|
|
Due Friday 9/11 |
Create a science-ography about your past experiences with science. Use color and labels as well as accurate descriptions. Also be sure to not only describe but tell me why you think this happened - what the science behind the expeiment was. |
|
|
9/11
|
Using the hand-out - check out the classbrain web-site and define your type of scientist on the bottom and then draw an illustration on the top using color and annotation. |
|
|
9/11
|
Take the notes while watching today's demonstration using the Scienfic Method. |
|
|
9/16
|
Dancing Raisens - Complete this page as the teacher begins the experiment |
|
|
9/16
|
As a group, begin to create the hypothesis and variables that you will use for your own experiment. |
|
|
9/17
|
Reflection - Asnwer the questions in complete sentences. |
|
|
|
| Using the following questions as a guideline, write a two paragraph conclusion to the experiment - trying to think about anythinge that comes to mind about the science of the carbonated beverage and the dancing raisens.
Paragraph 3
o Describe the limitations of your experiment.
o Small sample size?
o Too few Trials?
o Limited resources?
o Unable to generalize results?
o Mistakes?
o How well does your method of measurement represent your variable?
o What new questions does the experiment bring up?
|
Definitions for test on Tuesday:
- Control Group - the group recives nothing new - for instancethe control group will be given a placebo (sugar pill) instead of the medicine it thinks it is getting.
- Independent Variable - the part that you, the experimenter, changes
- Dependent Variable - is what changes when the Independent Variable changes - for instance the amount of movement of the raisens was the Dependent Variable.
- Data Table - be sure to note the amount of change - not just the size of the numbers.
|
|
|
|
9/22
|
Glue in the data tables which I have provided. thenyou will reate two graphs using the given data and the GOOD GRAPH Guidlines that you have glued into the back of your notebook. The first should be a line graph of Wilsonville Temperatures |
|
|
9/24
|
and the second a bar graph of Bend's temperatures. |
|
|
10/1
|
Create a data table for bubble lab. Use the purple sheet to make sure your graph contains all that is needed. |
|
|
10/1
|
Write your conclusion for your bubble lab using the instructions which are glued into your notebook. |
|
|
10/2
|
Draw and label an animal cell using the samples on page 23. Use color and annotation. |
|
|
10/2
|
Draw and label a plant cell using the samples on page 23. Use color and annotation. |
|
|
10/5
|
Define the plant and animal cell vocabulary using the online resource CellsAlive.com |
|
|
10/8
|
Using the data that you have collected from your personal expeirment/ create your data table. Remember to refer to the Data Table Guidlines in your notebook. |
|
|
10/8
|
Use this page to create your conclusion. |
|
|
10/8
|
The "e" Lab - Make observations and draw what you see in the low power lens of the microscope |
|
|
10/8
|
The "e" Lab - Make observations and draw what you see in the medium or high power lens of the microscope |
|
|
10/12
|
Glue in the sheet that outlines what defines living and non living |
|
|
10/12
|
An Ecosystem - ready pages 2-8 in your textbook taking notes and filling out this worksheet. |
|
|
10/13
|
The Organization of Life - cut apart the worksheet and glue into your notebook. Then describe the system and draw an accurate picture of it. This UC Davis web site would be an ideal way to view and describe the various systems. It would also be fun to see just how small a cell is by going back to visite the Cells Alive web site. |
|
|
10/13
|
The Organization of Life - cut apart the worksheet and glue into your notebook. Then describe the system and draw an accurate picture of it. This UC Davis web site would be an ideal way to view and describe the various systems. It would also be fun to see just how small a cell is by going back to visite the Cells Alive web site. |
|
|
10/20
|
Worksheet - Animal Cells - Check out this college web site for hyperlinked cell parts. |
|
|
10/20
|
Worksheet - Plant Cells - Check out this college web site for hyperlinked cell parts. |
|
|
10/20
|
Organization of Life Crossword Puzzle |
|
|
10/22
|
Create a cell analogy using the attached worksheet - Due on Tuesday October 27th. |
|
|
10/27
|
With a partner, play the cell jeopardy game to study for the cell test which you will take on Thursday during block day. |
|
|
10/29
|
Hand in Cell Analogy with attached rubric.
Science: Read pages 34-41 in textbook (about diffusion, energy, cell division), write down questions that occur to you. Then answer these three questions
Holt Online Textbook:
Our username: inzawood
Our password: wolverine
- What are diffusion and osmosis?
- What is photosynthesis?
- What are cellular respiration and fermentation?).
|
|
|
10/30
|
Review diffusion and osmosis, act out diffusion, see videos about diffusion (video 1, video 2, video 3), active transport, passive transport, endocytosis and exocytosis, and cell division with mitosis (video 1, video 2, video 3, video 4). |
|
|
12/3
|
Using the worksheet provided, glue in the actual images of the sequence of mitosis as well as the sketches. Label, color, and explain (in your own words) each of the stages of the process. Check out the following YouTube videos when you are finished.
|
|
|
12/3
|
|
|
12/3
|
Fill out and glue into this page (folded) your completed genetic survey. Go to the World Survey page and poke around. |
|
|
12/3
|
Glue in the type written phases of Mitosis from your sheet. |
|
|
12/3
|
Glue in the Human Genetics Survey! |
|
|
12/4
|
Create an Excel Graph of the Human Genetics survey that we did in class. |
|
|
12/4
|
As you check out these two web sites, Using these Cell Processes Matching Game, the Cells Alive Animation, define words that you are unfamiliar with. You also should play Genetics Jeopardy with a partner. |
|
|
12/14
|
Using the attached Pedigree Symbols, create a pedigree for yourself using only one trait. If you found out the information from your family, add that. If not create the pedigree anyway and then interview the family to add the Rr (recessive and dominant alleles) to each of the family members. Based on this information, you could create entries for your grandparents also. Adopted students may create a chart identifying the family's traits and simply making sure that you show yourself as adopted in the correct manner. Use a white sheet of paper and turn it landscape with a title and your name at the top. |
|
|
12/16
|
Take notes on Bill Nye as he explains genetics to us. |
|
|
12/17
|
Please complete the following in your notebook.
Claim: If one or both parents show the recessive phenotype for a specific trait, none of their offspring will be homozygous dominant for that trait.
Does your bug data support or not support this claim? Explain your answer using your bug data. Include a punnett square and correct genetic vocabulary (heterozygous, homozygous dominant/recessive, allele, trait, genotype and phenotype).
|
|
|
1/7
|
Taster Family Tree |
|
|
1/7
|
After assigning genotypes to the people in the Family Tree, create a conclusion and justification for that conclusion |
|
|
1/17
|
Bar Graph for Monstrous Mutations - Lab completed on Monday |
|
|
1/21
|
Using the attached .PDF, read and write about your understanding of adaptation, natural selection, and Darwin's Theory of Evolution. |
|
|
1/21
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
