Label animal cell)
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The document outlines the agenda and objectives for a biology class. It includes instructions for students to correct a recent test, sketch and label diagrams of plant and animal cells, and choose a project topic related to cell structures and their functions. Students are expected to turn in sketches and notes identifying organelle functions for a mini-quiz the next day. Completing assignments from the previous day is also required.
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![Agenda- Wed., Aug. 31, 2011 ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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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.
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This document outlines a lesson plan on cellular structures of plant and animal cells. The objectives are to identify cellular structures, discuss differences between plant and animal cells, and explain the importance of cells. The lesson includes motivational activities, discussions of cellular organelles, and an analysis of which structures are present in plant cells, animal cells, or both. Students will label diagrams and define related terms in their assignments.
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Scientists have observed cells in every living organism. This activity examines cheek cells from the inside of the mouth, plant cells from green leaves, and amoeba cells under a microscope. The cells are observed and their structures, such as the cell membrane, nucleus, cytoplasm and different organelles, are compared. Evidence is found that human bodies and plant cells contain various internal structures besides the nucleus.
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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 ...
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.
Cell City
The document discusses how cells work and describes an activity where students will learn about organelles in cells and their functions. It introduces the idea that cells can be thought of as miniature cities, where organelles represent different parts of a city that each have specific jobs, like companies or locations. Students will use resources to learn about plant and animal cell organelles and fill out a chart about their locations and functions. They will then complete an assessment activity where they create analogies between organelles and parts of a large city.
Cell City
The document discusses how cells work and describes an activity where students will learn about organelles in cells and their functions. It introduces the idea that cells can be thought of as miniature cities, where organelles represent different parts of a city that each have specific jobs, like companies or locations. Students will use resources to learn about plant and animal cell organelles and fill out a chart about their locations and functions. They will then complete an assessment activity creating analogies between organelles and parts of a large city.
Cell organelleanalogymindmapandposter
The document provides instructions for a cell project involving creating a mind map of organelles in a plant or animal cell with their structure, function, and location. Students are then asked to choose an object or place analogy for the entire cell and its organelles, listing each organelle and the analogous part of the place/object alongside an explanation. Finally, students will draw the analogy image on a poster with call outs linking each organelle to its part of the overall analogy.
Presentation - The Organization of Living Things
Cells are the basic unit of life and most cannot be seen with the naked eye. They carry out basic life processes like nutrition, reproduction, and sensitivity. Groups of the same cell type join together to form tissues. Tissues then join together to form organs, which work together in organ systems to perform common functions. All the organ systems work cooperatively to form complete living organisms.
Lecture_1_The_cell_is_a_structural_functional_unit_of_life..pptx
The document provides an overview of cell structure and function. It defines the cell as the structural and functional unit of life and discusses non-membrane and membrane organelles. Key points include that cells come from existing cells according to the cell theory, and that cells are categorized as prokaryotic or eukaryotic based on whether their genetic material is enclosed in a nucleus. The document also summarizes some of the main organelles in plant and animal cells like the nucleus, cell membrane, chloroplasts, and mitochondria.
Plant and Animal Cell -Trinidad -Scie 7.pptx
This document contains a short prayer asking God for guidance and blessing as the students prepare to learn. It thanks God for provision and protection, and asks God to inspire and guide the students through His Holy Spirit as they listen, write, and learn about the world. The prayer is signed in Jesus' name.
The document then provides multiple choice questions about scientists important in the development of cell theory. It asks students to identify scientists based on their contributions, such as Robert Hooke who first observed and coined the term "cell". The document outlines learning objectives for a cell biology lesson, including identifying cell organelles and differentiating plant and animal cells. It provides a comparison of plant and animal cell structures. Finally, it includes some hands
Animal and plant cell ok
This document outlines a lesson plan on cellular structures of plant and animal cells. The objectives are to identify cellular structures, discuss differences between plant and animal cells, and explain the importance of cells. The lesson includes motivational activities, discussions of cellular organelles, and an analysis of which structures are present in plant cells, animal cells, or both. Students will label diagrams and define related terms in their assignments.
cells ppt.pptx
Cells are the basic units of structure and function in living things. There are two main types of cells - prokaryotic cells, which lack internal membrane-bound structures, and eukaryotic cells, which contain membrane-bound organelles. Plant and animal cells are both eukaryotic but differ in some of their organelles - plant cells contain chloroplasts for photosynthesis while animal cells do not. The main organelles of cells include the nucleus, which houses the genetic material, mitochondria which generate energy, and a cell membrane which encloses the cell.
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Lecture_1_The_cell_is_a_structural_functional_unit_of_life..pptx
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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.
Ecosystems
1. Students in an Ecology class will create PowerPoint presentations on the four major systems of the Earth.
2. All presentations must be given on Thursday and any late submissions will result in point deductions.
3. Today is the final class day for working on projects, with some additional time given tomorrow after lecture.
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.
Form and function
The biology class agenda discusses form and function in organisms. The teacher will define evolution, form, function, comparative anatomy, homologous structures, analogous structures, and vestigial structures. Students will learn about the relationship between an organism's form and its function, and how comparative anatomy is used to study this relationship across different species. The teacher will also explain how homologous structures have similar forms but different functions, while analogous structures have similar functions but different forms.
Mendelian genetics
The document is a biology class agenda and lesson plan covering Mendelian genetics and Gregor Mendel. It introduces Mendel's work with pea plants and key genetics concepts like alleles, dominant and recessive traits, genotype vs. phenotype, monohybrid crosses, and using Punnett squares to predict offspring traits. The lesson plan includes warm-up questions, learning objectives, vocabulary definitions, examples of dominant/recessive traits and Punnett squares, and a reminder of a quiz the next day.
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.
Nov. 2 (aerobic vs. anaerobic)
The document is the agenda and lesson plan for a biology class. It discusses aerobic and anaerobic respiration. Aerobic respiration requires oxygen and produces more ATP through glycolysis, the Krebs cycle, and the electron transport chain. Anaerobic respiration does not require oxygen and only produces 2 ATP through lactic acid or alcohol fermentation.
Photosynthesis and Cellular Respiration (An Introduction)
The document provides an agenda and objectives for a biology lesson on photosynthesis and cellular respiration. It will compare and contrast the two metabolic processes, define them, and classify them as types of metabolism. Photosynthesis converts sunlight into glucose in chloroplasts, while cellular respiration breaks down glucose to release energy in mitochondria. Both processes involve the reactants of carbon dioxide and water and the products of carbon dioxide and water but differ in whether energy is absorbed from sunlight or released as ATP.
Ecosystem energy flow (part 2)
The document discusses key concepts about energy flow within ecosystems, including food chains, food webs, and energy pyramids. It defines producers as organisms at the first trophic level that convert sunlight into chemical energy through photosynthesis. Consumers are organisms at higher trophic levels that get energy by eating other organisms, including herbivores, omnivores, and carnivores. Decomposers break down dead organic matter and cycle nutrients. Food chains show a single path of energy transfer, while food webs illustrate the many interconnected food chains in an ecosystem. Energy pyramids demonstrate that the amount of available energy decreases at each trophic level as heat is lost during energy transfers between organisms.
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.
Cell reproduction (part 1)
The document discusses cell growth and reproduction, including asexual and sexual reproduction. It defines key terms like growth, reproduction, asexual reproduction, and sexual reproduction. It provides examples of asexual reproduction through binary fission in prokaryotes like bacteria. It also discusses examples of sexual reproduction through mitosis in eukaryotic cells like plants, animals and humans. The document explains the process of binary fission and mitosis at a high level.
Intro to lab safety
The document outlines Mr. Nettles' biology class agenda and top 10 lab safety rules. It defines osmosis and diffusion, and discusses what would happen if a cell in a 20% salt solution was placed in a 50% salt solution. The top 10 lab safety rules include preparing for each lab, following directions, wearing proper protective equipment, being careful with chemicals and fire, cleaning up, and reporting any accidents to the instructor.
Homeostasis and transport (part 2)
The document summarizes a biology lesson on homeostasis and transport. It discusses three types of passive transport - osmosis, diffusion, and facilitated diffusion. It defines osmosis as the movement of water across a membrane towards an area of higher water concentration without needing energy. Diffusion is the movement of molecules from an area of higher to lower concentration. Facilitated diffusion uses protein carriers. Active transport uses energy to move molecules against a concentration gradient, such as the sodium-potassium pump moving sodium out of cells and potassium in. The lesson defines key terms and provides examples to distinguish the different transport mechanisms.
Homeostasis and transport (part 1)
The document outlines the agenda and objectives for a biology class lesson on homeostasis and transport. The lesson will define homeostasis, semi-permeable membranes, concentration, and equilibrium. It will describe the three types of passive transport that allow materials to move across the cell membrane without using energy: diffusion, facilitated diffusion, and osmosis. The class will review key biomolecules like carbohydrates, lipids, proteins, and nucleic acids.
Sept 7 (biomolecules lipids proteins)
The biology class covered the four major groups of biomolecules - lipids, proteins, carbohydrates, and nucleic acids. The teacher discussed lipids and proteins in detail, explaining that lipids are made up of fatty acid monomers and form cell boundaries, while proteins are composed of amino acid monomers and perform many functions in the cell such as enzyme activity. Students were assigned a cell project due the following Friday and had warm-up questions about biomolecule monomers and organelles related to carbohydrates.
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