name) have read and agree to follow all of the safety rules set forth in this contract. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in my being removed from the lab classroom, detention, receiving a failing grade, and/or further disciplinary action.
Student signature Date
Student Expectations
Expectations of Me
1. I will always do my best.
2. I will show respect for myself, my teacher, my peers, and materials.
3. I have read, understood, and agreed to the terms of the safety contract.
4. I will take responsibility for my grade.
5. I will seek help if I need it. I understand everyone gets confused, but Mrs. Tran doesn’t know when to help you if you don’t ask.
6. I will take pride in being a South Hills Scorpion!
7. I choose to make it an awesome year!
What I can expect from Mrs. Tran
1. She will treat me fairly.
2. She is concerned about me and my education.
3. She will update me on my progress and grades.
4. She will expect a lot from me.
5. She will teach me the things I’m willing to learn.
6. She will be honest with me.
Where to go for help
Please visit the classroom for help between these hours: M-F 7:45am or by appt.
email address: myscienceclass@yahoo.com
1. I will always do my best.
2. I will show respect for myself, my teacher, my peers, and materials.
3. I have read, understood, and agreed to the terms of the safety contract.
4. I will take responsibility for my grade.
5. I will seek help if I need it. I understand everyone gets confused, but Mrs. Tran doesn’t know when to help you if you don’t ask.
6. I will take pride in being a South Hills Scorpion!
7. I choose to make it an awesome year!
What I can expect from Mrs. Tran
1. She will treat me fairly.
2. She is concerned about me and my education.
3. She will update me on my progress and grades.
4. She will expect a lot from me.
5. She will teach me the things I’m willing to learn.
6. She will be honest with me.
Where to go for help
Please visit the classroom for help between these hours: M-F 7:45am or by appt.
email address: myscienceclass@yahoo.com
Friday, August 6, 2010
Class Syllabus
Instructor: Ms. Hao Tran
Room E108
Hao.Tran@FWISD.org or myscienceclass@yahoo.com
Phone 817.832.1173
Tutor Times: W/F 7:45-8:25am or by appointment
Course Description
Understanding the life cycle, the molecular and cellular functions of organisms, the way organisms in the universe revolve around each other and the constant follow of energy has been a key to advancement in human society.
Textbook
Addison & Wesley, Biology, Prentice Hall. All bell ringers, assignments and class notes can also be found on http://scienceeinstein.blogspot.com. You will be given on-line resources to perform your assignments. You are required to make-up any missed assignments when you are absent and this would be a resource for you to do so. From time to time, I will also place video links and podcasting at this site that you will have to go to the blog to retrieve and view for homework. The link is accessible at the computer at the school library.
Fee/Supplies:
Pen
Highlighter
Pencil
Notebook paper
2 inch-3 ring binder
Lab Journal or one subject spiral notebook
Flash Drive
Course Requirements and Grading
Homework will be assigned a specific due date. We expect you to turn in your homework on that day or earlier. Late work will be graded but with a point penalty. If it is turned in one day late, it will be graded from a 70. Two days late, it will be graded from a 50. Three days late it will receive a zero but still need to be turned in.
Informed and active participation 10% A 100-91
Vocabulary understanding/readings 20% B 90-81
Bell work or quiz/exams 30% C 80-70
Homework 10% D 61-69
Lab Journal entries 30% F below 60
Grades follow the Fort Worth ISD guidelines for grading. Grades will be posted every other week outside of your classroom by your student ID#. If you are in danger of failing, you will be required to take a progress report home and to come to tutorials until your grade improves. (Progress reports that show all your classes grades will be sent home every three weeks.)
Labs
Labs are to correlate with lesson plans of each unit and reinforce key concepts. They will be comprised of hands-on scientific inquiry activities and field experiential learning.
To participate in labs you must have a signed safety contract on file.
Horseplay will not be tolerated in labs. If you play in lab, you will be taken out of that lab.
If you continue to play in subsequent labs, you will be banned from labs for the semester and your grade with reflect your lack of participation in lab.
Course Schedule (this is the content we will cover but our timelines may change based on our schedule)
Introductions/Class Rules
Lab Safety/Equipment Review
Lab Safety Quiz
Interactive Lab Journals
TOPICS: Fall Semester: Spring Semester:
1. Lab Safety 1. Evolution
2. Experimental Design 2. Taxonomy
3. The Study of Life 3. Bacteria, Viruses, Protists, Fungi
4. Ecology 4. Plants
5. The Cell 5. Invertebrates & Vertebrates
6. Genetics 6. Human Organ Systems
Course Policies and Rules
All Fort Worth ISD guidelines and policies govern class attendance and disciplinary action. Students are expected to be courteous and respective and conduct safe and appropriate behavior at all times. The classroom is comprised of the following rules:
1. Be Respectful to Everyone
2. Be On Time (in your seat ready to work when the tardy bell rings).
3. Be Prepared (bring all materials to class each day).
4. Have a good attitude
5. Everyone is Responsible to help clean the classroom each period
6. Follow ALL directions the first time given.
7. No eating or drinking (unless it is water)
8. Put name on any assignment
Tardies/Absences
You are responsible for all missed work during your absences. You will be given the same time to turn in make-up work equal to the time you were absent. During each six weeks, you will be given one restroom pass. If you do not use them, you can trade them in for extra credit. The first time you are tardy, you will be given a verbal warning. The second tardy will be 15 minutes lunch detention. The third tardy will result in lunch detention and classroom service. More than three tardies during a six week period will result in an infraction.
As an acknowledgement that you have been explained the expectations and requirements of this course, you are required to sign the acknowledgement form. Please ask your parent or guardian to read through these rules, requirements, and grades, and sign below your name.
Cell Phones
Cell phones are wonderful tools of communication. However, you must respect the classroom and not use it during instruction time. School district policy applies when they are visible during class. They can be subject to be taken up and turned into the front office. You will be required to pay $15 to retrieve your phone.
If you or your parents/guardians have any questions, please feel free to contact me at 817-832-1173 or they can e-mail me at Hao.Tran@FWISD.org.
I acknowledge receipt of the class action plan and understand the expectations and requirements of the plan.
Student ______________________________________________________Date _______
Parent/Guardian _______________________________________________ Date_______
The acknowledgement form must be returned to me by Friday, August 27, 2010.
Room E108
Hao.Tran@FWISD.org or myscienceclass@yahoo.com
Phone 817.832.1173
Tutor Times: W/F 7:45-8:25am or by appointment
Course Description
Understanding the life cycle, the molecular and cellular functions of organisms, the way organisms in the universe revolve around each other and the constant follow of energy has been a key to advancement in human society.
Textbook
Addison & Wesley, Biology, Prentice Hall. All bell ringers, assignments and class notes can also be found on http://scienceeinstein.blogspot.com. You will be given on-line resources to perform your assignments. You are required to make-up any missed assignments when you are absent and this would be a resource for you to do so. From time to time, I will also place video links and podcasting at this site that you will have to go to the blog to retrieve and view for homework. The link is accessible at the computer at the school library.
Fee/Supplies:
Pen
Highlighter
Pencil
Notebook paper
2 inch-3 ring binder
Lab Journal or one subject spiral notebook
Flash Drive
Course Requirements and Grading
Homework will be assigned a specific due date. We expect you to turn in your homework on that day or earlier. Late work will be graded but with a point penalty. If it is turned in one day late, it will be graded from a 70. Two days late, it will be graded from a 50. Three days late it will receive a zero but still need to be turned in.
Informed and active participation 10% A 100-91
Vocabulary understanding/readings 20% B 90-81
Bell work or quiz/exams 30% C 80-70
Homework 10% D 61-69
Lab Journal entries 30% F below 60
Grades follow the Fort Worth ISD guidelines for grading. Grades will be posted every other week outside of your classroom by your student ID#. If you are in danger of failing, you will be required to take a progress report home and to come to tutorials until your grade improves. (Progress reports that show all your classes grades will be sent home every three weeks.)
Labs
Labs are to correlate with lesson plans of each unit and reinforce key concepts. They will be comprised of hands-on scientific inquiry activities and field experiential learning.
To participate in labs you must have a signed safety contract on file.
Horseplay will not be tolerated in labs. If you play in lab, you will be taken out of that lab.
If you continue to play in subsequent labs, you will be banned from labs for the semester and your grade with reflect your lack of participation in lab.
Course Schedule (this is the content we will cover but our timelines may change based on our schedule)
Introductions/Class Rules
Lab Safety/Equipment Review
Lab Safety Quiz
Interactive Lab Journals
TOPICS: Fall Semester: Spring Semester:
1. Lab Safety 1. Evolution
2. Experimental Design 2. Taxonomy
3. The Study of Life 3. Bacteria, Viruses, Protists, Fungi
4. Ecology 4. Plants
5. The Cell 5. Invertebrates & Vertebrates
6. Genetics 6. Human Organ Systems
Course Policies and Rules
All Fort Worth ISD guidelines and policies govern class attendance and disciplinary action. Students are expected to be courteous and respective and conduct safe and appropriate behavior at all times. The classroom is comprised of the following rules:
1. Be Respectful to Everyone
2. Be On Time (in your seat ready to work when the tardy bell rings).
3. Be Prepared (bring all materials to class each day).
4. Have a good attitude
5. Everyone is Responsible to help clean the classroom each period
6. Follow ALL directions the first time given.
7. No eating or drinking (unless it is water)
8. Put name on any assignment
Tardies/Absences
You are responsible for all missed work during your absences. You will be given the same time to turn in make-up work equal to the time you were absent. During each six weeks, you will be given one restroom pass. If you do not use them, you can trade them in for extra credit. The first time you are tardy, you will be given a verbal warning. The second tardy will be 15 minutes lunch detention. The third tardy will result in lunch detention and classroom service. More than three tardies during a six week period will result in an infraction.
As an acknowledgement that you have been explained the expectations and requirements of this course, you are required to sign the acknowledgement form. Please ask your parent or guardian to read through these rules, requirements, and grades, and sign below your name.
Cell Phones
Cell phones are wonderful tools of communication. However, you must respect the classroom and not use it during instruction time. School district policy applies when they are visible during class. They can be subject to be taken up and turned into the front office. You will be required to pay $15 to retrieve your phone.
If you or your parents/guardians have any questions, please feel free to contact me at 817-832-1173 or they can e-mail me at Hao.Tran@FWISD.org.
I acknowledge receipt of the class action plan and understand the expectations and requirements of the plan.
Student ______________________________________________________Date _______
Parent/Guardian _______________________________________________ Date_______
The acknowledgement form must be returned to me by Friday, August 27, 2010.
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