Wednesday 1/30/13

EQ: Why must cells divide?

VOCAB:

HOMEWORK:
-Finish the two questions on the back of your graphic organizer called "Why cells divide"

CLASS RECAP:  Today students started class by reviewing the class activity from yesterday titled "the size is right!".  Students discussed why smaller cells have a more efficient surface area to volume ratio.

Students then set up the first part of a demo involving potato cubes.  The class put three different sizes of potato cubes into iodine solution to observe how quickly diffusion would occur in different sized cells. 
We investigated a :
-  2cm x 2cm cube
-  1cm x 1cm cube
-  1/2cm x1/2cm cube

We observed that the smaller cube showed the greatest % volume affected by diffusion.

Students then participated in the Showcase showdown from yesterday.  Contestants had to estimate the mass and volume of three different sized "cells".  Winners of the showcase showdown won a fabulous vacation!

Towards the end of class students filled out a graphic organizer with reasons that cells divide.

- growth
- development
- healing injuries
- uncontrolled growth (cancer)
- to maintain a small cell size
- to replace dead or dying cells
- to maintain homeostasis 

Students were to complete the last two questions on the back of their graphic organizer for homework tonight.  It will be graded and handed in tomorrow.  

EXTRA EXTRA!

Come in tomorrow with the answer to this question written on a piece of notebook paper to receive extra credit on your next quiz!!

"What is the name of the closest star to our solar system?"  (not counting our sun)

Offer expires at 3:00pm on Wednesday January 30th.

Tuesday 1/29/13

EQ: "Why are cells so small?"  AND  "Why is the surface area to volume ratio so important for cells?"

VOCAB:

HOMEWORK:
- Finish questions 1-10 from today's class activity called "The size is right".  Be prepared to discuss your answers with the class tomorrow. 

CLASS RECAP:  Today students did an activity called "the size is right".  Students experimented on the measurements of four balloons and used them as a metaphor of four different sized cells.  Students calculated surface area, mass, volume and ratios for these cells.  Be ready tomorrow for the SHOWCASE SHOWDOWN!!!

Monday 1/28/13

EQ:

VOCAB:

 HOMEWORK: none :)

 CLASS RECAP:  Today students met in the computer lab to take the CDT online benchmark test.  Students will finish the second half of the test next week.

Friday 1/25/13

EQ: "Why are cells so small?"

VOCAB:

HOMEWORK: none

CLASS RECAP:  Today students cleared out their binders from the first two marking periods.  Then we reviewed the multiple choice section of the mid-term.

We then discussed the next unit we will be learning about.  Cell growth and Division.  Students were challeged with two questions:

1) Why must cells divide?

2) Why are cells so small?


As students thought about answers to these questions, they watched the following clip of how a human develops from a one celled organism to an infant in the womb.
 Students took notes in their Daily Science journals that:

1) Why must cells divide?
     - so the organism can increase in size
     - so the organism can develop
     - so we can be multicellular
     - so the organism can have different types of cells (ie, brain, skin, liver)
     - so we can replace dead cells  (ie, blood, skin)
     - so we can heal cuts/wounds
   
2) Why are cells so small?
     - so organisms can have many types of different systems containing different types of cells
     - we wouldn't be as specialized/complex if we had large cells
     - efficient surface area to volume ratio.  

Then students observed a demo involving water balloons that represented cells.  

Thursday 1/24/12

EQ:

VOCAB:

HOMEWORK:    :)  NONE!

CLASS RECAP:  Today students took the second part of their midterm exam.  This section was composed of 5 essay questions.

Wednesday 1/23/13

EQ:

VOCAB:

HOMEWORK:
 - Study for part two (short answer for midterm) tomorrow 1/24

CLASS RECAP:
Today students took the multiple choice section of their midterm.

We watched the following video to get pumped up to take the final :)

Tuesday 1/22/13

EQ:

VOCAB:

 HOMEWORK:
- Study for the Bio midterm- Part one multiple choice (1/23) Part two short answer/essay (1/24) 

 CLASS RECAP:
Today we reviewed the bioenergetics quiz.  Then students had an opportunity to ask me questions about the mid term.  We ended class with a white board review game to prepare students for the mid term. 

1/21/13

Happy Martin Luther King Day!

Thursday 1/17/13

EQ: none-  Quiz day

VOCAB:

HOMEWORK:
- Vocab Terms for Bioenergetics Unit due Friday (1/18)

CLASS RECAP:
 Today students took their Bioenergetics Quiz.  We also reviewed the progress of the yeast fermentation experiments that we started yesterday.  

Wednesday 11/16/13

EQ: "What do organisms do for energy if there is no oxygen present?"

VOCAB: (13) aerobic reaction (14) anaerobic reaction (15) fermentation

HOMEWORK:'
- Study and define Vocab Terms (1-15)
- Bioenergetics Quiz TOMORROW!
- Mid Term next week on January 23rd and 24th

CLASS RECAP:  Today students started class by completing a cell respiration puzzle to review the parts of cell respiration.  Then students took notes on Fermentation (the process that organisms use when there is NO oxygen present.)  Students set up an experiment involving yeast, sugar and warm water to discover what occurs during alcoholic fermentation.

Students learned about the process of lactic acid fermentation.

Tuesday 1/15/13

EQ: "How do organisms obtain energy to sustain life?"

VOCAB:

HOMEWORK:
 - Define Vocab Terms (1-13)
- Read 9.1 tonight and complete the worksheet (read about whales in the beginning of the chapter mystery)
- Bioenergetics Quiz on Thursday
- Biology midterm on Jan 23rd (MC section)  Jan 25th (Short Answer and Essay section)
      
CLASS RECAP:
Today students started off by watching a clip about how sea mammals are able to survive under water for such long periods without breathing.  Students were curious how they are undergoing the same biochemical pathways as we are, yet they are able to sustain such long periods of time with out oxygen.   Check out the link to the video below.

Whale Video "Take a deep breath"

Students then saw what happened when a student breathed into a beaker of BTB (Bromothoyl Blue) indicator solution.  

Students then took a few notes on Cell Respiration as Miss Styer demonstrated what happened to a molecule of glucose during aerobic cell respiration.

Tomorrow students will learn a different pathway of cell respiration that is done anaerobically. 

Monday 1/14/13

EQ: "How do organisms obtain energy to sustain life?"

VOCAB:

HOMEWORK:
- Study and define Vocab Terms (1-12)
- Complete worksheet titled "Chloroplasts" front only
- Read 9.1
- Bioenergetics Quiz on Thursday 11/17
- Midterm exam on 1/23

CLASS RECAP:  Today students started class by doing a vocabulary review of the 12 terms we currently have on the word wall.  Students made two categories out of the terms and defended them to another classmate. 

Students then took a quick quiz on the Cell respiration/photosynthesis equation

Students then completed a puzzle on photosynthesis.

Tomorrow we will begin studying Cell Respiration

Friday 1/11/13

EQ: "How does light affect the CO2 production of a plant?"

VOCAB: (12) light dependent reaction (13) light independent reaction

HOMEWORK:
- Define Vocab Terms (1-13)
- Memorize the chemical equation for photosynthesis and cell respiration

CLASS RECAP:
 Today we spent the first half of class reviewing the lab that we completed yesterday.  Students received and reviewed the graphs that they printed out from the lab yesterday.

Students then took the last of the notes on photosynthesis.  We discussed how there are two steps to photosynthesis.
1) light dependent reactions which occur in the thylakoids of the chloroplasts
2) light independent reactions which occur in the stroma of the chloroplasts

:

Thursday 1/10/13

EQ: "How does light affect the CO2 production in plants?"

VOCAB:

HOMEWORK:
 - Define Vocab Terms (1-11)
- All make up work for MP2 due to me by FRIDAY 

 CLASS RECAP: Today students completed the lab called "Photosynthesis Foiled".  Students investigated the CO2 production of spinach in the presence or absence of light.  Students observed that when plants are removed from light, photosynthesis stops and cell respiration continues.  Students also observed and practiced how to use CO2 probes. 

Wednesday 1/9/13

EQ: "What are the two parts of photosynthesis?"

VOCAB:

HOMEWORK:
- Define and Study Vocab Terms (1-11)
- Read and highlight the "Foiled" lab we will be doing tomorrow.  Complete the steps in Procedure part A
- ALL LATE MP2 WORK IS DUE BY THIS FRIDAY!

CLASS RECAP:
Today students started class by drawing and labeling an ADP molecule and getting it checked in their notes.  Then students drew a concept map of the flow of energy during photosynthesis and cell respiration in their daily science journal.  (please see your lab group if you were absent to copy this diagram)

Students then took time to review the expectations for tomorrow's lab called "Foiled"

At the end of class, students took notes on the two different processes involved with photosynthesis. 

Tuesday 1/8/13

EQ: How are photosynthesis and cell respiration related?

VOCAB: (10) photosynthesis  (11) cell respiration

HOMEWORK:
- Define and Study Vocab Terms (1-11)
- Complete worksheet "Energy and Metabolism" by tomorrow

CLASS RECAP:  Today students started class with a POP vocab quiz on the first nine vocabulary terms

Then students completed a TEAM activity that compared photosynthesis and cell respiration.  Most students finished the TEAM activity, but if they didn't they had to complete up to question # 16 for homework.

Thursday 1/3/13

EQ: " How do organisms use ATP for energy?"

VOCAB: 

HOMEWORK:
- Define Vocab Terms (1- 4)
- Read section 8.1 in online text
- Complete section 8.1 in homework packet

 CLASS RECAP:  Today students started the class by learning how to set up the new vocabulary cards.  Then students continued their discussion on autotrophs, heterotrophs and how energy flows through those organisms.

Students then participated in a challenge to stack cups as high as they could.  This was a metaphore for Metabolism.   When we build molecules it requires energy- in the same way that it requires energy for us to build a cup tower.  However, once a molecule is build (similar to a swaying tower of stacked cups) it contains a type of potential energy called chemical energy.  That energy can only be released when we break a bond.  We learned that when you break bonds it it is called Catabolism and when you build bonds, it is called Anabolism.  The summary of all the catabolic and anabolic processes in your boday is called your metabolism.

See pictures below.

Wednesday 1/2/13

EQ: "What is energy and how is it transferred in living things?"

VOCAB: (1) chemical energy (2) electromagnetic energy (3) autotrophs (4) heterotrophs

HOMEWORK:
- Define Vocab Terms (1-4)
- Get New Years resolution signed by a parent or gardian
- (Period 2) Finish anticipation guide on page 3 of orange Bioenergetics Unit packet

 CLASS RECAP:

WELCOME BACK!!!

Students started class today with an opportunity to create new years resolutions for biology class.  Then students jumped right back into the lively learning process in a discussion of energy.  Students started a Do First assignment that forced them to think about different types of energy and how it is able to transfer.  Students listed all the types of energy they could think of and then Miss Styer showed them three examples of how energy can be transferred across a classroom.
   Example 1- Tossing a crumbled piece of paper across a room - chemical energy to kenetic energy
   Example 2- Hair dryer- electric energy to heat and kenetic energy
   Example 3- UV light- electric energy to electromagnetic energy

Students then reviewed the orange Bioenergetics unit packet that contains the unit EQ, big ideas, vocab and study points for this unit. 

After reviewing the packet, students decided on the two main sources of energy used for living things to function- chemical and electromagnetic.  Students learned that the term used for organisms that rely only upon chemical energy for life functions are called heterotrophs.  Organisms that rely only upon electromagnetic energy for life functions are called autotrophs.

Tomorrow students will learn more about how chemical energy is stored in living organisms in the form of ATP.


YEEEHAWWWW!