Biology agenda and targets 2014. real 12 16 14

Stratton Openers
Biology 2014

Class 1 • 9/3/14
Agenda
• Introductions
• Expectations
• Nature of Science
Targets
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Inferences
• Facts
• Hypothesis
• Open-ended questions

Today’s Bio News
• Why pygmies are short • Pygmy traits independently
evolved many times among
different peoples around the
world, because shorter heights
may have helped them live in
rainforests, researchers say.
• The small body sizes known
as pygmy traits are seen
worldwide, limited to peoples
who traditionally hunted and
gathered food in tropical
rainforests, such as in Central
Africa and Southeast Asia.
These small statures
apparently developed
independently in these
populations, an example of
convergent evolution, much as
fish and dolphins both evolved
streamlined bodies to better
swim in their watery worlds.

1. Name and nickname
2. Favorite subject
3. Previous school (& location if not
local)
4. Number of family members you
live with
5. Favorite type of music
6. Favorite singer/band
7. Favorite reading material (book,
magazine)
8. Favorite TV program
9. Something about yourself others
don’t know
10. What makes you unique
On a sheet of
paper answer
the following
questions
Tell Me about
You
A.Type of your
computer
operating
system
B.Whether you
have Internet
connection at

Class
N a t u r e o f S c i e n c e
Sept. 5, 2014
0
2

On a piece of paper writer your
name & period in upper right-
hand corner. Then answer the
following questions.
1. What is the difference between
qualitative and quantitative
observations?
2. Using Photo A give an example
of…
a. qualitative observation.
b. quantitative observation.
3. Using Photo B give an example
of…
a. a fact
Answer the following
questions
Photo A

Agenda Targets
Class 2 • 9/5/14
Nature of Science
• Making Scientific
Observations
• Review
• Qualitative
• Quantitative
• New
• Observation
• Fact
• Opinion
• Inference
• Hypothesis
• Close-ended Questions
• Open-ended Questions
of class
• Review/learn
• Inferences
• Facts
• Hypothesis

Class
Sept. 9, 2014
0
3

On a piece of paper writer your name
& period in upper right-hand corner.
Then answer the following questions.
1. Using Photo A give an
example of…
a. qualitative observation.
b. quantitative observation.
2. Explain the difference
between close-ended and
open-ended questions.
3. Using Photo A write…
a. a closed-ended question.
b. an open-ended question.
Answer the following
questions
Photo A

Biologists delay the aging process
by 'remote control'
Date: September 8, 2014
Source: University of California – LA
Summary:
Biologists have identified a gene that
can slow the aging process when
activated remotely in key organ
systems. The life scientists, working
with fruit flies, activated a gene called
AMPK that is a key energy sensor in
cells. Increasing AMPK in the intestine
increased the fly's life by about 30
percent, and the fly stayed healthier
longer as well. The research could have
important implications for delaying
aging and disease in humans.
Biology News Fact of Day
http://www.sciencedaily.com/releases/201
4/09/140908152928.htm

Agenda Targets
Class 3 • 9/9/14
Nature of Science
• Making Scientific
Observations
• Review
• Observation, Fact, Opinion,
Inference, Hypothesis
• Close-ended
Questions
• Open-ended
Questions
• Measuring
• Length
• Volume; dry & liquid
• Area
of class
• Review/learn
• Inferences
• Facts
• Hypothesis

Class
Sept. 11, 2014
0
4

Agenda Targets
Class 3 • 9/11/14
• School Emergency
Preparedness
• Pre-test, Graphing
of class
• Review/learn
• Inferences
• Facts
• Hypothesis

General Emergency Procedures
Rm. 303
• Class assembly point
• Main Parking Lot Space 41 & 42
• The expectation is students will remain
with the class until we can reunite them
with family.
• Students may need to leave items
behind so that they can evacuate safely.

General Emergency Procedures
Rm. 303
Lock out Lock down
The response to a
threat that is off
campus and in the
surrounding area
Our response to a
threat on campus
Students should stand out of sight of
windows.
The reason is that if a threat enters your room, you
and your students have options to respond. This
is the only difference between how we want you to
respond and the training slides provided.

Emergency Procedures • Period 1
• SRP slide show cover the sections on
Evacuation and Shelter in place portions
of the slide show (start at slide 24 thru
36)
• Class assembly point Main Parking Lot
space 41.
• The expectation is students will remain
with the class until we can reunite them
with family.
• Students may need to leave items

• Student handbooks and materials for the
district wide “Due Process Presentation.”
• How to find handbook online.
• http://www.nclack.k12.or.us/site/Default.aspx?PageType=1&SiteID=322&Chann
elID=362&DirectoryType=6

SRP slide show lockout and lockdown procedures — slides 5
- 23
• Other items to mention:
• Lesson from Reynolds High School last spring, Law
Enforcement asks that students do not capture video
during an active shooter response. Video of Law
Enforcement response actions can potentially place
officers at risk as social posts of video are nearly “in
real time.”
• Follow all instructions as these are tense times. No
sudden movements and you maybe instructed to
hold hands as you exit the building. This is done for
your and officer safety.

Class
Sept. 15, 2014
0
5

Agenda Targets
Class 3 • 9/11/14
• Pre-test, Graphing
of class
• Measure your partner
• Record height on chart
• Create a graph of the class
height

Opener
Write the following on top right corner
A. Name
B. Period
C. Date
1 What is a fact?
2 What is a hypothesis?
3 Name three types of graphs.

Pretest; Storytelling
Graphing
• Graphs communicate
information about
data.
• Graphs tell a story.
• An effective graph
will quickly show…
• an experiment
outcome
• an interesting trend
• Your challenge is to
make 2–3 graphs
communicating
something about a
group of numbers.

The Initial Task
•Determine your height
in centimeters (cm).
•You might want to
work with a partner for
this.

The Initial Task
•Find your name and record height on
sheet for the class to view.
•Make a data table to record the height
of every student in the class.
¥our Name
Here
Datum
1
Datum
2
Datum
3
Avg.

The Challenge
• Make 2 or 3 graphs “telling a story” about the
data.
• The graphs can be of any type that you
choose.
• They can be organized in any way.
• There is not one “right” way to do this.
• There are many possible ways to graph the
same data.

Class
Sept. 17, 2014
0
6

Agenda Targets
Class 6 • 9/17/14
• Video: Ott Planetarium
http://www.nclack.k12.or.us/Page/238
20
• Answer questions & take
notes to turn in
• Characteristics of Life
• Video: Introduction to the
Characteristics of Life
http://www.nclack.k12.or.us/Page/238
90
• Watch video
• Video: The Characteristics
of Life
• Take notes listing the
• Continue to learn about
nature of science
• Listen, take notes and
answer questions on video.
Despite what the video states
fire and clouds
do NOT reproduce, they
spread. Water can’t move on
its own. Ice and rock do not
"react" to their surroundings.
They become reactants in
physical or chemical processes
without any regard for
homeostasis.

Class
Sept. 19, 2014
0
7

Agenda Targets
Class 7 • 9/19/14
• Lecture:
• Biology: The science of
studying living organisms
(What is Life?)
• Homework
• View and read the last
section of PowerPoint on
Sammy.
• Be ready to discuss
whether Sammy is alive
next class.
• Listen to lecture while filling
in guided notes on what
biologists consider living.
• Learn the 7 things biology
examines.
• Learn the 5 unifying
principles forming the
foundation of modern
biology.
• Learn the 7 characteristics
biologists accept as all or
mostly exhibited by living
organisms.
• Be able to explain how DNA
is the hereditary molecule
found in all living organisms.

Class
Sept. 23, 2014
0
8

Opener • 9/23
• Take out paper. Write name,
date and period.
• Answer the following questions:
1. What does the term biology
mean to you?
2. How do you tell if something
is living or when something
is alive?
3. From the PowerPoint last
class: explain whether
Sammy is alive?
4. What does hierarchical

Biology in the News
• Over 2,800 rallies were held in 166
countries Sunday in a worldwide call
for action to confront climate change,
just days ahead of a U.N. summit
expected to chart a path forward for
global climate treaty negotiations in
Paris in December 2015.
• With an estimated 125,000-311,000*
people gathering in New York City for
a two-mile march through midtown
and satellite events drawing 40,000
in London, 30,000 in Melbourne,
4,000 in Berlin, and thousands more
elsewhere, the "People's Climate
March" easily lived up to its billing as
"the largest climate change protest in
global history.”
• Thousands flooded downtown
Portland Sunday afternoon to support
the People's Climate March in New
York City, which was taking place at
the same time.
•
http://peoplesclimate.org/

Agenda Targets
Class 8 • 9/23/14
Lecture:
• “How Life is Organized”
Homework:
• Study for quiz (15 pts.) on
• Observations
• Measurement
• Characteristics of Living
Organisms
• Levels of organization
• Three domains
• Six kingdoms
• Scientific Names
• Listen to lecture while filling
in guided notes on “How
Life is Organized.”
• Understand the following
terms: hierarchical,
• Be able to remember how
life is organized into 9
levels of hierarchy.
• Know the 3 domains & 6
kingdoms.
• Understand how scientific
names fit into the levels of
organization.
Meet in Room 300 next class

Class
Sept. 25, 2014
0
9

Agenda Targets
Biology Class 9 • 9/25/14
• In Room 300
• Do not turn on
computers
• Quiz
• Lecture
• Ecology Introduction
• Take quiz using
http://socrative.com/
• Listen to lecture while
taking notes on what
ecology.
• Listen to basic
introduction about
ecology

• Go to class
website
• Go to Quizzes
& Tests page
•Click on
http://socrat
ive.com/
• Choose student
Quiz 1
Room: 296186

Socrative Student Logon
296186

Sign into Program
• Last name, first name

Class
Sept. 29, 2014
1
0

Agenda Targets
• Opener
• Lewis and Clark
CELS program
• Lecture
• Ecology Introduction
• Listen to lecture while
taking notes on what
ecology.
• Listen and watch to basic
introduction about
ecology.

Opener • 9/29
• Take out paper. Write name, date and period.
1. What does the term ecology mean
to you?
2. How do you tell if something is living
or when something is alive?
3. What is the hierarchical order of life
mean?
4. What are the parts of a scientific
name?

CELS: Community Engagement and Leadership in
Science Program
• The Community Engagement and Leadership in
Science Program at Lewis and Clark is a great
opportunity.
• During the year, you will get to go on field trips,
participate in hands on science projects, complete a
community service project, and have the opportunity
to apply for a paid internship working with professors
at Lewis and Clark College and doctors at OHSU. In
the past, students have worked on cancer research,
drinking behaviors of college students, and much
more.
• Being part of the CELS program, means that you will
have experiences to prepare you for college, activities
to write on college or job applications, and an
exceptional chance to participate in cutting edge
scientific research.
• The program starts in October and continues through
May making this a full year commitment.
• They meet once a week after school. If you are
interested in the program, please fill out this

Class
Oct. 1, 2014
1
1

Agenda Targets
• Opener
• Lecture
• Finish Ecology
Introduction
• Worksheet
• Food Chains and Webs
What’s for Dinner?
• Homework
• Food Web Poster
• Listen and watch to basic
introduction about
ecology.
• Fill out worksheet to learn
more about
• Food webs
• Tropic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts
• Equilibrium in a

Opener • 10/01
• Take out paper. Write name, date and period.
1. What are the hierarchical taxons
(classifications) of life? Hint: there are 8
2. What are the parts of a scientific
name? Hint: binomial nomenclature
3. Draw an energy pyramid showing
four tropic levels? Label your
drawing.
4. How much energy is transferred

Class
Oct. 3, 2014
1
2

Agenda Targets
• No opener
• Activity
• Continue to work on Food
Chains and Webs What’s
for Dinner? (due end of
next class)
• Presentations
• Homework
• Finish poster (past due)
• If done with your posters none
— it’s the weekend! Have fun!
Stay safe!
• Listen to student
presentations on food
web.
• Learn more about:
• Food webs
• Tropic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts
• Equilibrium in a community

Food Web Poster Rubric
• Orange half sheet
of paper.
• The top is how your
are graded on
poster.
• The bottom is what
I’m looking for in
your presentation.

Class
Oct. 7, 2014
1
3

• Take out paper. Write name, date
and period.
1. What is a trophic level?
2. How does the amount of
energy change when
going from a lower trophic
level to a higher level?
3. Draw a simple food web
using the following
organisms: fox, bear,
salmon, caddisfly (Photo A),
algae, grass, mouse,
salmon berry, pine tree
(Photo B), golden mantle
ground squirrel
4. What is a taxon?
Opener • 10/07
Photo A

Agenda Targets
• Opener
• Activity
• Continue to work on
Food Chains and Webs
What’s for Dinner? (due
end of class)
• Presentations
• Homework
• Finish poster (past due)
• If done with your posters
none.
web.
• Food webs
• Trophic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts

Class
Oct. 9, 2014
1
4

Agenda Targets
• Period 1 only
• 9:15 Bus evacuations
• Bus 10
• Quiz
• Do not turn on
computers
• Presentations
• Homework Due
• Food Chains & Webs
worksheet
• Take quiz using
web.
• Food webs
• Trophic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts

• Go to class
website
• Go to Quizzes
& Tests page
•Click on
http://socrat
ive.com/
• Choose student
Quiz 2
Room: 296186

Sign into Program
• Last name, first name
• Use your legal name

Class
Oct. 14, 2014
1
5

Opener
1. What does Image
A represent?
2. What does Image
B represent?
3. Give two examples
of when secondary
succession would
occur.
4. Define pioneer
species.
5. Name a NW area
which has
undergone
I
m
a
g
e
B

Agenda Targets
Lecture & Notes
• Origin & Distribution
of Terrestrial Biomes
1. Know Earth’s Terrestrial
biomes.
2. Understand the
development of a
community's ecological
succession.
• Know the two types of
ecological succession
• Know the stages of
ecological succession.
• Know the first organisms to
colonize bare rock.
colonize bare rock.

Class
Oct. 17, 2014
1
6

Agenda Targets
Lecture & Note (Cont.)
• Origin & Distribution of
Terrestrial Biomes
Homework
• Last two pages of notes
1. North America Biomes
2. Graphic Organizer on
terrestrial biomes
• Due next class
1. Know Earth’s Terrestrial
biomes.
2. Understand the
development of a
community's ecological
succession.
colonize bare rock.
colonize bare rock.

Class
Oct. 21, 2014
1
7

Opener
1. Image A: where does
this organism fit in a
food web?
2. What biome does
Image B represent?
3. Which biome has less
than 4 cm of rainfall
per year?
4. Which biome has as
much as 600 cm of
Image A
Image B

Agenda Targets
• Period 1 only
• Assembly: Breaking
Down the Walls
• Opener
• Grades
• Lecture & notes
• Aquatic Biomes
1. Know Earth’s biomes.
2. Know the aquatic biomes.
3. Understand aquatic biomes
have layers just like terrestrial
biomes.
4. Know how depth and sunlight
determine marine biome’s
layers.
5. Know what is unique about
organisms living in deep
waters.
6. Know the different kinds of
shores and the affects of
tides on life.

Class
Oct. 23, 2014
1
8

Agenda Targets
• Remember we’ve been
looking a different
aquatic biomes
• Watch videos and
answer questions.
1. Planet Earth: Ocean Deep
2. Planet Earth: Shallow Sea
Don’t forget:
• Test • 30 pts.
• Wednesday, Oct. 29
• Biomes Terrestrial & Aquatic
(most)
• Succession
• Biology organization (few)
• Nature of science (few)
3. Understand aquatic
biomes have layers just
like terrestrial biomes.
4. Know how depth and
sunlight determine marine
biome’s layers.
waters.
organisms living in shallow

Class
Oct. 27, 2014
1
9

Agenda Targets
• Grades
• Lecture & notes
• Aquatic Biomes
Don’t forget:
• Wednesday, Oct. 29
(most)
• Succession
• Biology organization (few)
• Check website for more
biomes.
layers.
waters.
tides on life.

Class
Oct. 29, 2014
2
0

Agenda Targets
• Biomes Terrestrial &
Aquatic (most)
• Succession
• Biology organization
(few)
biomes.
layers.
waters.
tides on life.

Class
Nov. 4, 2014
2
1

Opener
1. Which biome is the
largest?
2. What is biodiversity?
3. Image A: These two
dogs show what kind
of diversity? Hint:
Think about how they
are related to each
other biologically.
4. What type of
biodiversity threat
does Image B show?
I
m
a
g
e
A
Image B

Agenda Targets
Opener
Grades
• Back work Nov. 7
• See me if you need
extension (have
reason)
Lecture & Notes
• Biodiversity
1. Know what biodiversity is.
2. Understand the threats to
biodiversity.
3. Understand what invasive
species are and the
dangers they create.
4. Know the causes for loss
of biodiversity.
5. Know the effects of habitat
destruction.
6. Understand why people
should care about loss of
biodiversity.

Class
Nov. 6, 2014
2
2

Opener
1. Which biome is the
driest?
2. What is biodiversity?
3. Image A: These two
plants show what
kind of diversity?
Hint: Think about
how they are related
to each other
biologically.
4. What type of
biodiversity threat
Image B

Agenda Targets
Opener
Lecture & Notes
• Biodiversity
1. Know what biodiversity is.
2. Understand the threats to
biodiversity.
3. Understand what invasive
species are and the
dangers they create.
4. Know the causes for loss
of biodiversity.
5. Know the effects of habitat
destruction.
biodiversity.

Class
Nov. 10, 2014
2
3

Opener
1. Image A: What kind of
diversity? Hint: Think
about everything in
photo.
2. What is a niche?
3. What does Image B
show?
4. What are factors
acting to decrease or
limit the size of a
population called?
Image B
Image A

Opener
1.Image A: What kind of
diversity? Hint: Think
about everything in
photo.
Species Diversity
2.What is a niche?
The ecological role of a species
in a community
3.What does Image B
show?
A growing then declining
population
4.What are factors acting
to decrease or limit the
Image B
Image A

Agenda Targets
Opener
Lecture & Notes
• Biodiversity
(finish)
• Populations
biology
biodiversity.
2. Explain the different limiting
factors on a population.
3. Understand predator/prey
relationships.
4. Understand the relationship
of density on a population.
5. Be able to distinguish the
following curves and/or
graphs:
• population growth
curves
• S-shaped curves
• death rates
• birthrates

Class
Nov. 13, 2014
2
4
Inclement Weather
No School

Class
Nov. 17, 2014
2
5

Opener
1. Image A: What
type of
relationship is
shown in this
graph?
2. What relationship
does Image B
show?
3. Give two
Image B
Image A

Agenda Targets
Opener
Lecture & Notes
• Variables
Activity
• Dependent &
Independent
Variables
• Acid Rain Bean Lab
1.Understand why
people should care
about loss of
biodiversity.
2.Explain the different
limiting factors on a
population.
3.Understand the
differences between
dependent,
independent & control
variables in an
experiment.

Class
Nov. 19, 2014
2
6

Opener
1. Image A: What is
shown in this
graph?
does Image B
show?
3. Give two
examples of types
of graphs?
Image B
Image A

Opener
1. Image A: What is
shown in this
graph?
does Image B
show?
3. Give two
examples of types
of graphs?
Image B
Image A
Population Pyramid
Intraspecifics Competition = same
Interspecifics Competition = different

Agenda Targets
Opener
Demo
• Computer Generated
Graph
Activity
• Variables
• Dependent &
Independent
Variables
1.Understand why
people should care
about loss of
biodiversity.
2.Explain the different
limiting factors on a
population.
3.Understand the
differences between
dependent,
variables in an
experiment.

Class
Nov. 21, 2014
2
7

Opener
1. Image A: What
happened to this
population 50-60
years ago?
2. What term would
be used to describe
the organisms in
Image B?

Opener
1. Image A: What
happened to this
population 50-60
years ago?
2. What term would
be used to describe
the organisms in
Image B?
The group of like turtles is
a population
World War II killed many in
the population which was
followed by a population
boom. Then there was a
steady decline in the
population.

Agenda Targets
• Opener
• Brief lecture
• Tables & graphs
• Turn in “Design an
Experiment Worksheet”
homework
• Finish Collecting Lab
Data
• Homework: finish lab
table and graph
1.Understand the
differences between
dependent,
variables in an
experiment.
2.Be able to design an
experiment.
3.Be able to gather and
record data.

pH of Solutions
Solution pH
A 2.3
B 2.9
C 3.4
D 3.9
E 4.2
Tap Water 6.7

Class
Dec. 2, 2014
2
8

Opener
1. List the four items
which must be in every
data table.
2. Image A: What type of
graph is this?
3. What is the
independent variable
for the Acid bean Seed
Lab?
4. What are the five items
every graph must
have?
5. What type of
graph/chart is image
B?
Solution A
pH 2.3
0%
Solution B
pH 2.9
0%
Solution C
pH 3.4
7%
Solution D
pH 3.9
25%
Solution E
pH 4.2
29%
Solution F
pH 6.7
39%
Effects of Acid on Bean Sprouting
Solution A pH 2.3
Solution B pH 2.9
Solution C pH 3.4
Solution D pH 3.9
Solution E pH 4.2
Solution F pH 6.7

Opener Answer 1
1.List the four items which must be in every
data table.
2.Image A: What type of graph is this?
3.What is the independent variable for the Acid
bean Seed Lab?
4.What are the five items every graph must
have?
5.What type of graph/chart is image B?

Opener Answer 2
data table.
Column Graph
3. What is the independent variable for the Acid
Effects on Bean Seed Germination Lab?
have?

Opener Answer 3
data table.
3. What is the independent variable for the
Acid Effects on Bean Seed Germination
Lab?
have?
The amount of acid/vinegar in solution,
the pH

Opener Answer 4
data table.
Lab?
have?

Opener Answer 5
data table.
Lab?
have?
Pie Graph or Chart

Agenda Targets
• Opener
• Demo
• Tables & graphs on
computers
• Google Sheets
• Microsoft Excel /
PowerPoint
• Activity
• Students should
create a table and
graph using their lab
data plus the trial
1.Understand the
differences between
dependent,
variables in an
experiment.
2.Be able to create a
data table and graph
using computer
program
3.Be able to gather and
record data.
4.Be able to interpret

Class
E c o l o g y
Dec. 4, 2014
2
9

Opener
1. Draw a simple food
web using organisms
in Image A.
2. Image B: What does
this image
represent?
3. Describe or draw a
simple graph
showing a predator
prey relationship.
4. What are the five
items every graph
Image A
Image B

Dec. 8 — Ecology Unit Test — 50
pts.
You can use notes during Ecology Unit Test
provided they meet the following criteria:
• Students allowed to use one side of a sheet of
8.5 by 11 inch paper for notes during the test.
• Notes must have students name clearly labeled
on it.
• Students can only use the notes they create
themselves.
• Notes may not be photocopied nor may two
students use or share the same notes.
• Notes may be typed, but font size must be 12
points or larger.
• Notes must be turned in for five points

Agenda Targets
• Opener
• Activity
• Students should finish
table and graph,
• Ecology Review
Webquest
• Ecology Unit Test (50
pts.)
• Check for more info on
class quizzes and tests
webpage.
• On webpage has what
will be on test.
1.Be able to interpret
and communicate data
in the form of a graph.
2.Review for unit test.

Class
Dec. 8, 2014
2
9

Agenda Targets
• Ecology Unit Test
• Food Chains, Webs &
Pyramids
(most)
• Succession
• Nature of science (one or two)
• Review for test
• Ecology Review
Webquest
• Acid Rain Seed Lab
1. Know materials for Biomes
section
2. Know materials from the
section on Succession
section on Populations
4. Know materials in the Food
Web and Pyramids section

Agenda Targets
• Next Class Test • 50
pts.
• Ecology Unit Test
• Food Chains, Webs &
Pyramids
(most)
• Succession
• Nature of science (one or two)
1. Know materials for Biomes
section
section on Succession
section on Populations
4. Know materials in the Food
Web and Pyramids section

Acid Rain Seed Lab
What to work on
• Ecology Review Webquest
• Notes for unit test
Acid Rain Seed Lab
• Turn the following in:
1. Packet w/ all questions
answered
2. Hand draw data table &
graph
3. Computer generated data
table & graph
• Make sure items are in
order listed
• Make sure all items are
readable
• Double check your name is
on packet and materials

Class
Dec. 10, 2014
3
0

Class 30 Opener
1. Name the 5 basic
parts of a graph.
2. What is a control
in an
experiment?
3. What is Image A
a photograph of?
4. What does Image
B show?
Image B
Image A

Class 30 Opener
1. Name the 5 basic
parts of a graph.
2. What is a control
in an
experiment?
3. What is Image A
a photograph of?
4. What does Image
B show?
Image B
Image A
Question 1
1.Title
2.Data
3.Legend
4.Y-Axis
5.X-Axis
Question 2
A scientific control is
an experiment or
observation designed to
minimize the effects of
variables other than the
single independent
variable. This increases
the reliability of the
results, often through a
comparison
between control measur
ements and the other
measurements.
Question 3
Microscope
Antony Van Leeuwenhoek (1632-1723), a Dutch draper and scientist, and one of the
pioneers of microscopy who in the late 17th century became the first man to make
and use a real microscope.
He made his own simple microscopes, which had a single lens and were hand-held.
Van Leeuwenhoek achieved greater success than his contemporaries by developing
ways to make superior lenses, grinding and polishing a small glass ball into a lens with
a magnification of 270x, the finest known at that time (other microscopes of the time
were lucky to achieve 50x magnification). He used this lens to make the world's first
practical microscope.
With his new improved microscope was able to see things that no man had ever
seen before. He saw bacteria, yeast, blood cells and many tiny animals swimming
about in a drop of water.
He called what he saw “little beasties.”
Question 4
Cork Cells drawn by Robert Hooke
He was credited with discovering cells in 1663. Robert Hooke built his
own compound microscope and used it to examine thin slices of cork.
Cork is from the bark of the cork oak tree and is made up of cells that
are dead. Hooke saw what appeared to be lots of little rectangular
rooms. Hooke named them "cells" which means "small rooms."

Agenda Targets
1. Opener
2. Turn in: Ecology Review
Webquest
3. Test results next class
4. Using Excel
• Acid Rain Seed Lab Data Tables
& Graphs
• Nature of Science: Variables,
Data Tables & Graphing webpage
• Data Tables
• Graphs
5. If finished work on “Cells
Worksheet” (due next
class)
1. Create data tables using
Excel or Google Sheets
2. Create graphs using Excel or
Google Sheets
3. Use Word or Google Docs to
create single page document
with data table & graph
4. Create data table & graph
following criteria in handout.
5. Learn about cellular biology
history, cell theory, cell size &
microscopes.
Next class in
Rm. 303

Data
Tables
Need 4
Sections
1.Title
2.Independent
Variable (IV)
3.Dependent
Variable (DV)
• Trials
4.Mathematical
ly Derived
Data

Data Table Checklist
1. Is there sufficient data to know whether
hypothesis is correct?
2. Are the data recorded in the form of a
table?
3. Is there a title?
4. Is the title clear and does it reflect the
purpose of the data table?
5. Is the table organized, rows and columns
are labeled, and units are indicted
6. Is the independent variable in the first
column?
7. Is the independent variable named?
8. Is the independent variable unit included, if
appropriate?
9. Is there a column (sometimes with sub-
columns) for the dependent variable?
10. Is the dependent variable named?
11. Is the dependent variable unit included, if
appropriate?
12. Are there trial sub-columns under the
dependent variable (one for each trial)?
13. Is there a column for a derived or
calculated quantity?
14. Is a sample calculation is given, if
calculations are required?
15. Is the derived (e.g., average) column on
the far right?
16. Is the derived quantity named, if
appropriate?
17. Is the derived quantity unit included, if
appropriate?
18. Are the derived calculations correct?
19. Does the data matches what was stated to
be collected in the procedures?
20. Are data recorded correctly?
21. Is the source of the data noted?
22. If there is more than one table the tables
are numbered consecutively.
23. Are SI Units used?

Graph
s
Need 5
Sections
1.Title
2.Data
3.Legend
4.Y-Axis
5.X-Axis

Graph Checklist
1. Is data transformed into the form of a graph?
2. Is the graph type appropriate for the data being
displayed?
3. Does the graph have a descriptive title?
4. Does the graph have a label on both axes indicating
variables and units?
5. Is the independent variable on the x-axis?
6. Is the dependent variable on the y-axis?
7. Does the graph have the proper scale (the appropriate
high and low values on the axes)?
8. Is the scale of graph is regular and consistent?
9. Is data plotted correctly and clearly?
10. Is the graph well-spaced on the page?
11. Is the graph neat, clean and easy to read?
12. Is there appropriate and descriptive key?
13. Are SI Units used?

Data & Graphs Grading Rubric

Acid Rain Seed Lab
What to work on
Acid Rain Seed Lab
• Turn the following in stapled
together:
1. Packet w/ all questions answered
2. Hand draw data table & graph
3. Computer generated data table &
graph
4. Data & Graphing Rubric
• Make sure items are in order listed
• Make sure all items are readable
• Double check your name is on
packet and materials turned in.

Class
C e l l P r o c e s s e s
Dec. 12, 2014
3
2

Class 32 Opener
1. Name two
differences
between plant and
animal cells.
2. What is a
prokaryotic cell?
3. What is Image A a
photograph of?
4. What is the term
for the process
shown in Image B
Image B
Image A

Agenda Targets
Biology Class 32• 12/12/14
1.Opener
2.Turn in:
a.“Ecology Review
Webquest”
b.“Cells Worksheet”
3.Test Grades
4.Lecture:
a.Cell Theory and
Basics Review
1. Create data tables using
Excel or Google Sheets
2. Create graphs using Excel or
Google Sheets
3. Use Word or Google Docs to
create single page document
with data table & graph
4. Create data table & graph
following criteria in handout.
5. Learn about cellular biology
history, cell theory, cell size &
microscopes.
Next class in
Rm. 303

Class
C e l l P r o c e s s e s
Dec. 16, 2014
3
3

Class 33 Opener
1. Are viruses
living?
2. What is a
prokaryotic
cell?
3. What is Image
A a drawing of?
Image B
Image A

Agenda Targets
1.Opener
2.Lecture:
a.Cell Theory and
Basics Review
(finish)
b. PowerPoint mini
lecture: Viruses
(short)
c. Video: An Inside
Look at the Flu,
1. Learn what viruses are
2. Know how viruses replicate
3. Determine whether viruses
are living
Next class in
Rm. 303

Class
C e l l P r o c e s s e s • V i r u s e s
Dec. 18, 2014
3
4

Agenda Targets
1. Practice Informative
Reading Work
Sample Assessment:
Viruses
2. Reading: Viruses in
the News
a. Choose one virus to read
about
b. Fill out Individual Response
Form
c. Share with group
d. Fill out Group Response Form
1.Learn what viruses are
2.Know how viruses
replicate
3.Determine whether
viruses are living
4.Learn about diseases
caused by viruses
currently in the news

Class
C e l l P r o c e s s e s • D i f f u s i o n , O s m o s i s , M e m b r a n e s
Jan. 5, 2015
3
5

Opener • Jan. 5
1.When by itself is
the thing in Image A
living or non-living?
2.What does current
cell theory state?
3.What controls the
movement of water
in and out of a cell?
4.Describe a diffusion
gradient.
5.Why are cells
small?
Image B
Image A

Agenda Targets
1. Pass back graded work
 Opportunity to redo data tables &
graphs for higher grade
 Last day to turn in back work is Jan.
13
2. Diffusion & Osmosis
3. Labs Wed. & Fri.
4. Finals week Jan. 20-23
• Practice final and study guide will
be available on class web site next
week.
1.Learn how molecules
move across a semi-
permeable
membrane
2.Understand the
differences between
diffusion and
osmosis
3.Know the following
terms:
A.Endocytosis
B.Exocytosis
C.Pinocytosis
D.Osmosis
E.Diffusion

Class
Jan. 7, 2015
3
6

Opener • Jan. 7
1.What controls the
movement of water in
and out of a cell?
2.What does the
drawing in Image A
represents?
3.What does the
animation in Image B
represent?
4.Demo: colander
(strainer) — What
Image B
Image A

Agenda Targets
1. Diffusion & Osmosis
Lecture — Finish
2. Labs
A. Diffusion Lab
B. Carrot Osmosis
Lab
3. Finals week Jan. 20-
23
• Practice final and
study guide will be
available on class
1.Learn how molecules
move across a semi-
permeable
membrane
2.Understand the
differences between
diffusion and
osmosis
3.Know the following
terms:
A.Endocytosis
B.Exocytosis
C.Pinocytosis
D.Osmosis
E.Diffusion

• Colander (strainer)
• Iodine & Starch
• Electronic Balance
• Paper towel
• Setting to zeros, “Zeroing
out”
Balance video
• http://www.nclack.k12.or.us/Page/25
137
Demo

Today’s Lab
Diffusion Lab
• 1 Clear Plastic Cup
• Plastic Baggie
• String
• Starch Solution
• Iodine
• Graduated Cylinder
Osmosis Lab
• 3 Clear Plastic Cups
A. 100 ml water
B. 95 ml water, 5g salt
C. 90 ml, 10g salt
• 3 Carrots
• Plastic Wrap (enough to
cover cups)
• Salt
• Graduate Cylinder
• Electronic Balance
• Paper towel squares (use
w/ balance & carrots)
• Label w/tape; period,
names, amount of salt

Class
Jan. 9, 2015
3
7

Opener • Jan. 9
1. What happens when
iodine comes in
contact with starch?
2. What does the baggie
(Image A)in the
iodine/starch diffusion
lab represent?
3. What does the
animation in Image B
represent?
4. How do you think
your will your carrots
react to the 10%
saline solution in your
I,ageB
ImageA

Agenda Targets
1. Finish Labs
A. Diffusion Lab
B. Carrot Osmosis Lab
2. Please wash and save
cups
3. After cleaning your work
space work on
A. Communicating Data
(tables & graphs)
B. Analyzing &
Interpreting Results
4. Finals week Jan. 20-23
• Practice final and study
guide will be available in
1. Evaluate how molecules
moved across a semi-
permeable membrane
(baggie, carrot cells)
2. Understand the
differences between
diffusion and osmosis
3. Correctly use the following
terms in answering lab
questions:
A.Osmosis
B.Diffusion
C.Semi-permeable
4.Continue to develop skills
in communicating lab data

Background Carrot, H2O Information
• According to the University of Kentucky
College of Agriculture's Cooperative
Extension Service carrots are 87 percent
water.
• Several other sources listed 88 percent
water content including a source from the
mid 1800’s.
• Tap water is not 100 percent water, it’s
contains trace minerals.

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