z1st+Quarter+2011

DON'T CLICK THIS LINK!.......................ALL "FIXED" AND LATE WORK WILL ONLY BE DOCKED 10%. How to learn Root_Words......................FIXED AND LATE WORK CAN EARN UP TO 90% CREDIT. Cornell Notes Grading Rubric .................(Late work must be turned in before I enter semester grades.) 1st Semester SNB Table  of Contents

Second Quarter Assignments (Click Here)

If you missed points any these assignments, you can make them up and improve your scores until November 30th. Make up your missed points and earn an "A" for your classwork points. If you didn't earn an "A" for classwork, it is because you chose not to improve your scores.

10/21
 * __#31 Chapter 1 Test__**

10/20
 * __#30 Metric Test__**

Study Guide for Chapter 1 test: (The following information is already in your notes. Use the following as a study guide. Use your notebook to study.) 1st Chapter Review (#2, 7, 8, 16, 18, 19 22, 23, 24) To get a hint of what is on the test. P. 31 Test Prep: (#2, 3, 4, 6)

Know the following for the cricket experiment: Hypotheesis: Manipulated Variable: Responding Variable: Conclusion: Be able to read the data-table: Be able to determine the temperature at which the crickets chirped the least and at what temperature they chirped the most. Be able to think up a control for the cricket experiment.

How are all organisms similar? (p. 15) What is an organism? What is biology?

Strucute and function: How is the structure of a duck's webbed feet related to their function? How is the structure of an owl's feet with talons related to their function?

 10/19 Metric Practice Quiz & __**Measuring Practice**__ Use SNB page 40/ Both were presented on the screen Make up: Fill in the table. Measured || Metric Base Unit || Base Unit's Symbol || 7. How far it is between two places is called .... 8. The space occupied by an object is called... 9. The amount of matter in an object is called... 10. The tool that measures distance or length is called a... 12. The tool that measures volume is called a... 13. The tool that measures mass is called a...
 * Tools || Quantity
 * Ruler || 1. || Meter || 2. ||
 * Graduated Cylinder || Volume || 3. || 4. ||
 * Triple Beam Balance || 5. || 6. || g ||

Measuring practice was similar to this: http://sciactivitiespage.wikispaces.com/Measuring+Practice

 10/18 __**Sci. Method Rvw**__ Use SNB page 39. (Not Cornell style) Read the last four experiment scenarios at this link: Experiment Scenarios

 10/17 Use SNB pages 37 & 38 take notes Cornell Style starting with #1. (Only write the numbered and lettered items. Don't write the blue.) Include a summary with three to nine items that you think will be the hardest to remember.
 * __ Ch. 1 Sec. 2 Review __**

Krusty was told that a new itching powder was the best thing on the market, it even claims to cause a 50% longer lasting itch. Interested in this product, he buys the itching powder and compares it to his usual product. One test subject (A) is sprinkled with the original itching powder, and another test subject (B) was sprinkled with the new itching powder. Subject A reported having itches for 30 minutes. Subject B reported to have itches for 45 minutes. 0. Identify the following: a. Control Group- b. Manipulated Variable- c. Responding Variable- d. Conclusion: Explain whether the data supports the advertisements claims about its product. 1. Biology means the study of life. (Bios means “life.” logos means “reason” or “the study of.”)

2. Any living thing can be called an organism.

3. Often progress in one branch of science contributes to progress in another field because areas of scientific study overlap.

(First Big Idea-Diverse but Similar) 4. Organisms are different but share many characteristics. A. All organisms are made of tiny units called cells. B. All organisms are made from the very similar chemicals. (proteins, carbohydrates, lipids, nucleic acids) C. All organisms pass information to their offspring with DNA D. All organism require energy. E. All organisms develop and reproduce. (Next Big Idea) 5. Evolution is the idea that a group of organism change over time.

(Next Big Idea) 6. The structure and function of organisms are complementary. 7. A structure is the shape and material of which something is made.

8. A function is what something does or how it works.

9. The idea that structures are complementary to functions means how something is made relates to how it works. Anti-example: The structure of a fork is not complementary to the function of eating soup. Structure and function are complementary. This means that how something is made relates to what it does. 10. The function of arteries and veins is to transport blood with their tube like structure. Structure and function: Complementary means that how something is made relates to what it does. 11. The function of the lungs is to hold air with their bag like structure. (Next Big Idea) 12. Organisms operate on the same physical principles as the rest of the natural world. Example: The structure and function of eyes and cameras are similar.

Structure and function are complementary. Look at the bird's structure. Which food items do you think it feeds on? Why?

Organisms operate on the same physical principles as the rest of the natural world. Notice that how light interacts with a camera and the eye is very similar.

Structure and function are complementary. This means that how something is made relates to what it does. The function of arteries and veins is to transport blood with their tube like structure.

Structure and function: Complementary means that how something is made relates to what it does. The function of the lungs is to hold air with their bag like structure.




 * Eat your vegetables!**

10/14 Collaboration on Assignments on pages 23 to 36 in the SNB. Students "polished" the assignments for grading. http://lifescitpjhs.wikispaces.com/1st_SNB+Table_Contents_11

 10/13 __**Measuring Demonstration**__ (SNB page 36) Students wrote instructions on how to use a triple beam balance. Instructions must include: 1. Zero the weights 2. Place the object on the pan. 3. Move the biggest weight one place back from where it moves the beam down. 4. Move the middle sized weight one place back from where it moves the beam down 5. Add the whole numbers at the weights. 6. Read the tenths and write it after the decimal 7. Estimate the hundredths.

Students wrote instructions to find the displaced volume. 1. Read the water level and record it. 2. Carefully lower the object into the water. 3. Read the water level and record it. 4. Subtract to find the amount of water displaced by the object. 5. The volume of the object equals the volume of water displaced.

Objects that exist have mass and volume. We measure the mass and volume of a railroad spike. We measure the mass and volume of a golf ball.

Density = mass/volume One ml of water has a mass of one gram so water's density equals 1 g/ml The density of the spike was 8.18 g/ml The density of the golf ball was 1.12 g/ml

Both the spike and golf balls have densities greater than 1g/ml so they will sink in water.

 10/12 Format SNB page 35 Cornell style. Define the seven yellow on textbook pages 13 to 17. Answer questions 2a and 2b on page 17. Use the words structure, function, and complementary in your summary. Don't simply list the words. You could even rewrite the paragraph in which they appear in your own words. (There are 9 items so use about two lines per item to fit them on a page.)
 * __# 28 Study of Life__**

When finished make sure you read section 2. Just knowing the yellow words isn't enough.

[|Cricket Experiment Review]

When finished read section 3 about the cricket experiment. For the chapter 1 test: Know the hypothesis Know the control (control group) Know the controlled variables Know the manipulated variable Know the responding variable Be able to know what the data table shows when looking at it Was the hypothesis supported or not supported and know why. (Know the details of the conclusion.)

 10/11 The dip in the surface of a liquid in a narrow container is called the meniscus. Liquid curves upwards where it sticks to the side of a container. Measurement readings are done below this curve when reading a graduated cylinders.
 * //#27 SI Concept Review//**

Objects or substances that exist have volume and mass.

**#27 SI Concept Review** Part 1: Use SNB page 34. Cornell style. Copy and answer the following in the right column. Read textbook pages 672 & 673. 1. What is the SI **__base unit__** of measure for; a. length. b. mass. c. volume. 2. Volume is... (define) 3. Mass is... (define) 4. Length is measured with a... 5. Mass is measured with a...  6. Volume is measured with a...  7. The dip that forms on the surface of a liquid in a narrow container is called the...  8. The metric system is called the...  9. If a substance or object exists, it will have...  10. To ...... a SI unit, multiply or divide by 10 one or more times. 11. To multiply or divide by 10, simply move the...

Part 2


 * //M E T R I C C O N V E R S I O N S //**

1. 6.000257 kg = _ cg

2. 4777.999 dm = _ hm

3. 724.986 l = _ dl

4. 9226.9 dg = _ g

5. 600.1177 cm² = _ mm²

6. 5 dag = _ dg

7. 541 cl = _ dal

8. 32.4449993 km = _ mm

9. 272.751064 kl = _ l

10. 549.25 dg = _ kg

11. 6.957 hm = _ m

12. 2.5 cm3 = _l

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">>,<, or = (Write the appropriate symbol of comparison below.)

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">14. 23.72 m ….. 2372.0 mm

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">15. 423.7 kg ….. 42370000 mg

10/6 & 10/7 Collect information from the video on SNB page 33.. Draw a line across the page after the sixth line. Label this section Goodall and record information about Goodall here. Draw a line after the ninth line. Label this section hypothesis and record Goodall's hypothesis here. Draw a line after the twenty-first line. Label this section observations/data and record Goodall's observations here. On the remaining four lines, look over the data and tell if the hypothesis is supported or not. Explain why.
 * __#26 Goodalls Science__**

10/4 & 10/5 Use SNB pages 30, 31, & 32. (Not Cornell Style) Read the Experiment Descriptions and analyze them in terms of the scientific method and experimental design. Copy and complete numbered items 1 through 8.
 * __#25 SpongeBob Experiments__**
 * 1) 25 SpongeBob Experiments

10/3 __**# 21 Applying Scientific Method**__ (Cat Experiment) Use SNB page 24 to write 11 complete sentences to answer the 11 questions below. You can use the provided sentence prompts if you wish.

Title: Applying the Scientific Method A pet owner had his four cats boarded while he travels. The cats seemed healthy when they arrived, but a technician notices that two of the cats start scratching and chewing at their skin. After three days, these same two cats have bare patches of skin with red sores. The technician knows that cat's sometimes change their behavior when moved to a new place, so she watches all four cats for two days. Other than the scratching and chewing by the cats with sores, the behavior of all four cats seems the same. The technician called the owner and found out that he fed the cats the same food as she did.

While observing the cats, the technician also noticed that the cats scratched most after using the litter box. She called the owner and asked what brand of litter he put in the cat's litter box. The owner used a different brand than she did, so she compared the ingredients of the two kinds of litter. The difference was that the owners litter was deodorant free, while the brand she used had a deodorant. Based on this information the technician formed a hypothesis.

The technician got the cats owner’s permission to test her hypothesis. One cat was used as a control and the other cat experienced the manipulated variable. The technician observes the cats for one week. During this time she collects data. The data show that the control cat scratches and chews more often than the experimental cat does. The sores on the skin of the experimental cat begin to heal, but those on the control cat do not. The technician then switched the litter of the control and experimental cat to test her findings.

State the problem A pet owner had his four cats boarded while he travels. The cats seemed healthy when they arrived, but a technician notices that two of the cats start scratching and chewing at their skin. After three days, these same two cats have bare patches of skin with red sores. 1. What is the problem? The problem is…

Gathering Information: The technician knows that cat's sometimes change their behavior when moved to a new place, so she watches all four cats for two days. Other than the scratching and chewing by the cats with sores, the behavior of all four cats seems the same. The technician called the owner and found out that he fed the cats the same food as she did.

While observing the cats, the technician also noticed that the cats scratched most after using the litter box. She called the owner and asked what brand of litter he put in the cat's litter box. The owner used a different brand than she did, so she compared the ingredients of the two kinds of litter. The difference was that the owners litter was deodorant free, while the brand she used had a deodorant. 2. What three pieces of information were gathered? Information was gather on ……, ……, and …….

Form a hypothesis: Based on the information gathered, the next thing the technician does is form a hypothesis? A hypothesis is an explanation that can be tested. 3. What hypothesis should the technician form? Hypothesis: The ……in the litter is causing….

Test the Hypothesis with an Experiment:: The technician gets the cats owners permission to test her hypothesis. 4. How would you test the hypothesis? Experiment: One cat would be left using litter containing deodorant, while the other cat would be given….

A control is the standard to which the outcome of a test is compared. 5. What “control” could you include in this testing of the hypothesis? A control for this experiment would be the cat with….

A manipulated variable is something in an experiment that is changed. (An experiment should have only one) 6. What is the manipulated variable in this test? The manipulated variable is….

A responding variable is something in an experiment that changes because of the manipulated variable. 7. What is the responding variable in this test? The responding variable is…

Analyzing the Data: The technician observes the cats for one week. During this time she collects data. 8. What data should be collected in this test? Data: The data that should be collected is….

Drawing Conclusion: The data show that the control cat scratches and chews more often than the experimental cat does. The sores on the skin of the experimental cat begin to heal, but those on the control cat do not. 9. What conclusion can be drawn from this data? Conclusion: The deodorant appears to be…

10. How could the technician be double sure of her conclusion? The litter of the two cats could be…

11. Would this be ethical? Why or why not.

Applying the Scientific Method Story: 1. What is the problem? The problem is… 2. What three pieces of information were gathered? Information was gather on ……, ……, and ……. 3. What hypothesis should the technician form? Hypothesis: The ……in the litter is causing…. 4. How would you test the hypothesis? Experiment: One cat would be left using litter containing deodorant, while the other cat would be given…. 5. What “control” could you include in this testing of the hypothesis? A control for this experiment would be the cat with…. 6. What is the manipulated variable in this test? The manipulated variable is…. 7. What is the responding variable in this test? The responding variable is… 8. What data should be collected in this test? Data: The data that should be collected is…. 9. What conclusion can be drawn from this data? Conclusion: The deodorant appears to be… 10. How could the technician be double sure of her conclusion? The litter of the two cats could be… 11. Would this be ethical? Why or why not.

 9/30 __**#24 Cricket Experiment**__ Cricket Experiment (Scientific Method Summary) Copy the following items on SNB page 28 in a single column as a summary for Thursday’s notes. (The elements of the scientific method were related to what was done in the cricket experiment describe in the textbook.)

1. The relationship between air temperature and cricket chirping can be studied using the scientific method. 2. Question: Does the air temperature affect the chirping of crickets? Inferring: “Perhaps crickets chirp more when the temperature is higher." 3. Hypothesis: Crickets chirp more often at higher air temperatures.  Prediction: “If the temperature increases, then crickets will chirp more often.  4. Experiment: All variables are kept the same except one. Kinds and age of crickets/Type of container and thermometer  5. Manipulated variable: Air temperature around the crickets being tested. (Independent variable.)  6. Responding variable: Number of chirps per minutes. (Dependent Variable)  7. Control: A group of crickets that are kept at constant temperature. (Manipulated variable is not changed.)  8. Data Collected and Interpreted: Cricket chirping was recorded in a data table and graphed.  9. Drawing Conclusions: Determine if the data supports the hypothesis or not. The graph goes up as temperature increases so the hypothesis is supported.  10. Communicating: Informational blog about cricket chirping as temperature increases could be written and shared on the internet.

9/29 __**23 Scientific Method Terms**__ We read textbook pages 18 to 22 and defined the listed terms. Don’t do a summary. A summary activity relating the cricket experiment to these terms will be done next class period. Write Cornell style notes on SNB page 27 only. (Three lines per item if you have 25 lines on a page) Title: Scientific Method Terms 1. Hypothesis- 2. Controlled experiment- a. Control- b. manipulated variable- c. responding variable- 3. Collecting Data- 4. Drawing Conclusions- 5. Communicating-

9/28 (Jane Goodall’s example of science in action was read by the class from textbook pages 6 to 12. Cornell notes were written on the following items on science pages 25 and 26.)
 * __# 22 Thinking Science__**

1. Science – Tell what science is? 2. Observing – Tell what observing means. Give an example of observations that Goodall made. 3. Tell what a quantitative observation is. 4. Tell what a qualitative observation is. 5. Tell what inferring is. What inferences did Goodall make? 6. Tell what a prediction is. Tell what Goodall could predict? 7. Explain the process of classifying. Tell what Goodall classified. 8. What does model making involve? What model did Goodall make? 9. What is a scale model? Answer the four question for the pie chart on textbook page 9. 1. 2. 3. 4.

9/27 (Metric 3 & 4) (Use SNB page 23. Must be on the correct page. Must have the title. Must be numbered as shown. Not Cornell style.) (Copy the following instructions.)
 * __# 20 Converting Prefixes__**

<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">How to use a metric ladder: 1. Write the prefixes in order to make a ladder. 2. Find the starting prefix on the ladder. 3. Find the finishing prefix on the ladder. 4. Count the steps to the finishing prefix. 5. Move the decimal same direction and the same number of steps you counted.
 * Remember a single letter is a base unit and you can ignore the last letter of non-base units.

(Copy the metric ladder) Metric ladder: k – h – da – unit – d – c – m

(Step by step conversion was demonstrated 16 in the following presentation.) (Copy or print and complete the following)

 9/26 Metric Mania 3 (20 minutes) Make up work (30 minutes) Attach this sheet to SNB page 22. Tape it over Metric Mania 2 so it will flip up.


 * 1) 19 Extra Credit


 * 1) 18 Participation

9/23 Metric Conversion practice/improvement / Collaboration on improving Science Notebooks assignments Students were directed to do or improve the Conversion Explanation assignment. (#16)

9/22
 * __# 17 Metric Mania 2 Plus__** (Use SNB Page 22. Write the steps and attach the worksheet after completing it.)

Four steps to using the Metric Ladder .................................................................. .................................................................. 1. Find the spot (unit) on the ladder that has the same prefix as the measurement you are starting with 2. Locate the spot on the ladder that you want to convert your number to 3. Count the number of steps you must move on the ladder to make your conversion 4. Move the decimal in your original number this same number of steps and in the same direction Converting written in other words: How to convert between metric units: 1. Write the prefixes in order with the largest on the left and smallest on the right to make your ladder. 2. Find the step on the ladder that matches prefix of the initial measurement. 3. Find the step on the ladder that matches the prefix that you will be converting to. 4. Count the step to the prefix you will be converting to. 5. Move the decimal the same direction and the same number of steps you counted.
 * kilo | hecto | deka | unit | deca | centi | Milli |

9/21 Activity: Prefix Island and the Conversion Canoe. Students wrote the metric prefixes on pictures of island and used them to convert metric measurements between different prefixes. The process was demonstrated and was similar to the process of using the Metric Ladder below. Students used the island model of the Metric Ladder to complete the following worksheet.

Materials: Pictures of seven islands and a long canoe, Pictures of six zeros, a one, and a big decimal. Metric Mania 1 worksheet. 1. Make an island chain so that the prefixes are in order with the largest on the left and smallest on the right. 2. Place the canoe at the island that has the prefix that matches the initial measurement. (Initial is similar to beginning) 3. Find the island that has the prefix that matches the prefix that you will be converting to. 4. Move the canoe to the island with prefix you will be converting to and count the island as the canoe reaches each one. 5. Move the decimal in the same direction as the canoe moved and the same number of places as the islands reached.

 __**# 16 Conversion Explanation**__ (Do this on page 21 of your science notebook) Tell how to convert between metric units. This should be in your own words. You can describe how you used manipulatives to convert between metric units. You could also make up a story to go with the island and canoe pictures, but remember to include how to convert. The information below should help.


 * The Metric Ladder **

Try these steps each and every time you want to use use the metric ladder.
 * Using the Metric Ladder **
 * 1) Find the spot (unit) on the ladder that has the same prefix as the measurement you are starting with
 * 2) Locate the spot on the ladder that you want to convert your number to
 * 3) Count the number of steps you must move on the ladder to make your conversion
 * 4) Move the decimal in your original number this same number of steps and in the same direction
 * An Example Using the Metric Ladder **

How many dg (decigrams) are there in 5276.4 mg (milligrams)? Additional help: http://www.purplemath.com/modules/metric.htm
 * 1) Put your pencil on the "milli" box
 * 2) Put your finger on the "deci" box
 * 3) Move the pencil until it meets your finger (two steps to the left)
 * 4) Move the decimal two steps to the left to get your answer = 52.764 dg (decigrams)

 __**#15 Metric Mania 1**__ Do and glue the worksheet on to page 21 of your science notebook.



9/20
 * __ # 13 Metric Reading__** **__(__** Use SNB pages 19 & 20. Copy notes Cornell style with questions and a summary.)

1. The metric system was devised by French scientist about 125 years ago.

2. The metric system solved two problems:

a. The use of many different measurement units.

b. The use of fractions when making measurements.

3. The metric system provides a common, decimal-based system of measurement.

4. Decimal based system are easier because they use multiples of 10.

5. Meters are used to measure the distance between two places.

6. Volume is measured in liters and is the space occupied by something.

7. Mass is the amount of matter in an object and is measured in grams.

8. Temperature is measured in degrees Celsius.

9. Metric system units have a prefix and a base unit.

10. Base units of the metric system: Length = meter / Volume = liter / Mass = gram

11. The three most used prefixes are the: kilo, centi, milli

12. Different size units are noted by different prefixes:

kilo- hecto- deka- base- deci- centi- milli-

13. Converting between units of the metric system is most easily done by “moving” the decimal.

14. When converting to units to the left on this list, the decimal is moved to the left.

15. When converting to units to the right on this list, the decimal is moved to the right.

16. The decimal is moved one place for each step in the list when converting.



__**#14 Metric System Summary**__ Content from notes numbers 9.10, 12, 13, 14, 15, & 16 must be included in your summary. The summary should start with a topic sentence and attempt to explain how to convert from one unit to another.

9/19 Notebook Organization and Assignment Completion ( Microscope "e" Lab) __*Homework__ - Do the first 7 root words and learn them for a test on Friday. Useful information: Page Number...Title...Assignment Number 9 & 10 ... Safety Notes ... #6 11 ... Safety Test ... #7 12, 13, & 14 ... Microscope Notes ... #8 15 ...Microscope Drawing ... #9 16, 17, & 18 ... Metric System Reading Notes ... #11
 * Fill out your table of contents.
 * Write the points you earned by each item.
 * Complete assignments numbers 6, 8, & 9 to get full credit.
 * Once we verify that you earned full credit on 6, 8, & 9, and that you turned in your lab contract, only then can you use a microscope.

9/16 (Once an adequate summary was produced, students did the Microscope "e" Lab) <span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">*These facts should correlate with Cornell questions you made. Write small numbers in your summary by the answers to your Cornell questions. The Cornell questions and summary are a study device. The questions can be studied. If the answer to a question isn't know, it can be found by its number in the summary. (How to think about a summary)
 * __# 12 Metric Reading Summary__**
 * Summaries are a short presentation of the notes written in your own words.
 * Summaries are structured like a paragraph or paragraphs
 * This summary must contain the 10 facts present in the notes
 * Facts must have two parts; a subject and something about the subject

9/15 __**# 11 Metric System Reading Notes**__ (Use SNB pages 16, 17, &18) (Content Part/Right Hand side) (-Write the tile -Number and write each note-item -Complete each note-item) Note-items: (From textbook pages 672 & 673) 1. The International System of Units (SI) is the standard system of measurement used by... 2. SI units are easy to use because... 3. Common SI Prefixes – Each unit is 10 times larger than the ... kilo- = ... hecto- = ... deka- = ... deci- = ... centi- = ... milli- = ... 4. The distance between two points is measured in... 5. The distance between two cities is measured in.. 6. Small lengths are measured in... 7. ...... is the amount of space something takes up. 8. Volume is measured in units called... 9. Smaller volumes are measured in... 10. Liquid volumes are measured with... 11. ...... is the amount of matter in an object. 12. Mass is measured in units called... 13. Larger masses are measured in... 14. A ...... is used to find the mass of an object. 15. The ...... is used to measure temperature. 16. Water freezes at .... and boils at ...... (Cornell Note Part) -Write a question for each note-item on the left hand side -Write a summary that presents the 16 facts found in the content. Summaries should have the answers to your 16 questions embedded in it. Summaries should explain the facts that would answer your questions. (One big summary can be written at the end) One possible way to do Cornell Notes:

9/14 In a group, use a rubric to get feed back on how well you took Cornell notes. (Safety Notes and Microscope notes) Determine if your microscope drawing includes both labels and functions.

Simple Starter Rubric 5 Points: Students have at least 12 note-items written down including all necessary information. Students have at least 10 questions about the note-items. Students have a summary with at least 4 sentences. 4 Points: Students have at least 12 note-items written down including all necessary information. Students have at least 10 questions about the note-items or they have a summary with at least 4 sentences. Either questions or the summary is inadequate 3 Points: Students have at least 12 note-items written down including all necessary information. Both questions and summaries are inadequate. 2 Points Students have at least 8 note-items written down including all necessary information. 1 Points Students have at least 6 note-items written down including all necessary information. 0 Points Students have less than 6 note-items written down including all necessary information.

9/13 __**#9 Microscope Drawing**__ On SNB page 15, draw and label a microscope. Write the function of each part. Use textbook page 688.

Look over the Lab Safety Regulations and sign your Lab Contract. Have your parent do likewise and turn in the contract.

Bell Work: __Microscope Summary Questions__ (Assignment #8 Continued) Answer these questions on page 12 of your SNB Answer in complete sentences and include the subject of each question. (Don't write the question.) 1. How do you carry a microscope? Example: Microscopes are carried... 2. How do you adjust the focus on low power? Example: To focus using low power,... 3. How do you adjust the focus on higher powers? 4. What two things are done before removing a slide from a microscope's stage? 5. What is the put-away procedure? 6. Compare and contrast how the fine and coarse focus knobs function on a microscope. (In other words, tell what the knobs do that is similar and tell the difference in what they do.)

 9/12 __**#8 Microscope Notes**__ (Use SNB pages 13 & 14/Two column format required) Proper Use of a Microscope 1. Microscopes are to be carried with both hands. 2. Carry microscopes by the arm and base. 3. Gently turn the revolving nose-piece so that the lowest power objective lens is "clicked" into position. (Smallest Objective) 4. Place the microscope slide on the stage and fasten it with the stage clips. Push down on the back of the clips with your thumbs and move the slide with your index fingers. 5. Look through the eyepiece and adjust the diaphragm for the greatest amount of light. 6. Use the coarse adjustment knob with the low power objective only! 7. Using the coarse adjustment knob: a. Look at the slide and lens from the side. b. Lower the objective lens down as far as it will go without touching the slide! c. Move the objective up away from the slide until focus is achieved. (Move the microscope slide around so that the image is in the center of the field of view and diaphragm for the clearest image) 8. Only a little focusing will be needed when switching to a higher power. 9. Use the fine adjustment knob to achieve focus for medium and high power. Do not use the coarse adjustment knob with medium and high powers! (If you cannot focus on your specimen at this higher power, Return to lower power, carefully use the coarse adjustment, and try this step again.) 10. The proper way to use a monocular microscope is to look through the eyepiece with one eye and keep the other eye open (this helps avoid eye strain). Proper Use of the Microscope 11. Glass parts of the lenses should not be touched. Use only special lens paper to clean the lenses. Proper Use of the Microscope 12. When finished, click the low power lens into position, raise the tube, remove the slide, and cover microscope. (Question were done instead of a summary for these notes)

Microscope Summary Questions in place of a 12 point summary Answer these questions on page 12 of your SNB. Answer in complete sentences and include the subject of each question. (Don't write the question.) 1. How do you carry a microscope? Example: Microscopes are carried... 2. How do you adjust the focus on low power? Example: To focus using low power,... 3. How do you adjust the focus on higher powers? 4. What two things are done before removing a slide from a microscope's stage? 5. What is the put-away procedure? 6. Compare and contrast how the fine and coarse focus knobs function on a microscope. (In other words, tell what the knobs do that is similar and tell the difference in what they do.)

9/9 Finish and make up day. 1. Make up for the safety test. 2. Going over correct answers on the safety test. 3. Finish table of contents if need be. 4. Finish gluing in Root Word pages if need be. 5. Finish the "About Me" page. 6. Build root word awareness. Find words in the back of a science textbook that contain root words on your lists. Look at the definitions and try to determine what the root word means.

9/8 Set up a table of contents on pages 2, 3,& 4 in your science notebook. Glued in Root Word sheets to science notebook pages 5, 6, 7, & 8.

9/7 Find Someone Who Knows Activity


 * __#7 Science Safety Test__** was done on page 11 of the Science Notebook.

9/6 Safety Test Tomorrow: To prepare, use you questions and summaries of your Cornell notes.

 (Complete the notes in Cornell Style / Use pages 9 & 10 in your science notebook.) 1. Directions should be followed to avoid accidents during lab activities. 2. If something is dangerous or breaks, tell the teacher immediately. 3. If you break glassware, immediately tell the teacher, and don't clean it up. 4. If you are hurt, (cut, burned and so on) tell the teacher at once. 5. Baggy clothing and dangling jewelry are not allowed in the lab. 6. Long hair must be retained and kept out of the way, when working with chemicals or burners 7. Only smell chemicals when instructed to do so by your teacher. 8. If acid gets on your skin, rinse it off with water. 9. Have container openings pointed away from everyone when heating substances 10. All animal specimens (dead or alive) must be treated with care and respect. 11. Wild animals should be left alone and not to be brought to school. 12. When passing sharp objects, aim the points away from the other person. (like scissors and scalpels) 13. If an unwanted fire happens, tell the teacher and calmly exit the room. 14. If an unwanted fire happens, don’t be a hero and stay to put it out. 15. Don’t bring animals to school and leave wild animals in the wild.
 * 6 Safety Notes**

9/1 & 9/2 Laboratory Safety Video Cornell Notes: __Nine Lab Expectations__ 1. Enter the room quietly and immediately sit in your seat. 2. Carefully listen to directions. Ask questions if you are unsure. 3. No horseplay. Stay in your seat unless directed differently. 4. Follow the directions in your lab handout. Ask the teacher before trying a “new idea.” 5. Never eat or drink in the lab. Surfaces and utensils may be unclean. 6. Clean up all spills immediately. 7. Wear eye protection when you heat anything or mix chemicals. 8. Use equipment carefully to leave it in the same condition as you found it. 9. Clean up your lab area before you leave.



8/31 Social Contract: Groups were assigned via a seating chart. Cup-Stacking, group-building, Activity - Students stacked cups without touching them using four pieces of string and rubber band. Students problem solved how to use the string and rubber band to move the cups while following the rules below. Rules: The cups are not to be touched with hands. All hands must stay 12 inches away from the cups. Each group member can only touch one string using only one hand. All group members must participate.

In groups, each student answered the four social contract questions. The group then decides or votes to pick one answer for each question. The chosen answer is circles and also written on the Social Contract poster.

Four Social contract Questions: 1. How do you want to be treated? 2. How do you want to be treated by your classmates? 3. How do you think the teacher wants to be treated? 4. How do you want to be treated when there is a problem or disagreement?



8/30 Bell Work Copy the definitions and answer the questions. 1. A “social contract” is a community agreement on how individuals should interact with each other, take care of each other, and the take care of the place. 2. A community is a group of people having common interests. 3. What are some examples of communities? 4. The "common good" is a collection of accepted behaviors that are shared and beneficial for all members of a given community. 5. What are some examples of things that are good for all the people in a classroom?

Introduction to Social Contracts: (The following material was presented.)
 * Taking responsibility to treating others how you want to be treated.
 * Taking responsibility to respect others like you want to be respected.
 * The contract is about the common good of its participants, not the wishes of the teacher.
 * The teacher is just a manager/steward/facilitator of the contract, not the police, boss, or judge of good and bad behavior.
 * When contract violations occur the teacher owes it to you to hold you accountable for what you have agreed to.
 * Community members don’t need to be sorry for violating the contract, they just need to learn from the mistake.
 * Social contracts are a democracy, so it is okay for any member of community to raise concerns for the common good.

Students discussed these questions in a group of their choosing. Four Social contract Questions: 1. How do you want to be treated? 2. How do you want to be treated by your classmates? 3. How do you think the teacher wants to be treated? 4. How do you want to be treated when there is a problem or disagreement?

8/29 Check student hypothesis and charts. Students must measure to millimeters. Add a column to the chart for both opponents thumb size.

Thumb Wrestling Paragraph Questions Collecting information:
 * 1) What question did the thumb wrestling activity try to answer?
 * 2) What was your hypothesis?
 * 3) How many times did the smaller thumb win?
 * 4) How many times did the larger thumb win?
 * 5) Did the smaller or larger thumb win more?
 * 6) Did the data support your hypothesis/prediction?
 * 7) What appear to be the answer to the question?

Paragraph Guide: Write a conclusion paragraph for this activity with at least five sentences.

Include the following: Tell what question was investigated. Present your hypothesis/prediction? Present data for both smaller and larger thumb matches. Tell what the data shows. (Analysis) Conclude if your hypothesis/prediction was supported or not. Tell the answer you found to the question.

8/27 Thumb Wrestling and Recording the data.

8/26 Checklist of Day 8/25: Chart is ready to use Hypothesis is written Your thumb measurements Two goals and an interest on name card Four definitions are written. (Variable – anything or factor that can change in an experiment.) If finished, help others finish.

8/25/11 Name Cards 1. Fold the card either hamburger or hotdog style. 2. Using large letters, write you first name on the card. 3. Write a goal for this year. 4. Write a goal you want to accomplish in the next 6 to 10 years. 5. Write what interest you most. 6. Add colors and pictures.

Thumb Wrestling Lab Bell Work: Define hypothesis, manipulated variable, and responding variable. Measure your thumb in centimeters or millimeters. Write a hypothesis as an “If/then” sentence. Draw the table. Present the controls for some variables. Ring the bell, have students wrestle and record the data.

8/24 Welcome to Introduction to Life Science. Science Letter Bell Procedure Rules Four Questions Grading Five Hand signals Social contract Vocabulary: affirmations, put-ups, and fouls.

Cornell Notes Rubric

Welcome letter to students and parents

Sandbox

Luke builds his course around demonstrations and reading to answer the workbook pages. He wants students to be able to read a textbook for specific information.

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