Aug 28 (labeling plant cell)
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The biology class agenda for Monday, August 29th includes: - Introducing cell projects that can be an analogy collage, rap/song, or poem about plant and animal cells - Spending 20 minutes reviewing test corrections - Spending 30 minutes sketching and labeling the structures of a plant cell, including the vacuole, mitochondria, chloroplast, ribosomes, Golgi apparatus, endoplasmic reticulum, plasma membrane, nucleus, nucleolus, cytoplasm, and peroxisome. Students will also create a chart listing the functions of each organelle.
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Biology:
Chapter 4: Cell Organelles Activity
Part A.
Complete the following table by writing the name of the cell part or organelle in the right-hand column that matches the structure/function in the left-hand column. A cell part may be used more than once. You can type your answer in this document. Do not edit the document. If you do, you will receive a 10-point penalty for not following directions. If organelles are spelled wrong, you will receive a 2-point penalty applied. Don’t forget the class template regarding how typed answers should be presented on documents in this course. Also, review your syllabus on the important components that are required on a document submitted in the dropbx for full credit. Good luck.
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Cell Part
Found in prokaryotic cells that assist in propelling the cell.
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The region inside the cell except for the nucleus
Organelle that manages or controls all the cell functions in a eukaryotic cell
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Lysosome
Mitochondria
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Bi 101 Homework 3 Chapters 4-7 Fall 2013 DUE in class Friday Nov. 1
20 Points possible
1. Use a diagram of the endomembrane system to explain how a new protein may be
constructed, modified, and exported from the cell. (See your lecture notes from 10121 and
14123, and Figure 4.15 of text.)
2. Draw a generalized diagram of an enzyme, and label the active site and an allosteric sitp.
Explain the role of ea ...
Labonionanswersheet
1. The document describes a lab activity where students observe onion and cheek cells under a microscope. They prepare slides of each cell type using different stains and observe the cells' structures.
2. Key structures observed in onion and cheek cells included the cell membrane, cytoplasm, and nucleus. Onion cells also had a cell wall. Cheek cells were roughly circular while onion cells were rectangular.
3. The purpose was to compare plant and animal cells and identify their similarities and differences. It also helped students practice microscope skills and learn that cell membranes are semi-permeable based on different stains being used.
Monday october 20, 2014
This document contains the daily schedule and lesson plans for a science class over the course of a school week. On Monday, students observed their terrariums and created posters comparing and contrasting plant and animal cells. They reviewed these topics for a quiz on Wednesday. On Thursday, the class learned about the different levels of organization within organisms from cells to organ systems. They defined these terms in their notebooks. On Friday, the teacher reviewed the levels of organization and students provided examples in their exit tickets.
SCIENCE7: Plant and Animal Cells
This will really help students in knowing Plant and Animal Cells. It has examples, explanations, exercises and activities.
I need help writing a multiple choice test for a group of students. .docx
I need help writing a multiple choice test for a group of students. I would need it completed ASAP, like within a couple hours. Sorry for the late post.
Imagine
you have been asked to teach a small group of your peers about animal organs.
Create
10 multiple-choice questions to test knowledge of the structure and function of animal organs.
Address
the functions of each of the following concepts in your test.
Differences between asymmetrical, radial symmetry and bilateral symmetry.
Differences between endotherms and exotherms.
Definition and examples of epithelial tissue. (provide one example)
Definition and examples of connective tissue. (provide one example)
Definition and examples of muscle tissue. (provide one example)
Definition and examples of nervous tissue. (provide one example)
Physiology Test
Use
this Template to complete the Physiology Test assignment. The following is an example of how to format your multiple-choice questions:
1.
Which animal is the biggest species in the cat family (National Geographic, n.d.)?
a.
Cheetah
b.
Lynx
c.
Ocelot
d.
Tiger
Your Questions
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References
Cited in APA Format
.
Differentiated unit- plant CSI
This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex, analytical tasks while Layer C focuses on foundational knowledge and skills. Examples are given for activities addressing specific learning objectives that fall into each of the three layers. The goal is for all students to develop scientific literacy in a way that sparks interest and motivation.
Differentiated unit ppt
This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex tasks, Layer B focuses on analysis and application, and Layer C emphasizes knowledge and comprehension. Examples are given for activities targeting specific learning objectives that fall into each of the three layers. The goal is for all students in the mixed-ability class to develop scientific literacy at a level suited to their strengths.
Differentiated unit ppt
This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex, analytical tasks while Layer C focuses on foundational knowledge and skills. Examples are given for activities addressing specific learning objectives that fall into each of the three layers. The goal is for all students to develop scientific literacy in a way that sparks interest and motivation.
Differentiated unit ppt
This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex tasks, Layer B focuses on analysis and application, and Layer C emphasizes knowledge and comprehension. Examples are given for activities targeting specific learning objectives that fall into each of the three layers. The goal is for all students in the mixed-ability class to develop scientific literacy at a level suited to their strengths.
Differentiated unit ppt
This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex, analytical tasks while Layer C focuses on foundational knowledge and skills. Examples are given for activities addressing specific learning objectives that fall into each of the three layers. The goal is for all students to develop scientific literacy in a way that sparks interest and motivation.
Differentiated unit ppt
This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex, analytical tasks while Layer C focuses on foundational knowledge and skills. Examples are given for activities addressing specific learning objectives that fall into each of the three layers. The goal is for all students to develop scientific literacy in a way that motivates and sparks further interest in their learning.
Tf77799400
Somatic cells are the main building blocks of living creatures and can be observed under a microscope. A human body contains approximately 220 different types of somatic cells that perform various functions. Somatic plant cells contain additional structures like chloroplasts which enable photosynthesis and produce oxygen vital for human survival. The lesson introduces students to the main parts of somatic cells like the nucleus, cell membrane, mitochondria and describes their functions. It compares somatic cells to plant cells, highlighting additional structures in plant cells. Finally, the lesson explains the process of cell division through mitosis and has students identify the phases of mitosis using 3D models.
Assignment 1BackgroundWhen you look around at the world, you .docx
Assignment 1:
Background
When you look around at the world, you can see many examples that demonstrate how an object's or a system's structure relates to its function. The structure of a highway system, for example, can affect traffic flow. You can, no doubt, think of many other examples.
In this Discussion Board assignment, you will look at the structure of the most basic unit of life, the living cell. You will also investigate how the structures of cells are directly related to the functions that are important to life.
Part 1
Your text describes the difference between the organelles in a eukaryotic cell and the more simple structure of a prokaryotic cell as an analogy between the chief executive officer's (CEO's) corner office and a cubicle. Organelles are like appliances or pieces of furniture that perform specific functions. Choose 1 organelle, and use an analogy to explain its function. For example, explain how a chloroplast is like a solar panel, or how a mitochondrion is like a furnace. Try to think of original analogies for other organelles or cell structures such as golgi, lysosome, cell wall, cell membrane, endoplasmic reticulum, ribosomes, nucleus, and so on. Include how your analogy may be less than perfect. Compare your analogy with those of your classmates’.
Part 2
You will read that only plants, algae, and some bacteria are photosynthetic. There is an exception to this, though. One species of sea slug has found a way to steal chloroplasts, store them in cells lining its digestive tract, and live on the sugar that is produced (Milius, 2010). What benefit would there be for animal cells (including those of humans) to make their own food? Could cell, tissue, or genetic engineering allow humans to use chloroplasts this way? Describe 1 or 2 factors that would need to be considered for chloroplasts to function in an animal or a human.
Reference
Milius, S. (2010). Green sea slug is part animal, part plant. Retrieved from http://www.wired.com/wiredscience/2010/01/green-sea-slug/
Assignment 2:
Scientific inquiry in biology starts by observing the living species around you. What separates science from the other methods of seeking truth is that it is testable (e.g., one can devise experiments to test the validity of an idea); it is falsifiable (e.g., an experiment can reveal if an idea is false); and it involves natural causality (e.g., the method involves and depends upon the natural laws of the universe which cause things to happen in a predictable and repeatable manner).
Observation: Scientific inquiry begins when something interesting gets your attention.
Question: Following an observation, a question arises in your mind. It may be something like "I wonder what?" or, "I wonder how? or, "I wonder why?"
Assignment Details
In this assignment, you will take a look at the scientific method. You will design a (fictional) scientific study to answer a specific question based upon an observation.
First, choose 1 of the following observations ...
Storyboard
This storyboard outlines pages for a book about organelles in an animal cell. Each page includes elements like images, text, and coaches that provide definitions and functions of organelles. The story is told as a mystery in an office where the organelles are interrogated about a disruption. Over multiple pages, different organelles provide alibis for where they were and what they were doing when the disruption occurred. In the end, the nucleus is found guilty of leaving the cell.
Similar to Aug 28 (labeling plant cell) (20)
BiologyName Biology Chapter 4 Cell Organelles.docx
BiologyName Biology Chapter 4 Cell Organelles.docx
I need help writing a multiple choice test for a group of students. .docx
I need help writing a multiple choice test for a group of students. .docx
Assignment 1BackgroundWhen you look around at the world, you .docx
Assignment 1BackgroundWhen you look around at the world, you .docx
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Evolution
The document outlines key concepts around evolution, including natural selection, adaptation, and resistance. It discusses how Charles Darwin observed that organisms differ slightly and those with traits better suited to their environment are more likely to survive and reproduce, passing on those traits. Over time, this leads to evolution as populations change. It also discusses how humans have directed evolution through artificial selection of crops and livestock.
The Geosphere (ecology jan.30 - feb. 3)
The document provides information about a Geosphere Ecology class taught by Mr. Nettles. It includes the class agenda for several days, learning objectives about the composition and structure of the Earth, and discussions of plate tectonics, earthquakes, volcanoes, and erosion. Students are assigned to create labeled diagrams of the Earth's layers and complete worksheets. A quiz on the material is scheduled for the following week.
Understanding Our Environment
The document defines key terms in environmental science and ecology, outlines the major fields of study that contribute to environmental science, and describes how hunter-gatherers, the agricultural revolution, and the industrial revolution impacted the environment. It identifies the goals of environmental science as understanding and solving environmental problems by studying human use of natural resources and how human actions change the environment. The document also classifies the three major environmental problems as resource depletion, pollution, and loss of biodiversity.
Intro to ecology and the scientific method
This document contains the agenda and notes for an ecology class taught by Mr. Nettles. The class covers topics like biomes, the scientific method, variables in experiments, and forming hypotheses. Students are asked to apply what they've learned to explore a topic of their choice using the scientific method. The class motto emphasizes how discipline, character and hope are important for students' futures.
Sketch of DNA
DNA is composed of two strands coiled around each other in a double helix shape. Each strand is made up of repeating units called nucleotides, which contain either the base adenine, cytosine, guanine or thymine. The two strands are held together by hydrogen bonds between the bases, with adenine always bonding to thymine and cytosine always bonding to guanine.
Dna structure and function (notes)
The document provides information about DNA structure and function:
- DNA is a large molecule located in the nucleus that directs protein production and controls cell activities.
- DNA has a double helix structure and is made up of nucleotides containing sugar, phosphate, and nitrogenous bases.
- DNA replicates itself during cell division through a process where the DNA strands separate and each strand is used as a template to create a new complementary strand.
Week 9 energy, metabolism, and atp (oct 10-13)
This biology class covers energy, metabolism, and ATP. The lesson defines key terms like energy, thermodynamics, metabolism, photosynthesis, cellular respiration, and ATP. It explains that the first law of thermodynamics is the law of conservation of energy, and the second law is that energy cannot be converted without loss of usable energy. Metabolism includes photosynthesis and cellular respiration. ATP releases energy when its phosphate bonds are broken, providing energy for cellular work.
Ecosystem energy flow (part 1)
The document discusses energy flow through ecosystems. It defines producers as organisms that can produce their own food through photosynthesis, such as plants and algae. Consumers are organisms that cannot produce their own food and obtain energy by eating other organisms. There are three types of consumers: primary consumers that eat producers, secondary consumers that eat primary consumers, and tertiary consumers that eat secondary consumers. Decomposers, such as fungi and bacteria, obtain energy by breaking down dead organisms and recycling nutrients.
Cell reproduction (part 2)
The document defines key terms related to the cell cycle such as chromosomes, sister chromatids, and centromere. It then explains the main stages of the cell cycle as interphase, mitosis, and cytokinesis. Interphase is further broken down into the G1, S, and G2 phases where the cell grows and prepares for division. Mitosis is described as having four phases - prophase, metaphase, anaphase, and telophase - where the cell nucleus divides to produce two daughter cells each with a full set of chromosomes.
Sept 6 (biomolecules carbs nuc-acid)
This document provides an overview of the major biomolecules - carbohydrates, nucleic acids, proteins, and lipids. It defines monomers and polymers, noting that biomolecules are polymers made of repeating monomer units. Carbohydrates are introduced, with monosaccharides as monomers, and examples including starch and glucose. Nucleic acids are then covered, with nucleotides as monomers, and DNA and RNA as examples. The key points about each biomolecule are outlined.
Aug 28 (labeling plant cell)
The biology class agenda for Monday, August 29th includes:
- Introducing cell projects that can be an analogy collage, rap/song, or poem about plant and animal cells
- Spending 20 minutes reviewing test corrections
- Spending 30 minutes sketching and labeling the structures of a plant cell, including the vacuole, mitochondria, chloroplast, ribosomes, Golgi apparatus, endoplasmic reticulum, plasma membrane, nucleus, nucleolus, cytoplasm, and peroxisome. Students will also create a chart listing the functions of each organelle.
Aug. 24(plant vs. animal cells)
The biology class agenda covers reviewing organelles, defining key terms like vacuole and cell wall, and comparing plant and animal cells. The teacher will define organelles found in both like vacuoles and only in plants like chloroplasts and cell walls. A warm-up questions students to define organelle and identify ER and Golgi differences. The review has students make cell part analogies. Plant cells are outlined as having cell walls, chloroplasts, and large vacuoles while animal cells contain centrioles.
Aug. 23(the cell)
The document provides an agenda and objectives for a biology class on cells. It includes definitions and descriptions of key cellular structures and organelles such as the nucleus, cell membrane, mitochondria and lysosomes. It defines prokaryotic and eukaryotic cells and describes the functions of major organelles found in eukaryotic cells.
Missed notes (08 15 to 08 17)
1. The document provides an overview of key concepts in the scientific method including defining a problem, developing a hypothesis, designing an experiment with independent and dependent variables, collecting and analyzing data, and drawing a conclusion.
2. It also discusses biological concepts such as the definition of biology and examples of quantitative and qualitative observations.
3. The scientific method is outlined as a seven step process and examples of hypotheses, variables, controls, and experiments are provided.
Aug. 17 2011 (scientific method)
1. The document outlines the agenda and objectives for a biology class, including discussing the steps of the scientific method and key terms like hypothesis, variables, and controls.
2. It defines a hypothesis as an "educated guess" about the relationship between an independent and dependent variable, usually written as an "if/then" statement.
3. The independent variable is the factor intentionally changed in an experiment, while the dependent variable is the factor that may change as a result; controls keep outside factors the same to isolate the experimental variables.
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- 1. Biology I Mr. Nettles