http://schoolwaxtv.com/swirling-milk-lab
Lab Instructions and Write Up
http://hhs.tsc.k12.in.us/webpages/teacherpages/teachers/bcreech/Lab1-1.pdf
Tuesday, August 31, 2010
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.
Sign up for a free monthly
newsletter describing updates,
new features, and changes
on this site.
Details
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.
Sign up for a free monthly
newsletter describing updates,
new features, and changes
on this site.
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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