This document contains slides from a biology class discussing cell membranes and transport. The class covers:
- An agenda and learning targets for a lesson on cellular membranes and transport mechanisms like diffusion and osmosis.
- Examples and questions for student openers to review key concepts from previous lessons.
- Instructions and examples for labs on diffusion and modeling cell membranes.
- Additional slides providing content on phospholipid molecules, the fluid mosaic model of cell membranes, and passive vs active transport.
This document contains slides from a biology class covering cell processes. It includes slides for various lessons on topics like cell membranes, diffusion, osmosis, and viruses. The slides provide learning targets, activities and assignments for students, such as openers with questions to answer at the start of class, laboratory experiments like a diffusion lab and carrot osmosis lab, and a lecture on viruses. The document outlines the agenda and goals for multiple class periods.
This document appears to be a series of slides from a biology class covering cell membranes and processes. It includes openers with questions for students to answer, agendas for the class sessions covering topics like diffusion and osmosis, diagrams explaining concepts like the phospholipid bilayer, and directions for a cell membrane modeling activity. The slides provide context, objectives, and visual aids to support lessons on key aspects of cell membranes and transport mechanisms.
This document appears to be a series of slides from a biology class on organic chemistry and DNA. The slides include openers with questions to answer, agendas outlining learning targets for the class, diagrams and images related to the topics, and additional content on organic chemistry concepts like monomers, polymers, carbohydrates, and the structures of DNA and RNA.
This document appears to be a series of slides from a biology class covering topics related to cell processes and cellular membranes. The slides include openers with questions to start each class, agendas listing the day's targets and activities, examples and diagrams to illustrate concepts, and instructions for labs and assignments. Key topics covered include diffusion, osmosis, the structure and function of cell membranes, transport mechanisms, and viruses. Students are guided through activities modeling cell membranes and observing diffusion and osmosis, as well as collecting and analyzing data from a carrot osmosis lab.
This document contains slides from a biology class on organic chemistry and DNA. The slides include openers with questions, agendas, diagrams explaining concepts like DNA structure and replication, and instructions for a lab activity using marshmallows to model DNA replication and protein synthesis. Key topics covered are organic chemistry basics, carbohydrates, lipids, proteins, nucleic acids, and the structure and function of DNA.
This document contains slides from biology classes on cellular processes like mitosis, meiosis, DNA and protein synthesis. It includes openers with multiple choice questions, slides with diagrams and pictures, and agendas outlining learning targets for classes. The openers assess prior knowledge on topics like the phases of mitosis and meiosis. Sample slides show diagrams of chromosomes, cells in different phases, and graphs. The agendas list upcoming activities like videos, worksheets and labs focused on understanding cellular reproduction and the relationship between DNA, RNA and proteins.
1. The cell theory states that all living things are made of cells, cells are the basic units of structure and function in living things, and all cells come from preexisting cells. This theory was developed in the 1800s based on discoveries of cells using microscopes.
2. There are two main types of cells - prokaryotic cells which lack a nucleus, and eukaryotic cells which contain a nucleus and organelles. Prokaryotic cells are found in bacteria and archaea while eukaryotic cells are found in fungi, plants and animals.
3. All cells share some basic components - a plasma membrane, cytoplasm, DNA, and ribosomes. However, cells vary widely in
This document contains slides from a biology class covering cell processes. It includes slides for various lessons on topics like cell membranes, diffusion, osmosis, and viruses. The slides provide learning targets, activities and assignments for students, such as openers with questions to answer at the start of class, laboratory experiments like a diffusion lab and carrot osmosis lab, and a lecture on viruses. The document outlines the agenda and goals for multiple class periods.
This document appears to be a series of slides from a biology class covering cell membranes and processes. It includes openers with questions for students to answer, agendas for the class sessions covering topics like diffusion and osmosis, diagrams explaining concepts like the phospholipid bilayer, and directions for a cell membrane modeling activity. The slides provide context, objectives, and visual aids to support lessons on key aspects of cell membranes and transport mechanisms.
This document appears to be a series of slides from a biology class on organic chemistry and DNA. The slides include openers with questions to answer, agendas outlining learning targets for the class, diagrams and images related to the topics, and additional content on organic chemistry concepts like monomers, polymers, carbohydrates, and the structures of DNA and RNA.
This document appears to be a series of slides from a biology class covering topics related to cell processes and cellular membranes. The slides include openers with questions to start each class, agendas listing the day's targets and activities, examples and diagrams to illustrate concepts, and instructions for labs and assignments. Key topics covered include diffusion, osmosis, the structure and function of cell membranes, transport mechanisms, and viruses. Students are guided through activities modeling cell membranes and observing diffusion and osmosis, as well as collecting and analyzing data from a carrot osmosis lab.
This document contains slides from a biology class on organic chemistry and DNA. The slides include openers with questions, agendas, diagrams explaining concepts like DNA structure and replication, and instructions for a lab activity using marshmallows to model DNA replication and protein synthesis. Key topics covered are organic chemistry basics, carbohydrates, lipids, proteins, nucleic acids, and the structure and function of DNA.
This document contains slides from biology classes on cellular processes like mitosis, meiosis, DNA and protein synthesis. It includes openers with multiple choice questions, slides with diagrams and pictures, and agendas outlining learning targets for classes. The openers assess prior knowledge on topics like the phases of mitosis and meiosis. Sample slides show diagrams of chromosomes, cells in different phases, and graphs. The agendas list upcoming activities like videos, worksheets and labs focused on understanding cellular reproduction and the relationship between DNA, RNA and proteins.
1. The cell theory states that all living things are made of cells, cells are the basic units of structure and function in living things, and all cells come from preexisting cells. This theory was developed in the 1800s based on discoveries of cells using microscopes.
2. There are two main types of cells - prokaryotic cells which lack a nucleus, and eukaryotic cells which contain a nucleus and organelles. Prokaryotic cells are found in bacteria and archaea while eukaryotic cells are found in fungi, plants and animals.
3. All cells share some basic components - a plasma membrane, cytoplasm, DNA, and ribosomes. However, cells vary widely in
This document discusses using Bloom's taxonomy to improve biology education. It finds that effective biology instruction should:
1) Address students' preconceptions
2) Build both a deep foundation of factual knowledge and a strong conceptual framework
3) Enhance students' metacognition or ability to monitor their own learning.
It describes how developing a "Blooming Biology tool" to categorize exam questions by their level in Bloom's taxonomy can help align teaching and assessment, improve student learning, and provide feedback to students on their performance at different cognitive levels.
AS OCR Biology - Unit 1 Module 2 Revision Testmrexham
This document contains a 73 question quiz on exchange and transport systems in biology. It covers topics like gas exchange in the lungs, the structure and function of the circulatory system, transport within plants and gas exchange in leaves. For each question, students are prompted to write their answer in the space provided. The quiz is out of a total of 88 marks.
This document outlines the content covered in Unit 1 of the GCE Biology specification, which focuses on biology and disease. It discusses how pathogens and lifestyle can cause disease, and covers the key content on the digestive system, including the roles of enzymes, proteins, carbohydrates, and transport across membranes. The digestive system content includes the structure and functions of the digestive organs, as well as the processes of digestion and absorption of proteins, carbohydrates, and other molecules. It provides details on the assessment and skills developed in this unit.
AS Biology, Unit 1 (Module 1) notes (OCR)Paige Cavey
This presentation features key notes and diagrams from the unit 1, module 1 of AS biology. These notes have been mad heavily using OCR text books, however other sources have been used.
The document summarizes nervous and hormonal communication in the human body. It discusses how receptors detect stimuli and send signals via neurons in the nervous system or hormones in the bloodstream to effectors that produce a response. It describes the structure and function of neurons, synapses, and receptors in detail. It also explains muscle contraction and the control of heart rate.
This document provides an overview and guide to teaching Pre-U Biology. It outlines that the syllabus is divided into six sections covering topics like cells, evolution, plants and environmental studies. It also describes the course's linear structure, emphasis on practical skills, and independent learning. Assessment consists of four components testing knowledge, problem-solving and experimental skills, with questions set in various real-world contexts.
A Level Biology - Energy for Biological Processesmrexham
This is a free sample of a presentation that covers the whole of the topic energy for biological processes which includes respiration and photosynthesis.
It is written for the Edexcel Biology B specification but it will be suitable for most A Level courses.
A-level OCR Biology Past Paper Summary: Genetics, Evolution & Ecosystems (Mod...SnapRevise
Concise A-level OCR Biology Past Paper Summary covering all the content required by the 2015 specification for Genetics, Evolution & Ecosystems (Module 6)
Biology m3 movement of matls thru the cell membranedionesioable
This document provides an overview of module 3 from an alternative secondary education biology course on the movement of materials through the cell membrane. The module contains 3 lessons that discuss cellular exchange with the environment, different types of transport (passive vs. active), and how discoveries on cellular structures and functions have led to useful technologies. Students are expected to learn about diffusion, osmosis, active and passive transport, and how cellular processes are applied to food production and health. The module instructs students to complete reading, activities, and tests to achieve the learning objectives.
This document contains slides from biology classes covering cellular processes like mitosis, meiosis, DNA and protein synthesis. The slides include openers with questions to review key concepts, as well as agendas outlining learning targets for each class. Images show stages of mitosis and meiosis. Students completed activities on DNA structures and extraction, and took a quiz on DNA and RNA. The document provides an overview of the content and activities in a high school biology unit on cellular reproduction and genetics.
Biology unit 2 cells exam everything you need to know and extra review questionsrozeka01
This biology exam review covers many topics about cell structure and function. It includes 50 multiple choice questions about cell theory, hydrolysis and dehydration synthesis reactions, organelle structure and function, membrane transport mechanisms, and osmotic environments. Students are provided definitions and diagrams to learn the key parts of prokaryotic and eukaryotic cells, plant and animal cells, endosymbiotic theory, and organelle functions. Membrane transport mechanisms like diffusion, osmosis, facilitated diffusion, and active transport are also defined.
13 Science Lesson Plan Traditional Teaching.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
The cell membrane is made of phospholipids arranged in a bilayer, with hydrophilic phosphate heads facing outwards and hydrophobic fatty acid tails in the middle. This structure allows the membrane to be selectively permeable, allowing small molecules and gases like oxygen and carbon dioxide to pass through, but blocking larger molecules. Membrane proteins act as channels to facilitate the passage of larger molecules and ions that cannot pass through the phospholipid bilayer directly. The selective permeability of the cell membrane is essential for cells to maintain homeostasis and transport nutrients, wastes and other materials in and out.
Detailed lesson plan- CELL CYCLE. DELA CRUZ, IRISHIrishDelaCruz8
The detailed lesson plan summarizes a biology lesson on the cell cycle for 8th grade students. The objectives are for students to compare mitosis and meiosis, and understand the cell cycle. The lesson contains preliminary activities, a review of the previous lesson, an introduction of the cell cycle topic, classroom activities to explore the stages of the cell cycle, and a formative assessment quiz. The teacher uses examples, diagrams, group work and presentations to help students learn about interphase, mitosis and the importance of the cell cycle in daily living.
The cell membrane surrounds the cytoplasm of the cell and separates its contents from the external environment. It is a semi-permeable bilayer that regulates what enters and exits the cell through membrane proteins. The nucleus contains the cell's DNA and controls its metabolism and reproduction. Mitochondria have a double membrane and produce energy for the cell in the form of ATP through aerobic respiration. Ribosomes are sites of protein synthesis and consist of large and small subunits that can float freely in the cell or attach to the endoplasmic reticulum.
The document outlines a lesson plan on cell membrane and transport. It begins with an introduction to the cell membrane and its role in nutrient absorption and waste removal. The lesson plan then provides an outline of topics that will be covered over several lessons, including the general structure of the cell membrane, osmosis, diffusion, active transport mechanisms, and related laboratory activities. It also lists the curriculum expectations around scientific investigation skills that will be addressed. The first part of the lesson plan focuses on an overview of the structure of the cell membrane, its phospholipid bilayer, embedded proteins and cholesterol. Subsequent lessons will cover membrane functions including different transport mechanisms like osmosis, diffusion, and active transport.
This document outlines a lesson plan for teaching students about the cell membrane and transport. It begins with an introduction to the cell membrane and its role in nutrient absorption and waste removal. The lesson plan then provides an outline of topics to be covered, including the general structure of the cell membrane, transport mechanisms like osmosis and diffusion, and labs exploring these concepts. Key components of the cell membrane like phospholipids, cholesterol, and proteins are defined. Both passive transport mechanisms and active transport processes such as the sodium-potassium pump are explained. The curriculum expectations and potential difficulties students may face are also discussed.
The document discusses the cell as the basic structural and functional unit of life. It covers the historical discovery of cells in the 17th century and development of the cell theory. The key parts of cells are also summarized, including the cell membrane, cytoplasm, organelles, and nucleus. The document emphasizes that the cell is the smallest unit able to perform life functions and maintains an optimal surface area to volume ratio for transport of materials.
1. The evolving concept of life is based on emerging pieces of evidence discovered over centuries. During the 1800s, geologists found fossils of ancient sea life on dry land and layers of rock, supporting the idea that Earth and life changed over time.
2. Various pieces of evidence have helped trace the history of life on Earth, including fossils, rock layers, and indications of past volcanic activity and erosion. Understanding the history of life allows prediction of future changes and helps address challenges like pandemics.
3. Key evidence includes ancient bacteria and stromatolites, showing life first emerged as prokaryotic and anaerobic organisms over 3.5 billion years ago, and evolved with environmental changes like the oxygen
The document discusses the structure and function of eukaryotic cells, comparing plant and animal cells. It describes the organelles found within cells like the nucleus, mitochondria, chloroplasts, and describes their roles. The plasma membrane, cell wall, cytoskeleton, vacuoles and other cellular components are also explained in detail, comparing prokaryotic and eukaryotic cells.
This document provides a unit plan on cell structure and function for a 10th grade biology class. The unit will last 21 days and cover key concepts about cellular structures and their roles in essential life processes. Students will learn about organelles, membrane transport mechanisms, energy production through respiration and photosynthesis, protein synthesis, and differences between prokaryotic and eukaryotic cells. Assessment will include a summative test and a lab observing cells under a microscope. The overall goal is for students to understand how cells carry out functions necessary for living organisms.
This document discusses using Bloom's taxonomy to improve biology education. It finds that effective biology instruction should:
1) Address students' preconceptions
2) Build both a deep foundation of factual knowledge and a strong conceptual framework
3) Enhance students' metacognition or ability to monitor their own learning.
It describes how developing a "Blooming Biology tool" to categorize exam questions by their level in Bloom's taxonomy can help align teaching and assessment, improve student learning, and provide feedback to students on their performance at different cognitive levels.
AS OCR Biology - Unit 1 Module 2 Revision Testmrexham
This document contains a 73 question quiz on exchange and transport systems in biology. It covers topics like gas exchange in the lungs, the structure and function of the circulatory system, transport within plants and gas exchange in leaves. For each question, students are prompted to write their answer in the space provided. The quiz is out of a total of 88 marks.
This document outlines the content covered in Unit 1 of the GCE Biology specification, which focuses on biology and disease. It discusses how pathogens and lifestyle can cause disease, and covers the key content on the digestive system, including the roles of enzymes, proteins, carbohydrates, and transport across membranes. The digestive system content includes the structure and functions of the digestive organs, as well as the processes of digestion and absorption of proteins, carbohydrates, and other molecules. It provides details on the assessment and skills developed in this unit.
AS Biology, Unit 1 (Module 1) notes (OCR)Paige Cavey
This presentation features key notes and diagrams from the unit 1, module 1 of AS biology. These notes have been mad heavily using OCR text books, however other sources have been used.
The document summarizes nervous and hormonal communication in the human body. It discusses how receptors detect stimuli and send signals via neurons in the nervous system or hormones in the bloodstream to effectors that produce a response. It describes the structure and function of neurons, synapses, and receptors in detail. It also explains muscle contraction and the control of heart rate.
This document provides an overview and guide to teaching Pre-U Biology. It outlines that the syllabus is divided into six sections covering topics like cells, evolution, plants and environmental studies. It also describes the course's linear structure, emphasis on practical skills, and independent learning. Assessment consists of four components testing knowledge, problem-solving and experimental skills, with questions set in various real-world contexts.
A Level Biology - Energy for Biological Processesmrexham
This is a free sample of a presentation that covers the whole of the topic energy for biological processes which includes respiration and photosynthesis.
It is written for the Edexcel Biology B specification but it will be suitable for most A Level courses.
A-level OCR Biology Past Paper Summary: Genetics, Evolution & Ecosystems (Mod...SnapRevise
Concise A-level OCR Biology Past Paper Summary covering all the content required by the 2015 specification for Genetics, Evolution & Ecosystems (Module 6)
Biology m3 movement of matls thru the cell membranedionesioable
This document provides an overview of module 3 from an alternative secondary education biology course on the movement of materials through the cell membrane. The module contains 3 lessons that discuss cellular exchange with the environment, different types of transport (passive vs. active), and how discoveries on cellular structures and functions have led to useful technologies. Students are expected to learn about diffusion, osmosis, active and passive transport, and how cellular processes are applied to food production and health. The module instructs students to complete reading, activities, and tests to achieve the learning objectives.
This document contains slides from biology classes covering cellular processes like mitosis, meiosis, DNA and protein synthesis. The slides include openers with questions to review key concepts, as well as agendas outlining learning targets for each class. Images show stages of mitosis and meiosis. Students completed activities on DNA structures and extraction, and took a quiz on DNA and RNA. The document provides an overview of the content and activities in a high school biology unit on cellular reproduction and genetics.
Biology unit 2 cells exam everything you need to know and extra review questionsrozeka01
This biology exam review covers many topics about cell structure and function. It includes 50 multiple choice questions about cell theory, hydrolysis and dehydration synthesis reactions, organelle structure and function, membrane transport mechanisms, and osmotic environments. Students are provided definitions and diagrams to learn the key parts of prokaryotic and eukaryotic cells, plant and animal cells, endosymbiotic theory, and organelle functions. Membrane transport mechanisms like diffusion, osmosis, facilitated diffusion, and active transport are also defined.
13 Science Lesson Plan Traditional Teaching.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
The cell membrane is made of phospholipids arranged in a bilayer, with hydrophilic phosphate heads facing outwards and hydrophobic fatty acid tails in the middle. This structure allows the membrane to be selectively permeable, allowing small molecules and gases like oxygen and carbon dioxide to pass through, but blocking larger molecules. Membrane proteins act as channels to facilitate the passage of larger molecules and ions that cannot pass through the phospholipid bilayer directly. The selective permeability of the cell membrane is essential for cells to maintain homeostasis and transport nutrients, wastes and other materials in and out.
Detailed lesson plan- CELL CYCLE. DELA CRUZ, IRISHIrishDelaCruz8
The detailed lesson plan summarizes a biology lesson on the cell cycle for 8th grade students. The objectives are for students to compare mitosis and meiosis, and understand the cell cycle. The lesson contains preliminary activities, a review of the previous lesson, an introduction of the cell cycle topic, classroom activities to explore the stages of the cell cycle, and a formative assessment quiz. The teacher uses examples, diagrams, group work and presentations to help students learn about interphase, mitosis and the importance of the cell cycle in daily living.
The cell membrane surrounds the cytoplasm of the cell and separates its contents from the external environment. It is a semi-permeable bilayer that regulates what enters and exits the cell through membrane proteins. The nucleus contains the cell's DNA and controls its metabolism and reproduction. Mitochondria have a double membrane and produce energy for the cell in the form of ATP through aerobic respiration. Ribosomes are sites of protein synthesis and consist of large and small subunits that can float freely in the cell or attach to the endoplasmic reticulum.
The document outlines a lesson plan on cell membrane and transport. It begins with an introduction to the cell membrane and its role in nutrient absorption and waste removal. The lesson plan then provides an outline of topics that will be covered over several lessons, including the general structure of the cell membrane, osmosis, diffusion, active transport mechanisms, and related laboratory activities. It also lists the curriculum expectations around scientific investigation skills that will be addressed. The first part of the lesson plan focuses on an overview of the structure of the cell membrane, its phospholipid bilayer, embedded proteins and cholesterol. Subsequent lessons will cover membrane functions including different transport mechanisms like osmosis, diffusion, and active transport.
This document outlines a lesson plan for teaching students about the cell membrane and transport. It begins with an introduction to the cell membrane and its role in nutrient absorption and waste removal. The lesson plan then provides an outline of topics to be covered, including the general structure of the cell membrane, transport mechanisms like osmosis and diffusion, and labs exploring these concepts. Key components of the cell membrane like phospholipids, cholesterol, and proteins are defined. Both passive transport mechanisms and active transport processes such as the sodium-potassium pump are explained. The curriculum expectations and potential difficulties students may face are also discussed.
The document discusses the cell as the basic structural and functional unit of life. It covers the historical discovery of cells in the 17th century and development of the cell theory. The key parts of cells are also summarized, including the cell membrane, cytoplasm, organelles, and nucleus. The document emphasizes that the cell is the smallest unit able to perform life functions and maintains an optimal surface area to volume ratio for transport of materials.
1. The evolving concept of life is based on emerging pieces of evidence discovered over centuries. During the 1800s, geologists found fossils of ancient sea life on dry land and layers of rock, supporting the idea that Earth and life changed over time.
2. Various pieces of evidence have helped trace the history of life on Earth, including fossils, rock layers, and indications of past volcanic activity and erosion. Understanding the history of life allows prediction of future changes and helps address challenges like pandemics.
3. Key evidence includes ancient bacteria and stromatolites, showing life first emerged as prokaryotic and anaerobic organisms over 3.5 billion years ago, and evolved with environmental changes like the oxygen
The document discusses the structure and function of eukaryotic cells, comparing plant and animal cells. It describes the organelles found within cells like the nucleus, mitochondria, chloroplasts, and describes their roles. The plasma membrane, cell wall, cytoskeleton, vacuoles and other cellular components are also explained in detail, comparing prokaryotic and eukaryotic cells.
This document provides a unit plan on cell structure and function for a 10th grade biology class. The unit will last 21 days and cover key concepts about cellular structures and their roles in essential life processes. Students will learn about organelles, membrane transport mechanisms, energy production through respiration and photosynthesis, protein synthesis, and differences between prokaryotic and eukaryotic cells. Assessment will include a summative test and a lab observing cells under a microscope. The overall goal is for students to understand how cells carry out functions necessary for living organisms.
Unit 4: Biofilms & Motility
LECTURE LEARNING GOALS
• Describethethreetypesofbacterialbiofilm, and how each develop.
• Contrastthedifferentwaysthatmicrobes move using flagella. Explain the ways that bacterial and archaeal flagella are different. Describe non-flagellar movement.
• Giveexamplesofhowmicrobesmovefrom the phyla spirochetes and bacteroidetes.
This document outlines a lesson plan about cell organelles. It includes:
- An introduction where the teacher will assess prior knowledge about cells.
- A presentation where the teacher will explain cell organelles using a chart and activity cards. Students will identify organelles and their functions.
- Review questions to assess learning.
- A follow up activity where students will draw and label a cell diagram.
The lesson aims to develop student knowledge of cell organelles through different learning activities and discussions.
This document outlines a lesson plan about cell organelles. It includes:
- An introduction where the teacher will assess prior knowledge about cells.
- A presentation where the teacher will explain cell organelles using a chart and activity cards. Students will identify organelles and their functions.
- Review questions to assess learning.
- A follow up activity where students will draw a labeled cell diagram.
The lesson aims to develop student knowledge of cell organelles through different learning activities and discussions.
The document summarizes key concepts about cell structure and function from a biology textbook chapter. It describes the cell theory, the structure and functions of the cell membrane and transport mechanisms like diffusion, osmosis, and active transport. It also outlines the structures and functions of major cell organelles like the nucleus, endoplasmic reticulum, Golgi bodies, lysosomes, vacuoles, mitochondria, microtubules, and cilia/flagella. Throughout, it emphasizes that a cell's form relates to its functions within the body.
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.
The movement of substances in the plasma membrane - Osmosisdelcampotangaan
1. The document discusses concepts related to osmosis including concentration, solutes, solvents, and solutions. It defines key terms and provides examples of osmosis in red blood cells and plant cells.
2. The document explains that osmosis is the movement of water molecules from an area of higher concentration to lower concentration through a partially permeable membrane without requiring energy.
3. An experiment is described where the level of solution inside a visking tubing rises when placed in a more dilute external solution due to water entering the tubing through osmosis.
1. Cells are the basic units of structure and function that make up all living things.
2. All cells come from preexisting cells through cell division.
3. Cells have membrane bound organelles that carry out specific functions and transport materials throughout the cell.
Similar to Biology agenda and targets 2015 sem. 1 (20)
This document contains slides from a biology class on organic chemistry and DNA. The slides include openers with questions, agendas, diagrams explaining concepts like DNA structure and replication, and instructions for a lab activity using marshmallows to model DNA replication and protein synthesis. Key topics covered are organic chemistry basics, carbohydrates, lipids, proteins, nucleic acids, and the structure and function of DNA.
Directions to "An Illustrated DNA Tale" a comical guide to protein synthesis. Students design a comic strip using non-science terms to depict a "tale" paralleling protein synthesis.
This document appears to be a series of slides for a biology class covering topics in organic chemistry and cellular processes related to DNA. The slides include openers with questions for students to answer in complete sentences, as well as agendas outlining learning targets for each class. Specifically, the slides discuss:
1. The four basic elements of life, simple sugars like glucose, and drawing the chemical formula for molecules like glucose.
2. Organic chemistry concepts like isomers, functional groups, and types of saccharides.
3. Major organic compounds including carbohydrates, lipids, proteins and nucleic acids.
4. Cellular processes involving DNA, including the four DNA bases, replication, and the
1) Everything in the universe is composed of matter, which is anything that occupies space or has mass.
2) Elements are pure substances that cannot be broken down chemically, with over 100 observed so far.
3) The basic unit that makes up all matter is the atom, which consists of a nucleus of protons and neutrons surrounded by electrons.
John August gave a speech at Trinity University where he outlined 5 key aspects of professionalism: presentation, accuracy, consistency, accountability, and meeting peer standards. He argued that all work should be held to professional standards of quality, reliability, and maturity, and that students cannot choose to be amateurs in their work. Professionalism is important for one's career success after graduation.
Photosynthesis has two main stages:
1. The light reactions use light energy to convert water to oxygen and produce ATP and NADPH through the electron transport chain in the thylakoid membranes of chloroplasts.
2. The Calvin cycle uses the ATP and NADPH products from the light reactions to incorporate carbon from carbon dioxide into organic compounds to produce glucose in the stroma of the chloroplast.
3. The process is essential as it produces oxygen and carbohydrates for plants and food for animals and humans from carbon dioxide and water using energy from sunlight.
This document contains slides from a biology class discussing cell membranes and processes. The class covers topics like diffusion, osmosis, active and passive transport. It includes openers with questions, agendas, and descriptions of upcoming labs and activities. Students are provided expectations for class materials and assignments. Slides describe a diffusion lab where iodine diffused through a plastic baggie into a starch solution, demonstrating relative molecule sizes.
Cell division occurs through mitosis and produces two identical daughter cells. It has several stages: interphase where the cell grows and duplicates its DNA; prophase where the chromosomes condense; metaphase where the chromosomes line up; anaphase where the chromosomes separate; and telophase where the daughter cells fully form. Cell division is important for growth, tissue repair, and asexual reproduction.
This document appears to be a series of slides from a biology class covering topics related to cell processes and cellular membranes. The slides include openers with questions to start each class, agendas listing the day's targets and activities, and images/diagrams to support the material. One class includes a lab on diffusion where students observe iodine moving through a permeable membrane into a starch solution. Another class has students set up an osmosis lab using carrots in solutions of varying salt concentrations to observe effects of osmosis.
This document contains slides from a biology class covering cell processes. The class covers topics like cell membranes, diffusion, osmosis, and viruses. Slide agendas outline learning targets for each class, which include understanding how molecules move across membranes and the differences between diffusion and osmosis. Opener questions at the start of classes review key concepts from previous lessons. Labs are also described, such as a diffusion lab where students observe iodine molecules moving through a permeable membrane.
Small biological units combine to form larger, more complex structures. Atoms bond together to form molecules, which combine to form organelles and cells. Cells are the smallest, fundamental units of life. Cell membranes are made of phospholipids that form a bilayer, separating the interior of the cell from the outside environment. Membranes contain proteins that transport materials and allow communication between cells.
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2. Slide
2Class 15 • 10/20/15
Agenda
• Introductions
• Expectations & Routines
• What you need for this
class
• What have you learned?
• Vocabulary (review?)
• Cell Membranes
Targets
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Nature of Science
• Inferences
• Facts
• Hypothesis
• Open-ended questions
3. Slide
3What you need to have for class
Every Day
• Composition Book for
Openers, spiral notebooks
will NOT be accepted.
• Black or Dark Blue ink pen
• Pencil
• Three-ringed binder to
keep papers in.
• Notebook paper
On Occasion
• 4 Gb USP thumb drive
• Colored Pencils
• Simple calculator
4. 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
11. One biology “thing” you have
learned so far that you did not
know, expect or were amazed by.
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
home.
5. Class
C e l l P r o c e s s e s
Oct. 22, 2015 1
6
6. Slide
6
Class 16 Opener
10/22/15
In your composition
book write the date at
the top of the page then
answer the following
questions.
1.What is the difference
between active and
passive transport when
discussing cellular
membranes?
2.Image A is an example
of… ?
3.How is diffusion
Image B
Image A
7. Slide
7
Class 16 Opener
10/22/15
1.What is the difference
between active and passive
transport when discussing
cellular membranes? Active
transport requires energy
(ATP) and passive transport
does not.
2.Image A is an example of… ?
Image A is an example of
active transport.
3.How is diffusion different than
osmosis? Osmosis is a
specialized form of
diffusion. Diffusion may or
may not be a form of
osmosis. Specifically
osmosis is the diffusion of
Image B
Image A
8. Slide
8
Agenda Targets
Class 16 • 10/22/15
Opener
Cellular Membranes Lab
• Understand how bubbles are a
model for cell membranes.
• Create flexible membrane
mimicking the Fluid Mosaic
Model.
• Understand membranes are
fluid and flexible.
• Know why membranes are
able to self-repair.
• Recognize eukaryotic cells
feature membrane bound
organelles.
• Understand how membrane
proteins can perform special
9. Class
C e l l P r o c e s s e s
Oct. 26, 2015 1
7
10. Slide
10 Opener • Oct. 26
1. What controls the
molecular movement
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. Lab: soap bubble —
What did the bubble
represent?
5. Explain how the “skin”
Image B
Image A
11. Slide
11 Opener • Oct. 26
1.What controls the
molecular movement in
and out of a cell? The
cell membrane
controls the
movement of
molecules in and out
of a cell.
2.What does the drawing
in Image A represents?
Image A is of a cell
membrane.
3.What does the
animation in Image B
represent? The
Image B
Image A
12. Slide
12 Opener • Oct. 26
4. Lab: soap bubble —
What did the bubble
represent? It
represented a cell
membrane.
5.Explain how the “skin”
of the bubble differs
from a cell membrane.
The soap bubble non-
polar “tails” face in
the opposite direction
of a cell membrane
“tails.” Cell
membrane non-polar
tails face each other
Image B
Image A
13. Slide
13
Agenda Targets
Biology Class 17 • 10/26/15
1.Opener
2.Diffusion,
Osmosis &
Cellular
Membrane
3.PowerPoint
4.Demo
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
15. Class
C e l l P r o c e s s e s
Oct. 28, 2015 1
8
16. Slide
16 Opener • Oct. 26
1.What does Image
A represent?
2.How many
layer(s) make-up
cell membranes?
3.Describe the
differences
between active
and passive
transport.
Image B
17. Slide
17 Opener • Oct. 26
1. What does Image A
represent? Image A
represents a
Phospholipid
Molecule
2. How many layer(s)
make-up cell
membranes? Two
layers of
phospholipids make
up a cell membrane.
3. Describe the
differences between
active and passive
transport. Active
transport uses ATP
Image B
18. Slide
18
Agenda Targets
Biology Class 18 • 10/28/15
1. Opener
2. Finish
Diffusion,
Osmosis &
Cellular
Membrane
Lecture
3. Cell Membrane
Activity
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
F. Semi-permeable
4.Create a paper model of a
19. Slide
19
• You will need
1. Directions Sheet
2. Yellow Phospholipid
Molecule Cutout Sheet
3. Answer Sheet
4. Colored Paper for other
molecules
1. Cholesterol = Green
2. Carbohydrates = Blue
3. Proteins = Purple or Pink
• Remember to
• Create a color-coded key
• Use complete sentences
when answering
questions
Phospholipid Molecule =
Yellow
• Head is Polar & Hydrophilic
• Tail is non-polar & hydrophobic
10 Cholesterol = Green
• Holds phospholipid molecules
together
10 Carbohydrates = Blue
• Attach to the perimeter of
membrane
• Cell identifiers
5 Proteins = Purple
• Go through the cell membrane
• Hold carbohydrates on perimeter
• Transport items into and out of
Cell Membrane Activity
20. Slide
20
• Lipid soluble
molecules are
transported through
the cell membranes
more easily than
water soluble
molecules
• Small molecules are
transported through
the membrane more
easily than large
molecules
• The higher the
charge on the
molecule, the harder
Lipid Solubility Rules
21. Slide
21Cell Membrane Diagram
In this drawing
1. Proteins are orange
2. Carbohydrates are
green
3. Cholesterol is
yellow
Phospholipid Molecule = Yellow
• Head is Polar & Hydrophilic
• Tail is non-polar & hydrophobic
10 Cholesterol = Green
• Holds phospholipid molecules
together
10 Carbohydrates = Blue
• Attach to the perimeter of
membrane
• Cell identifiers
5 Proteins = Purple
• Go through the cell membrane
• Hold carbohydrates on perimeter
• Transport items into and out of cell
22. Class
C e l l P r o c e s s e s
Nov. 3, 2015 1
9
23. Slide
23 Opener • Nov. 3
1.Describe the
properties of a
phospholipid
molecule found in a
cell membrane.
2.What is the
purple/blue item in
Image A labeled
“C.”
3.What does it do?
4.What type of
Image B
24. Slide
24 Opener • Nov. 3
1.Describe the
properties of a
phospholipid
molecule found in
a cell membrane.
It consists of a
head region,
which is polar &
hydrophilic, and a
tail region, which
is non-polar &
Image B
25. Slide
25 Opener • Nov. 3
1. Describe the properties
of a phospholipid
molecule found in a cell
membrane.
2. What is the purple/blue
item in Image A labeled
“B.” It is a transport
channel protein.
2. What does it do? It
moves larger polar
molecules through
cell membrane.
3. What type of solution is
shown in Image B? It is
a hypertonic solution.
Image B
26. Slide
26
Agenda Targets
Biology Class 19 • 11/3/15
1. Opener
2. Turn in Cell
Membrane
Activity
3. Levels of
Organization
Lecture (comp. book
notes)
4. Test Thursday
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
27. Slide
27Should have turned in
•Warm Ups
•Properties of water lab
•Molecule Models Lab
•“Structures of molecules” Paper
28. Class
C e l l P r o c e s s e s
Nov. 5, 2015 2
0
29. Slide
29
Agenda Targets
Biology Class 20 • 11/5/15
1. No Opener rather
questions before
test
2. Test 27 pts.
3. Collect Comp.
Books &
homework
4. Nature of Science
Video & Questions
1.Continue to explore
nature of science &
how scientists work &
think
2.Prepare for
diffusion/osmosis lab
3.Observe how
molecules move across
a semi-permeable
membrane
4.Understand the
differences between
diffusion and osmosis
5.Know the following
terms:
30. Class
C e l l P r o c e s s e s
Nov. 12, 2015 2
1
31. Slide
31
Agenda Targets
Biology Class 21 • 11/12/15
1. Labs
A. Diffusion Lab
today
2. Video on viruses
today
3. Next class:
1. Reading on viruses
next class
2. Data Tables &
Graphing (Carrot
lab prep)
1. Learn how molecules move
across a semi-permeable
membrane
2. Understand the differences
between diffusion and
osmosis
3. Watch for changes in
molecules indicating how
they moved through semi-
permeable plastic of
“baggie.”
4. Discover relative size of
iodine and starch molecules.
5. Know the following terms:
A. Osmosis
B. Diffusion
C. Semi-permeable
6. Learn how flu viruses move
through a body ‘s cells and
multiply.
32. Slide
32Today’s Lab
Diffusion Lab
• Set-up1 Beaker (big in back
of class)
• Fill with H2O
• Add iodine
• 1 Plastic Baggie
• Fill with Starch Solution
(20 ml)
• Wait 20-30 min.
Final Set-up
33. Class
L e ve l s o f O r g a n i z a t i o n
Nov. 13, 2015 2
2
34. Slide
34 Class 22 Opener
1. Which way did the
iodine molecules
move through the
baggie membrane?
Image A
2. Which was larger
iodine or starch
molecules and how
did you determine
this? Image A
3. Are viruses living?
4. What is a
prokaryotic cell?
5. What is Image B a
Image A
Image B
35. Slide
35
Agenda Targets
Biology Class 22 • 11/13/15
1.Opener
2.Pick up journals
(comp books) Worth
11 pts.
3.Test grades
a.Worth 25 pts.
b.Retakes
4.PowerPoint mini
lecture: Viruses
(short)
1. Learn what viruses are.
2. Know the components of
viruses.
3. Know how viruses
replicate.
4. Determine whether viruses
are living.
5. Learn how viral diseases
are spread.
6. Understand the effects of
viral infections.
36. Class
L e ve l s o f O r g a n i z a t i o n
Nov. 17, 2015 2
3
37. Slide
37 Class 23 Opener
1. Explain why
viruses are not
considered
living.
2. What is a
eukaryotic cell?
3. What is the host
of
bacteriophages?
Image B
Image A
39. Slide
39Carrot Osmosis Lab
Assigned Table Groups, Partners
• 100 ml of liquid in
• 3 plastic cups use
graduated cylinders to
measure
a) Distilled Water (gal.)
b) Tap Water
I. 10 % NaCl (salt)
II. 20% NaCl
• Mass carrot three carrots
& record
• Label cups w/ %, initial
carrot mass, period &
names
40. Slide
40
• 10 % NaCl solution, saline
•Solution to = 100ml
• How much H2O? 90 ml
•How much NaCl? 10 g
• 1 ml of H2O = 1 g of H2O
• 1 ml = 1 cubic centimeter (cc) = 1 cm3
42. Class
L e ve l s o f O r g a n i z a t i o n
Nov. 19, 2015 2
4
43. Slide
43 Class 24 Opener
1. What do you think
will have
happened to the
carrots placed in
the 20% saline
solution?
2. What is
hypertonic?
3. Which kind of
graph would be
best to graph your
Image B
Image A
47. Slide
47Data 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?
49. Slide
49Graph 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?
51. Class
L e ve l s o f O r g a n i z a t i o n
Nov. 30, 2015 2
5
52. Slide
52 Opener • 11/30/15
1.List the four items
which must be in
every data table.
2.Image A: What type
of graph is this?
3.What are the five
items every graph
must have?
4.What type of
graph/chart is
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
53. Slide
53Opener 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?
54. Slide
54Opener Answer 2
1.List the four items which must be in every
data table.
2.Image A: What type of graph is this?
Column Graph — vertical (bar horizontal)
3.What are the five items every graph must
have?
4.What type of graph/chart is image B?
55. Slide
55Opener Answer 4
1.List the four items which must be in every
data table.
2.Image A: What type of graph is this?
3.What are the five items every graph must
have?
4.What type of graph/chart is image B?
56. Slide
56Opener Answer 5
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 Effects on Bean Seed Germination
Lab?
4.What are the five items every graph must
have?
5.What type of graph/chart is image B?
Pie Graph (or Chart)
57. Slide
57Background 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.
58. Class
L e ve l s o f O r g a n i z a t i o n
Dec. 2-3, 2015 2
6
59. Slide
59
1. Which of the carrots is
in a isotonic solution?
2. How much water is in
Solution B?
3. Which direction will
water move in Solution
C?
4. Will the carrot in
Solution B lose or gain
mass?
5. Which type of graph is
best when comparing
data with large
changes comparing
Opener • 12/2-3/15
Solution
A
Carrot
87%
H2O
C6H12O
6
13%
Solutio
n B
Carrot
87%
H2O
C6H12O
6
0%
Solution
C
Carrot
87%
H2O
C6H12O
6
25%
60. Slide
60
Agenda Targets
Biology Class 26 • 11/13/15
1. Opener
2. Enter your data into class
Google spread sheet.
3. Create data table & graph
of Carrot Lab class data
• 1 computer generated data
table & graph per group, ea.
Turn copy in
• Everyone hand drawn table
& graph
1. Work on Carrot Lab Write-
up
2. Do “Design an Experiment
Worksheet” during down
1. Learn how osmosis effects
carrots’ mass.
2. Collect and organize data into
tables.
3. Further develop graphing
skills by creating graphs.
4. Understand how changes in
saline solutions effect cells
(carrots)
5. Know the terms isotonic
(equal), hypertonic (over) and
hypotonic (under).
6. Understand why more
experimental trials result in
61. Class
L e ve l s o f O r g a n i z a t i o n
Dec. 4-7, 2015 2
7
62. Slide
62
Agenda Targets
Biology Class 27 • 12/4-7/15
1. Opener — none, assembly
schedule
2. Review Class Data
3. Create
• 1 computer generated data
table & graph per group, ea.
Turn copy in
• Everyone hand drawn table &
graph
4. Work on Carrot Lab Write-up
5. Go over “Design an
Experiment Worksheet”
6. Bring smart phone
1. Learn how osmosis effects
carrots’ mass.
2. Collect and organize data into
tables.
3. Further develop graphing
skills by creating graphs.
4. Understand how changes in
saline solutions effect cells
(carrots)
5. Know the terms isotonic
(equal), hypertonic (over) and
hypotonic (under).
6. Understand why more
experimental trials result in
63. Slide
63What to turn in:
In this order:
• Lab packet including
• Completed data table of your group's data
• Hand drawn graph of your group's data (don't forget to
color-code graph and legend)
• Class Data
• Computerized data table of your period's data (see
below) — may be a duplicate group printout
• Computerized graph of class data — may be a
duplicate group printout
• Hand drawn graph of class data — you must draw your
own
• Data Tables & Graphing Rubric
Remember to make sure your name is on all
pages and your work is stapled in order listed
Printer: Rm. 303
KM5650
64. Class
L e ve l s o f O r g a n i z a t i o n
Dec. 8-9, 2015 2
8
65. Slide
65
1.Which of the carrots
is in a hypertonic
solution?
2.Which type of
graph is best when
comparing data that
is part of a whole?
3.What is a
dependent
variable?
Opener • 12/8-9/15
Solution
A
Carrot
87%
H2O
C6H12O
6
13%
Solutio
n B
Carrot
87%
H2O
C6H12O
6
0%
Solution
C
Carrot
87%
H2O
C6H12O
6
25%
66. Slide
66
Agenda Targets
Biology Class 22 • 12/4-7/15
1. Opener
2. Pop Quiz
3. Review Class Data
4. Turn in Carrot Osmosis
Lab
4. Review “Design an
Experiment Worksheet”
1. Understand how osmosis
effects cells.
2. Understand how changes in
solute concentrations
solutions effect cells.
3. Know the terms isotonic
(equal), hypertonic (over) and
hypotonic (under).
4. Understand why more
experimental trials result in
more accurate results.
5. Use the terms independent
and dependent variable
correctly.
6. Recognize the experimental
and control group in an
experiment.
7. Write a hypothesis and design
67. Slide
67What to turn in:
In this order:
• Lab packet including
• Completed data table of your group's data
• Hand drawn graph of your group's data (don't forget to
color-code graph and legend)
• Class Data
• Computerized data table of your period's data (see
below) — may be a duplicate group printout
• Computerized graph of class data — may be a
duplicate group printout
• Hand drawn graph of class data — you must draw your
own
• Data Tables & Graphing Rubric
Remember to make sure your name is on all
pages and your work is stapled in order listed
Printer: Rm. 303
KM5650
68. Slide
68
Web
• Go to class website
• Go to Quizzes & Tests
page
• Click on
http://socrative.c
om/
• Choose student
Smart Device App
• Socrative Student
Sign in with
your:
Quiz
http://socrative.com/
Room: 296186
69. Class
L e ve l s o f O r g a n i z a t i o n
Dec. 10-11, 2015 2
8
70. Slide
70
1.What is Image A?
2.What are the
phases of mitosis?
3.How are mitosis and
meiosis
similar/different?
Opener • 12/10-11/15
71. Slide
71
Agenda Targets
Biology Class 22 • 12/4-7/15
1. Opener
4. Turn in “Design an
Experiment Worksheet”
5. Cell Division — Mitosis
lecture
1. Understand that interphase
is a part of the cell cycle
and not mitosis.
2. Know the type of cells in
which mitosis occurs.
3. Begin to learn what the
stages of the cell cycle are
and what happens during
each.
4. Begin to learn the phases
of mitosis and what
happens during each.
5. Be able to recognize
72. Class
L e ve l s o f O r g a n i z a t i o n
Dec. 10-11, 2015 2
8
73. Slide
73 Opener • 12/14-15/15
1.Draw & label a
basic cell cycle.
2.Why do cells
undergo mitosis?
3.What is a somatic
cell?
Image A
74. Slide
74 Opener • 12/14-15/15
1.Draw & label a
basic cell cycle.
2.Why do cells
undergo mitosis?
To grow tissue for
overall organism
growth or to repair
damage.
3.What is a somatic
cell? A somatic
cell is any cell of
the body except
sperm and
Image A
75. Slide
75
Agenda Targets
Biology Class 30 • 12/14-15/15
1. Opener
4. Finish Cell Division —
Mitosis lecture
5. Amoeba Sisters Mitosis
Video
6. Cell Cycle Video
Worksheet
7. NDSU Vcell
Productions’s
animation “Mitosis”
1. Understand that interphase
is a part of the cell cycle
and not mitosis.
2. Know the type of cells in
which mitosis occurs.
3. Begin to learn what the
stages of the cell cycle are
and what happens during
each.
4. Begin to learn the phases
of mitosis and what
happens during each.
5. Be able to recognize