Winter Break!

Have a wonderful winter break everyone! Good luck to everyone who has tournaments and races. When we get back from break we'll start with the cell cycle and mitosis/meiosis. How do cells reproduce? What happens if cells reproduce uncontrollably? Why are there two different types of reproduction?

Navigating the Scientific Literature

reminder! the ebsco host and popular news article write ups are due tomorrow in class if you haven't already emailed them to me. Thanks to those of you who have turned yours in early.

It's JUA time!

JUA starts this Sunday at Noon in the Master Classroom. We're leaving at 4:45am on Monday so make sure you set an alarm. We'll return on Tuesday evening (you might be a bit late for study hall). Most classes only meet once next week, so you'll be finishing presenting the Anatomy Jig Saw.

Anatomy Jig-Saw (Friday and Saturday)

Admit Slip: Name as many body systems as you can

Objective: students will complete a jig-saw activity to learn the body systems and present what they learn to the class. Each person/group must state:

*Name of the System
*Major Organs/Components
*How it functions

Students will review systems by playing 2 truths and a lie.

Navigating the Scientific Literature

All honors classes met today in the ARC computer classroom. We learned how to use EBSCO host to find peer reviewed, full text journal articles. The assignment is posted below and the first one is due DECEMBER 14th.

1. Browse recent articles by looking at the magazine section of the ARC. You can also search for articles on line. Possible magazine of interest include: Time, Newsweek, Wired, Men's/Women's Health, National Geographic.

2. Find the original research article in the EBSCO health resources database.

QUESTIONS TO ANSWER ABOUT THE ARTICLES

1. For the Magazine article: (15 points)
Give the title, author, and date of publication. (1pt. each)
Give a sentence or two that summarizes the scientific findings reported. (3 pts.)
Describe any figures or tables that accompany the article. (1 pt. if applicable)
Does the article include responses from the scientific community? Explain. (3 pts. if applicable).
Does this article give you enough information to evaluate whether or not the results are likely to be replicable? Explain. (5 pts.)

2. For the peer-reviewed article: (20 points)
Give the citation in the sample scientific format provided in the handout: authors’ surnames and initials, date, title, journal, volume, pages. (4 pts.)
Devote a sentence to each figure and table, explaining the results that are presented. (8 pts.)
How many references are cited by the article? (2 pts.)
Would you recommend this article to a friend who is a non-biologist? Explain. (6pts.)

December 14th only: How will you judge the scientific validity of information you encounter on the web or in secondary sources? (5 points)

January 15th only: In choosing between pdf and full text for viewing scientific articles, which format is better for printing? Which is easier to read on the screen? ( 5 points)

February 12th only: Choose what you think is the most significant figure in the peer reviewed article. Write at least 4 sentences explaining the figure and why you think it is the most significant in the article.


Due dates: December 14th, January 15th and February 12th. Your assignments must be typed and include a copy of the NYT article and the actual article.

Value of the assignments:
December: Since this is your first one, it will count as a homework
January: This will count as a quiz
February: This will count as a test.

You can work alone or in groups of up to three. Only one assignment per group.

What do you want to learn?

Admit Slip: Based on what you saw at Body Worlds 2, what new questions do you have about how your body works?

Objective: Students will create and answer their own questions about the human body.

Homework: Honors classes: bring an recent science article that relates to some aspect of biology to class.

Reminder:
All honors classes meet in the computer lab on the lower level of the ARC on Thursday.

Body Worlds2

Field Trip!

Special thanks to a very generous parent for providing over 100 students the opportunity to go to the Museam of Science in Boston to see Body Worlds 2 and "The Human Body" at the Omni.

For more information on the exhibit please visit:
Gunther von Hagens' Body Worlds website.

54321's for the winter term

There are two changes in the 54321.

a) New Dute Date & Time: Noon on Sunday

b) New Grading Scale: To make life easier in the grade book, the 54321 is now graded on a 1-5 scale (5 is the best, this 5 = 100%, 4 = 80% etc..) Also, 54321's will now be factored into homework and not class participation.

The Immune Response (for Friday 12/1 and Saturday 12/2)

Admit Slip: How does your immune system work?

Objective: To examine the defenders involved in the nonspecific and specific body defenses.

Homework: Immune System Questions

Signs & Symptoms

Admit Slip: How would you define a symptom? Give 5 examples of symptoms?

Objective: Students are able to idenify the role of symptoms in disease as in involuntary response by the body to disease. Examine disease transmission through the "eyes" of a pathogen.

Homework: Using the disease you created go to WebMd, the NIH or CDC websites and research your symptoms. See below for details on how to use WebMd.

Answer these questions about the disease you chose:
1. Give a detailed list of the symptoms of the disease
2. What is the treatment for the disease?
3. What happens if the disease remains untreated?
(Highly infectious microbe Shigella flexneri.)

How to use WebMd

When you go to WebMd, click on the text" DISEASES & CONDITIONS" At the top of the new window will be a box that says "check your symptoms here." Click that and off you go!

Diseases & Symptoms

A Block: Got caught up from yesterday (see post below).

C Block:
Admit Slip: what is a symptom?

Objective: Discuss various symptoms and the body's response to fever, cough, rash etc. Discuss why symptoms (like foaming at the mouth in rabies) can be part of a disease's "plan of attack."

Homework: Using the disease you "created" in class, find a real disease that exhibits similar symptoms.

Welcome to the Winter Term: What's disease?

Admit Slip: Write a paragraph explaining what you think disease is and why disease exists.

Objective: Students will be able to explain disease in their own words and become familiar with seven disease provoking transistions.

Homework: Complete the worksheet for your risk of disease. NOTE: the website has been down lately, so the homework will be postponed.

the 54321 is here to stay

I am well aware some of you loathe the 54321, but it is here to stay. Looking back over everyone's grades, across all classes, there was a lovely trend...

Students who consistently turned in 54321's and scored a 15/15 recieved higher final grades than their peers who did a poor job or neglected to turn in the assignment. Sure you could argue: the people who turn in assignments will obviously have higher grades than those who do not, and doing the 54321 doesn't help you learn anything. However I'm going to argue that people who do the 54321 are regularly reviewing the material and therefore are able to better study when it's time for a quiz or test. There you have it.

Biology Exams are officially over!

Congrats everyone for making it through exams, most of you did very well (others have some room for improvement). Have a wonderful break and get some rest.

What are we learning when we come back from break?

Between Thanksgiving and winter break, we'll be focusing on the human body and how the body systems work together to maintain homeostasis.

Exams

Please study!
A block has scheduled a review session for tonight (in our regular classroom) at 7:30. Even if you are not in A block, please feel free to stop by.

BRING YOUR QUESTIONS!

Office Hours

Office Hours tomorrow (sat. am) from 10:30-11:30. Please email me if you plan to stop by. Thanks!

The Last Stretch

Well, this is it. The last stretch.

Honors classes are presenting their lessons on: macromolecules, enzymes and osmosis/diffusion, the cell, cellular respiration and photosynthesis.

General Bio is creating a review sheet.

If you're interested in checking out some future teachers, come by Meservey 201 today during A Block. E Block had some great and every energetic presentations this morning.

Test & Photosynthesis

Honors classes took an essay test today.

General Class:
Admit Slip: complete the what I know, what I think I know, what I want to know about photosythesis.

Objective: students will be able to identify the where the products and reactants in photosynthesis come from.

Handouts: photosynthesis poem

Homework for all classes: review cell parts for the quiz tomorrow.

The Last Week of Class!

What? It's the last week of class for the fall term already?

Here's the plan for the last week of class in General Bio:

Monday & Tuesday: Photosynthesis
Wednesday: How Photosynthesis and Cellular Respiration are related
Thursday: No C block class
Friday & Monday: Review for the final exam.

Here's the plan for the last week of class in Honors Bio:

Monday: Test & Handout guidelines for Teaching Project

Tuesday: Quick Quiz on the cell & Complete the lesson plan template. Turn the template in at the end of class for a grade.

Wednesday/Thursday: Quick Quiz on Macromolecules, Diffusion/Osmosis and Enzymes & make corrections on the lesson plan template. Create a handout for the class on your particular topic.

Friday/Monday: Present lessons.

A quiz and a little of this...a little of that...

Today was basically a catch up / review day for all classes. Here's what each block did:

E Block: Quiz on Cellular Respiration , review section 6.2 notes on photosynthesis and the inter-relatedness of photosynthesis and cellular respiration.

C Block: Reviewed the test from Wednesday.

A Block: Quiz on Cellular Respiration. Ms. Goodrich's AP Bio class came and taught cellular respiration.

B Block: Quiz on Cellular Respiration, reviewed for the test on Monday.

No class today because of the history field trip, but....

As requested by Nick, here are the dates of some up coming quizzes:

Friday: All honors classes will have a quiz on cellular respiration.

Tuesday: All classes (honors and general) will have a quiz on the parts of the cell.

Wednesday or Thursday: All classes (honors and general) will have a quiz on enzymes, macromolecules and osmosis/diffusion.

YOU WILL ONLY HAVE 10 MINUTES TO COMPLETE THESE QUIZZES.

General Bio Test & Photosynthesis review

General Bio has a test today.

Honors bio is doing a review of photosynthesis and cellular respiration.

Photosynthesis & Test Review

General

Admit Slip: Take out the Cellular Respiration homework and review it.

Objective: review notebook quizzes and review for the test tomorrow.

Handouts: none.

Homework: Study for the test. THERE WILL BE NO TEST CORRECTIONS OFFERED ON THIS TEST.

Honors:
Admit Slip: A tree inhales carbon dioxide; it needs to if it's to survive. But can it release enough O2, to keep just one person alive?

Objective: Students will illustrate the poem to become familar with the products and reactants in photosynthesis.

Handouts: Photosynthesis poem, test guidelines for Nov. 6th, handed back notebook quizzes from last friday.

Homework: read and take notes on section 6.2, pay careful attention to figure 6.7

Medical Ethics and a Quiz

Honors classes talked about ethics in medicine with prompts from Bloodlines (a feature from www.pbs.org)

General Bio had their notebook quiz.

REMEMBER: NO CLASS ON MONDAY

Notebook Quiz and Osmosis/Diffusion

Honors classes had a notebook quiz.

General bio finally learned about osmosis and diffusion.

Homework due Tuesday October 31st: Cellular Respiration: Magic School bus style

NOTES:
***No class on Monday....Hooray!
***Tuesday will be a special school meeting: stay tuned for possible schedule changes.
***General Bio will have a test on Wednesday.
***No class on Thursday because of the history trip
***Honors Bio has a test on Nov. 6th
***All classes will have a project which will count as a test grade that will be handed out Monday Nov. 6th and before exams.

Quiz Reminder

Honors classes: you have an open notes quiz on Friday which will count towards a notebook grade. We will not be swapping notebooks like we did for the last quiz: you will keep your notebook for the entire quiz.

General class: your quiz is on Saturday, on Friday we will be making up the "What happened in the eggsperiment" sheet.

No 54321 due this week

Because of the short week and the quiz on Friday for Honors and on Saturday for General, there's no 54321 due this week.

Cellular Respiration

For all Wednesday and Thursday Classes

Admit Slip: How do cells make energy? What do they need?

Objective: Identify the reactants, products, and basic purposes of cellular respiration.

Handouts: Cellular Respiration Notes Organizer.

Here are some links to help you understand cellular respiration:
A basic overview of cellular respiration
The fate of a candy bar

Homework:

All classes: read over and organize your notes for a notebook quiz on Friday.

Parents Weekend

Today we had open mini classes for parents to come see what we're all about. Here's what we did:

A Block played the board games they made yesterday (see below).

B Block did a mini microscope lab looking at onion and cheek cells (thanks Ms. Goodrich!)

C Block played photosynthesis trivia and read a short article about the pastures of the seas.

E Block played bio jeopardy hosted by Alex.

Biology Board Games

Today during A block, students made biology boardgames using their knowledge of cells and macromolecules. The plan is to play their orginal games with their parents tomorrow. You can click on a picture to make it larger.

Science Sidewalk

It was a b-e-a-utiful Friday afternoon but B Block had a test coming up. The compromise: make chalk murals on the walk between Meservey and Berry to review.

The Great Eggs*periment

Check out the Great Eggs*periment (aka: how we saw osmosis and diffusion in action).

No class today because of the PSAT

There's no class today because of PSAT testing. If you're stressed out about tests click here for tips on managing test anxiety

A hodge-podge of material

This week is mildly chaotic between foliage day, no class on Wednesday for the PSAT's and mini-classes on Friday. The result classes are all over the map, here's what each class is doing:

B Block: Took a quiz on the parts of the cell, talked about where organelles came from (section 18.4) and the parts of a plant cell (cell wall, chloroplast, central vacuole).

C Long: Enzyme lecture from yesterday (see post below). Completed a review of cell parts.

E Block: Enzyme lecture from yesterday (see post below).

A Block: Took a quiz on the parts of the cell, talked about where organelles came from (section 18.4) and the parts of a plant cell (cell wall, chloroplast, central vacuole).

Enzymes & Folliage Day!

Admit Slip: Chew the piece of bread until it dissolves in your mouth. What happens to the taste?

Objective: Students will be able to explain the importance and function of enzymes in the human body, as well as give an example of an enzyme deficiency.

Handouts: Types of Enzyme Deficiencies

HW: study for a quiz on the parts of an animal cell.

More Cell Parts & Want Ads

Admit Slip: What would happen if the golgi body stopped working? What about the mitochondria?

Objective: Wrap up the discussion of animal cell parts with notes on the lysosome and peroxisome. Students will make Help Wanted Ads for cell parts and present them to the class.

Homework:

Honors:
Read sections 5.2 and 5.3
Create an outline
Answer the critical thinking question # 4
Find 3 examples of enzymes in the human body that are not in the book.

General
Read section 4.4
Create an outline
Answer questions 1-4 in the section review.

5-4-3-2-1 Reminder

Remember your 54321 is due tomorrow night by 9:30pm.

Parts of the Animal Cell

For Both Wednesday & Thursday Classes

Admit Slip: What are the five most important buildings on campus? Why do you think so?

Objective: Students will become familiar with the parts of the cell by making analogies between their functions and the functions buildings on campus.

Handouts: "More than a membrane" with pictures of parts of the cell. (honors only: content standards for fall term: a guide for the final exam).

Homework:

Honors: read sections 4.6, 4.7 and 4.8 (this reviews what we did in class today). Pay particular attention to figure 4.16 on pages 62-63).

General: read the handout and be prepared to discuss it.

Click here for an interactive model of the cell
Click here for more detailed information on the cell
Click here for a TEM of an animal cell

from Tuesday: Osmosis & Diffusion

Objective: students will be able to differentiate between osmosis and diffusion, as well as isotonic, hypotonic and hypertonic solutions. Students will use this information to understand what happened in the eggsperiment.

Handouts: What happened in the Eggsperiment? A notetaking sheet to organize sections 5.5, 5.6 and 5.7.

Test Review

Admit Slip: What are three things you would least like to see on the test? What are three things you would most like to see on the test?

Objective: Students will have an opportunity to review for the exam.

Additional: Complete the eggsperiment data collection and pass back papers.

Doing the Eggsperiment and Review

Admit Slip: Today we are doing the eggsperiment. What is the worst case senario for something that could happen in this lab? What do we need to mindful of?

Objective: Students will conduct their eggsperiment. Remaining class time will be used to review for the test on Tuesday.

Homework: 54321 is due by 9:30pm. Study for the test on Tuesday October 10th.

Design Your Own Eggsperiment & Membrane Protiens

A & E LONG BLOCKS

First Half of the Class:
Admit Slip: Draw what you think a cell membrane looks like

Objective: students will be able to draw and identify 6 different types of membrane proteins in addition to knowing their functions/consequences if the function is disrupted.

Handouts: Membrane Proteins Graphic Organizer, How to write a scientific paper: results and discussion section.

Second Half of the class
Admit Slip: There's a saying "if you need to learn something you should put the book under your pillow and learn by osmosis." What do you think this means? Have you ever tried this?

Objective: Students will demonstrate understanding of the scientific method (including qualitative v. quantitative observations, controls and (independent/dependent) variables by completing the planning sheet for "Design Your Own Eggsperiment."

Handouts: Design your own experiment planning sheet.

Homework: Bring to class on Friday any materials to make your solution for your egg. NOTE you do not need to bring: water, sugar or salt, these will be supplied.

Design Your Own Eggsperiment

THIS POST IS FOR WEDNESDAY CLASSES ONLY.

Admit Slip: There's a saying "if you need to learn something you should put the book under your pillow and learn by osmosis." What do you think this means? Have you ever tried this?

Objective: Students will demonstrate understanding of the scientific method (including qualitative v. quantitative observations, controls and (independent/dependent) variables by completing the planning sheet for "Design Your Own Eggsperiment."

Handouts: Design your own experiment planning sheet.

Homework: Bring to class on Friday any materials to make your solution for your egg. NOTE you do not need to bring: water, sugar or salt, these will be supplied.

Microscopes & Membrane Proteins

B Block:
Admit Slip: Draw what you think a cell membrane looks like

Objective: students will be able to draw and identify 6 different types of membrane proteins in addition to knowing their functions/consequences if the function is disrupted.

Handouts: Membrane Proteins Graphic Organizer, How to write a scientific paper: results and discussion section.

homework: begin studying for the exam on October 10, 2006.

C Long Block:
Admit Slip: We are working with microscopes today, what are safety concerns we need to be aware of?

Objective: First half of the class: Students will become familiar with how to use a microscope and practice looking at slides under various magnification. Second half of the class: Students will be able list and describe 4 of the membrane proteins.

Handouts: Introduction to Using a light microscope, Membrane Protein Graphic Organizer

homework: begin studying for the exam on October 10, 2006.

E Block:
Admit Slip: We are working with microscopes today, what are safety concerns we need to be aware of?

Objective: First half of the class: Students will become familiar with how to use a microscope and practice looking at slides under various magnification.

Handouts: Introduction to Using a light microscope, How to write a scientific paper: results and discussion section.

homework: begin studying for the exam on October 10, 2006.

A Block:
Admit Slip: We are working with microscopes today, what are safety concerns we need to be aware of?

Objective: First half of the class: Students will become familiar with how to use a microscope and practice looking at slides under various magnification.

Handouts: Introduction to Using a light microscope, How to write a scientific paper: results and discussion section.

homework: begin studying for the exam on October 10, 2006.

What is a cell?

Admit Slip: You have been asked to teach a 1st grade class about cells. What would you say? How would you explain what a cell is?

Objective: 1. Students will be able to differentiate between prokaryotic and eukaryotic cells. 2. Students will be able to state the three components of cell theory (all living things are made of 1 or more cells, the cell is the smallest unit of life that retains the properties of life and all cells come from pre-existing cells). B block only: students will practice using a microscope by completing the e-Microscope lab

Homework:

Honors: Find and bring in a picture taken with either an SEM or TEM. Be able to identify if the picture is from SEM or TEM. Bonus points if nobody else in the class has the same picture as you.

General: Find and bring in pictures of a prokaryotic, eukaryotic, animal and plant cell.

Homework for Monday 10/2

Thank you to those of you who turned in your 54321's on time (if you didn't, well, better luck next week). Rather than hand back the rubrics with comments from now on, I will email you back comments and your grade.

HOMEWORK FOR MONDAY 10/2

Honors: Read and outline sections 4.1 and 4.2

General: Read section 5.1 and answer the section review questions 1-4 (yes, do answer the critical thinking question).

Student work on macromolecules

Check out the video below for some samples of posters (and a rap, thanks David and Carson) on Macromolecules. Don't know what a macromolecule is? Well, you'd better check out this video/slideshow. Turn up the sound, there's also a song....

LET THE VIDEO LOAD ALL THE WAY BEFORE PLAYING IT. IF IT STARTS TO PLAY, PRESS THE PAUSE BUTTON, SO IT CAN FINISH LOADING.

US homework is being outsourced....

Having trouble with your homework? Dial your friendly tutor in India.....

Click here to read the article (from Boston.com)

Macromolecules Quiz

Students took an open notes quiz on Macromolecules (lipids, carbohydrates, amino acids and nucleotides).

E Block's Saturday class: Read the article "Turf Warrior." Click here to read the article (From Wired.com)

HOMEWORK:

Honors: Read and outline sections 4.1 and 4.2 in your book.

General: Read section 5.1 and answer questions 1-4 (yes, do answer the Critical Thinking question).

Proteins and Nucleic Acids

NOTE: This post applies to both Wednesday and Thursday Classes

Admit Slip:

General: What were the three most challenging aspects of the reading from last night's homework (aka: what "didn't you get?")

Honors: What you do you know/think you know about Proteins and Nucleic Acids

Objective: Students will be able to define and give examples of proteins and nucleic acids. Students will demonstrate their understanding by giving an oral or visual presentation at the end of class.

Homework:

Study and organize your notes for a quiz on Friday. The quiz will be open notes, but not open book. REMEMBER: YOUR NOTES CAN ONLY HELP YOU IF YOU KNOW HOW TO FIND INFORMATION. The quiz will cover material from the first day of class to now.

Carbohydrates, Lipids (and Amino Acids)

Admit Slip: What are the three key points from each of the sections of the reading that you had for homework?

Objective:
Honors: Students will be able to identify and differentiate between carbohydrates, lipids and amino acids. In groups of 3-4 students will give a short (1-2 minute) oral presentation (skit, news cast, etc.) on one of the following: carbohydrates, lipids or amino acids.
General: same as honors accept amino acids were not covered. These will be introduced tomorrow.

Homework:

Honors none.
General: Read pages 64-67 and answer questions 1-4 in the section review.

How to Read a Science Book

Admit Slip: Complete the notebook quiz

Objective: Discuss the challenges of reading a science textbook. Students will practice reading and outlining from Chapter 3 in Starr's 6th ed. Biology.

Homework:

Honors classes: Read and create an outline for Sections 3.3,3.4 and 3.5 IF YOU ARE GOING TO REWRITE YOUR ABSTRACT, IT IS DUE IN CLASS TOMORROW. (If you don't have class, put it in my Meservey Mailbox).

General class: Read pages 60-64 and answer questions 1-4 in the section review.

An Exemplary 5-4-3-2-1

As a change of pace (and no, it's not because I am lazy this week), I wanted to post what I thought was an exemplary 5-4-3-2-1. The only thing that I altered was that I removed the answer to the question "What are two really great things that happened this week?" to protect this student's privacy.

Below the student's responses is my explanation for why I thought this 5-4-3-2-1 was particularly well done.

21 September 2006
5-4-3-2-1
A.
a. A gram is much lighter than I thought it was, making some of my predictions during the mix and match exercise seem a bit absurd. A gram is not even close to a pound in mass which I first thought were comparable to each other however, a gram is really only about .0022 pounds.

b. An abstract is more than a summery of an experiment. It explains the experiment in detail without stating every detail of the experiment. It gives the reader a total picture of why the experiment was performed, what it accomplished, mentions certain materials that were used, and either states the results or predicts them.

c. When a certain animal that is indigenous to a certain area is moved from its home to another, much different environment, the animal is susceptible to many different viruses as well as other factors like other animals which may eat them. The fact is that the animals that are in a certain area are genetically predisposed to what ever land they have known whether it be as a result of evolution or not.

d. I never knew Mentos had such an explosive reaction when mixed with Coca Cola. The coke experiment I witnessed showed how volatile the two can be when mixed with each other.

e. Coming up with an experiment that is realistic as well as accurate is not easy. So many variables must be taken into account for even the most financially blessed of scientists. The experiment I came up originally with was a good idea that may have shown me as well as others an answer or solution to the problem of rust on hockey skates. I did not have the resources nor the time to do the experiment properly and therefore had to switch my project to a more reasonable one that did not really solve an important problem.

B.
a. How exactly does the genetic predisposition of an animal factor into its survival? The fox squirrel project seemed like a very interesting topic for this concept.

b. Why is this predisposition mentioned in the previous question existent in some cases but not in others, is it the result of evolution or something else?

c. What is the chemical in the Mentos that causes the explosive reaction as witnessed in the experiment performed outside?

d. Why is an abstract important in the process of the experiment? Why can’t the facts in the experiment be simply stated and left to the interpretation of the reader?

C.
a. Genetics seem like a very interesting thing to learn about. I think that it is important to understand the genetic make up of an organism to better understand why and how it functions.

b. I would like to learn more about the delmarva fox squirrel experiment and how it can be used in the future to help recover other endangered species.

d. I would like to do more work designing an experiment, only in a hypothetical situation since I do not have the materials that can be used to make an experiment that could benefit mankind right now but maybe someday.

E.
a. Hopefully I’ve improved my 5-4-3-2-1 for this week since last weeks was mediocre at best.
I would also like to improve my in-class work since my original experiment in the design your own experiment exercise was not very inspired; I think I can do more in terms of innovation compared to some of the work I did this week.

This student was particularly thoughtful and reflective in his/her responses and made reference to specific topics that were discussed in class. The student was honest in acknowledging that previous work was subpar. When the student stated what was learned in class he/she included how that information personally impacted him/her.

Saving Your 5-4-3-2-1's

Thank you to those of you who have been saving your 54321's correctly. However some of you are not saving them the right way.

Please save your work like this:

(Letter of your block)(Last name)(date in number format)

For Example:
ADiBari9.22.06

FROM NOW ON IF YOU DO NOT SAVE YOUR WORK USING THIS FORMAT, I WILL NOT GRADE IT.
Perhaps you're asking yourself, "Why is Ms. Saxe being so uptight about saving it this way, who cares?" Because for each file that is saved incorrectly, I need to go back and rename it, which takes time and is annoying. Also, if the files are not renamed, I can't see who has submitted the assignment and who hasn't because the files on my computer all have the same name.

Presenting Your Experiments & Review

Admit Slip: What is the title of your abstract? Does it follow the "rules" of a scientific title? The guidelines are on the top half of the abstract handout.

Objective: Students will present and answer questions about their experiments.

The BIG QUESTION: Were we "hands on" and "minds on" this week? How can we be more "minds on" in class?

Homework:
Honors class: complete the "More than a Glossary" book tour worksheet.
General class: complete the "what i know, what i think i know, what i want to know" about Cells and Energy.

Writing an Abstract and Finishing Conducting Your Original Experiment

***NOTE: This post applies to all classes and is for Wednesday and Thursday***

Admit Slip: What is a summary? Who writes summaries?

Objective: 1. Students will read an abstract from a published scientific article. 2. Students will be able to identify what should and should not be included in an abstract and will demonstate their understanding by writing an abstract for their own experiments. 3. Students will complete their experiments.

Handouts: Writing an Abstract/Title from the Colby College Guide to Writing Scientific Papers on the back of this hand out are sample abstracts. One of the abstracts is from Stacey Lance

Homework DUE FRIDAY.

1. Write an abstract using the guidelines in the handout.
2. Below your abstract list AT LEAST two sources of error.
3. Include a figure/table/chart etc. presenting your data.
4. Be prepared to present your study to the class on Friday September 22.

Design Your Own Experiment

Admit Slip: Look at your hypotheses from last night's homework. Identify the independent and dependent variables.

Objective: Students will gain a greater understanding of the scientific method by designing and conducting their own experiment. Specific attention will be paid to writing a testable hypothesis, identifying independent/dependent variables, a control group and data collection.

Handouts: Design Your Own Experiment Planning Sheet.

Homework: All classes bring the neccessary materials to conduct your experiment to class. If you have completed your experiment, begin to analyze the data.

Mix and Match Mass

Admit Slip:
What is a metric unit for measuring length?
What is a metric unit for measuring mass?
What is a metric unit for measuring volume?
What is a metric unit for measuring height?

Objective: Students will practice making predictions about mass, using a triple beam balance to check their predictions and continue doing metric conversions (between metric units only).

Handouts: Mix and Match Mass lab sheet, Metric System Challenge sheet

Homework all classes:
1. Complete the metric system challenge.
2. Write down THREE hypotheses that you could test in class.

Answers to Questions Posed in the 5-4-3-2-1 due September 15, 2006

Below are the answers to some of the questions and the things that you'd like to learn more about from the 5-4-3-2-1 due September 15, 2006.

Q: WHY is this 54321 paper so vital?
A: Because I said so. Just kidding. There are several goals of the 54321: 1. Basically, to force you to review your notes at least once a week, so that when you have an exam you have already done some review. 2. To provide a way for you to ask and get questions answered that you may not have thought of or had a chance to ask in class. 3. To push you to think beyond reading a text and perhaps get you interested in various areas of Biology.

Q:How can learning about Biology help us understand the world?
Ernst Mayer, author of This is Biology: Study of the Living World said (much better than I ever could have) "Every educated person should have an understanding of basic biological concepts-evolution, biodiversity, competition, extinction, adaptation, natural selection, reproductive development, and a host of others…Overpopulation, the destruction of the environment, and the malaise of the inner cities cannot be solved by technological advances, nor by literature or history, but by measures that are based on an understanding of the biological roots of these problems."

Q: What is the website to the Chimpz crossing guard. Cause it would
be cool to see.
A: Click here to watch Chimps cross the road.

Q: Why are we not able to dissect pigs or cats?
A: We aren't dissecting pigs or cats because I feel that the intellectual return on dissections is rather low. Yes, dissections are fun, messy and any excuse to cut something up is a good excuse. However, dissections take substantial amounts of time and don't always relate to the "big picture."

Q: What aspects of biology are we going to learn?
A: Each term is structured around a central theme. After we get through the review of the scientific method, the fall theme is Energy (cells, nutrition, photosynthesis and cellular respiration). The winter theme is Evolution of Disease and the spring theme is Biodiversity.

Q: How do you use the metric conversion sheet?
A: Click here for a helpful conversion website.

Q:How often is the scientific method used in the real world?
A: All the time. Scientists are contantly making observations, forming hypotheses and conducting experiments. Look up any scientific article through EBSCO for examples.

Q:Why don't we rearrange the desks so it is not so cramped?
A: If anyone can think of a way to move the desks so that there is more room, by all means, please let me know. The only restriction is that we still need to be able to seat 15 students.

Q: I need to know more ways to make quantitative measurements.
A: Use any measuring device (a ruler, scale, triple beam balance, graduated cylinder, odometer etc.)

Q: What specifically does Biology mean?
A: Study of life, from the Latin bio meaning life/living and logy meaning study of.

Q: What makes a good hypothesis?
Click here to go to sciencebuddies.org for a helpful explanation of what makes a good hypothesis. You can also find an explanation of independent and dependent variables.

Turf Warrior Article Discussion

Admit Slip: You are given an article to read and some of the pages are missing or are out of order. Give one good way and one bad way to deal with this.

Objective: 1. Students will have a debates as to whether or not genetically modified (transgenic) grass will have positive or negative impacts on society and the environment. 2. Students be able to identify what makes a source reliable or questionable when conducting research.

Questions raised as a result of the debates:
**What will the economic impacts be of producing transgenic grass if Europe has a zero tollerance policy for transgenic organisms?
**What will the impact of transgenic organisms be on native species?
**Are there any crops that are not genetically modified?

NOTE: Because I made a mistake in photocopying the article and many people wasted valuable time trying to decipher the text, you will not have homework tonight.

Click here if you would like to read the article in the correct order (From Wired.com)

Variables

Admit Slip: Think back to (or look at) the science news articles from earlier in the week. What were at least two of the variables that were studied in those experiments.

Objective: Students will be able to identify and differentiate between Independent, Dependent, Qualitative and Quantitative variables as well as control groups.

Handouts: Simpson's problem set; Turf Warrior Article

Homework for Blocks B, A and C:

Read the article Turf Warrior. Complete the following:
1. Make a list of all the variables described in the article
2. What are AT LEAST 3 pros and 3 cons of the developments discussed in this article.
3. What are AT LEAST 2 questions you have about the methods discussed in the article.
4. What is AT LEAST 1 environmental concern presented in this article.

If you are having trouble opening the 5-4-3-2-1 attachment...

Click here to download the 5-4-3-2-1 template

REMINDER 5-4-3-2-1 IS DUE TOMORROW

THIS IS YOUR FRIENDLY REMINDER THAT YOUR 5-4-3-2-1 IS DUE TOMORROW (FRIDAY) BY 5PM TO ME VIA EMAIL.

LATE WORK IS NOT ACCEPTED.

MAKE SURE YOU REFER TO THE RUBRIC AND COMPLETE THE SELF EVALUATION.

Scientific Measurement

Long Blocks for Honors A & Honors E ONLY today

Admit Slip: Write down a minimum of 5 ways to make quantitative observations/measurements.

Objective: Students will be assessed on their ability to acurately measure the mass, volume and dimensions of various solids and liquids.

Handouts: Metric Conversion Table and Conversion Problem Set

HOMEWORK

Complete metric conversion problems.

Scientific Measurement

HALF DAY: B and C BLOCKS ONLY MEET

Admit Slip: Write down a minimum of 5 ways to make quantitative observations/measurements.

Objective Honors Class: Students will be assessed on thier ability to acurately measure the mass, volume and dimensions of various solids and liquids.

Objective General Class: Students will practice working with various units of measurement and converting between metric units.

Handouts: Metric Conversion Table

HOMEWORK

B Block: Conversion Homework

C Block: Complete Conversion problems.

Scientific Method and Global Science News

ALL CLASSES

Admit Slip: Using the notes from yesterday's class, come up with three good hypotheses.

Objective: Read various science news articles/abstracts and be able to identify the components of the scientific method. Students will show understanding by answering guiding questions.

Handouts: Questions to go along with the science news articles.

HOMEWORK

General Biology: Read the section "Scientific Measurement" on pages 17-19. Copy the chart from the top of page 18 into your notes. Answer #3 on page 19, 6 & 7 on page 30 and #13 on page 31.

Honors classes have the night off. Get some sleep.

Scientific Method

ALL CLASSES

Admit Slip: Write a paragraph answering the question: What is science?

Objective: Be able to identify and describe all major components of the scientific method.

Handouts: A copy of the 5-4-3-2-1 rubric.

Homework

A Block: REVISE your Null and Alternative hypotheses, experimental method and create a data table.

B Block: Find an article about a scientific breakthrough/discovery. Read it. Highlight key information/take notes on it. Come up with three questions related to the article. For example: things you don't understand, want to learn more about etc. Lastly answer the question: How does this discovery or breakthrough impact you? Bring the article to class. Bonus points if nobody else in the class has your article.

C Block: Using the classnotes as a guideline, come up with a hypothesis and an experimental design that you could actually do in class.

E Block: Find an article about a scientific breakthrough/discovery. Read it. Highlight key information/take notes on it. Come up with three questions related to the article. For example: things you don't understand, want to learn more about etc. Lastly answer the question: How does this discovery or breakthrough impact you? Bring the article to class. Bonus points if nobody else in the class has your article.

What sound does a raisin make?

Based on what we discussed in class today, create a hypothesis revolving around "what sound does a raisin make?" Please use only your current knowledge of hypotheses.

Honors Classes:
In addition to creating a hypothesis, create an outline of an experiment that you could actually do to test your hypothesis.

REMEMBER: LATE HOMEWORK IS NOT ACCEPTED. PERIOD.