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Biology 9/2/11

Biology 9/2/11

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Biology 9/2/11

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  1. Biology 9/2/11 • Write your first and last name on the front of the notecard. • On the back, answer these questions. One sentence each: • LIKE - What do you like about science? • STRUGGLE - What do you struggle with in science? • LEARNER - Do you think you are a visual, verbal, or kinesthetic (learning by doing) type of learner? • GRADE - What grade do you hope to get? • When finished, read syllabus.

  2. Biology 9/2/11 • Finish name cards and questions • LIKE - What do you like about science? • STRUGGLE - What do you struggle with in science? • LEARNER - Do you think you are a visual, verbal, or kinesthetic (learning by doing) type of learner? • GRADE - What grade do you hope to get?

  3. Room, Syllabus and Rules • Room Tour • Review Rules • Explain Hall Passes • Review syllabus. • Take home for your parents to write and sign. • Return by next Friday for 10 points! • Watch video and explain “Say something nice…” • Look for people showing RESPECT! • Pass “Say something nice…” around

  4. Biology 9/6/11 • On your Entry Task Answer Sheet “TUESDAY” • What are the three big ideas of science? • List 3 topics we will study in biology this year. • How much is this “entry” task worth? • When finished, look at the words on the Biology tree. Choose TWO things you are curious about.

  5. Grow your learning goals… • On your leaf/acorn, write your name. • Write one topic you are interested in learning on the front. • When you have reached that learning goal, you will “harvest” these and answer 5 questions (worth 5 points) • Repeat process on another leaf/acorn. • When finished, hold up both leaves/acorns.

  6. Safety Rules and Contract • Show fire extinguisher • Show MSDS • Show emergency exit • Goggles • Review, sign, detach and return bottom portion to Ms. Maring.

  7. Biology 9/7/11 Entry Task - WEDNESDAY • Describe 2 safety rules we will follow in the science classroom. • Describe 2 unsafe activities in the science classroom or lab setting. Consequences? • When is your syllabus due? When finished, choose another topic and write it on a leaf with your name. REMEMBER – each “harvested” leaf is worth 5 extra credit points!

  8. SEATING CHART • Move to the outside with your things. • Quietly moved to assigned seat. • Stay in your assigned seat today. • If you have an individual concern, please see me before or after school. • People may be moved if they cannot see or focus in their new spot.

  9. Set up notebook • Notebook – name and grade inside front cover. • Number pages front and back. • Page 1 – fold hotdog. Top – TABLE OF CONTENTS. Number down column on left. Number down column on right. • Page 2 – classroom matrix FROM LAST WEEK • Page 3 – safety rules FROM TUESDAY • Page 4 – safety cartoon FROM TUESDAY • Page 5 – fold hotdog. Number 1-36. For each, write down what is wrong in the “What not to do Laboratory.” • When finished, come up to choose bin. THEN – work on your T-shirt until the end of class.

  10. Biology 9/8/11 • Entry Task – THURSDAY • Explain 3 connections you have made regarding RESPECT – Self, Others, Property – All staff, all students, all time. • NOTE: These could be from Tuesday’s respect tour, or our class, or another class, or the assembly video. • When finished, work on your safety cartoon answers on page 4 and 5 of your notebook.

  11. Safety Cartoon • Work on your safety cartoon answers on page 5. • I will call each table up to assign storage bins.

  12. Biology 9/9/11 • Entry Task – FRIDAY • Fill in any answers you are missing from the week. Help each other • Is your safety homework (cartoon answers) complete? #1-36 • Finish it, for another point! • When finished, say something nice. • TURN IN YOUR SYLLABUS!!!

  13. Say something nice… • Write down a specific person who you have noticed respecting self, others, property. • I’ll read them all and draw one for a prize.

  14. Safety cartoon answers • Covered up first aid • Too many cords • No fire extinguisher • Spraying bug spray • No glasses/goggles • Head in fumes • Gas tank on floor • Drinking • Drinking chemicals • Coffee in lab • Tripping on cord • Wearing headphones • Gas on • Drawer open • Smoking • Sunglasses, barefeet • Stepping over cord • Climbing shelves • Flammable materials not stored properly • Leaking biohazards • Pouring chemicals down sink

  15. Safety cartoon answers • Funnel left in container • Box exploding • Box upside down • Not looking where going • Hand on dangerous equipment • Spilled chemicals • Gloves not on • Boxes blocking exit • Crack in door • Exit sign broken • Alarm blocked • Lock on MSDS • Fire extinguisher not in place • Boxes under emergency shower • Sucking on chemicals

  16. Biology 9/12/11 • Entry Task – MONDAY Week of 9/12-9/16 • Is your syllabus turned in? • Make a prediction – how do you think practicing a task will affect your performance? • List the steps from the two “Practice Makes Perfect” sheet. Hint: these are the section headings. • When finished, be ready with your partner and phone or watch to start the activity.

  17. Practice Makes Perfect • First, check if you have a watch or phone which can time 30 seconds. • With your elbow partner, you will be timing how PRACTICE affects your ability to PERFORM A TASK. • Leave the handout face up: “QUESTION”…. • Read the entire procedure as a class. • Begin with one partner performing task and other partner recording DATA. Practice 3 times. • Switch roles.

  18. Biology 9/13/11 • Entry Task – TUESDAY • Five people conducted “practice makes perfect.” Their scores were 11, 8, 22, 6, and 13. What was the average score? • Show your work + correct answer = 3 points. • Help each other. • When finished, be sure “class data” is glued to page 6. Try to answer #1.

  19. On page 6… • Enter your “Practice Makes Perfect – class data” sheet on page 6. • Share observations and record class data with Ms. Maring. • Complete data analysis #1 with your partner. • How does this relate to science? How does this relate to work ethic?

  20. On page 6 and 7 • On page 6 - Complete data analysis #1 with your partner. • Enter a piece of graph paper on page 7. • We will be creating a bar graph on page 7. • Be tidy and use a ruler. • Draw your axes. What will go on each axis? LABEL THEM. How tall should the Y-axis be? How many bars will we have? • Write a title “How does practice affect performing a task.” • With your partner, draw the bars to the correct height (average number reached). • CONCLUSION: write your conclusion at the bottom of page 6.

  21. Biology 9/14/11 • Entry Task – Wednesday • Please REWRITE to help make this impersonal and scientific: “So, Joey and I did this thing in science. First time, we got 5 as the highest. Second time, we got 7 as the highest. Third time, we got 8 as the highest.” (2 pts) • DISCUSS and write answer– Why does a BAR GRAPH make more sense than a line graph to communicate our data? (1 pt) • When finished, take out notebook and work on page 6 and 7.

  22. Biology 9/15/11 • Entry Task – Thursday • Please REWRITE to help make this impersonal and scientific: “In the activity, “Practice Makes Perfect” first our number went up from 11 to 12, and then down to 10.” (3 pts) • HINT – Use words like increase, decrease, average, students, etc. • When finished, reread your data analysis and conclusion. Is it scientific and impersonal?

  23. Completing “Practice Makes Perfect” • Data Analysis: Describe the data scientifically and impersonally! • Conclusion: ANSWER THE QUESTION: HOW DOES PRACTICE AFFECT ONE’S ABILITY TO PERFORM A TASK (use your data). • By practicing a task, the average reached ___________________(increased or decreased) and then ________________. This shows practice _________________ (improves, does not improve) performance.

  24. Further Investigative Questions? • On the bottom of page 6, write one more question you are curious about. • THIS FORMAT: • How does_________________________ affect____________________________? Example: How does length of practice affect highest number reached? (30 seconds, 45 seconds, or 60 seconds)

  25. CONGRATULATIONS! • You have just completed your first scientific investigation in Biology using the scientific method!! • We’ll be doing this again, so, what are the steps of the scientific method?

  26. On page 9… • Enter the “Designing an Investigation” page and keep it forever • What steps are on the sheet? Look down the left column.

  27. Biology 9/16/11 • Entry Task – FRIDAY • What are the steps of the scientific method? • Are you missing any answers on this entry task sheet? • Help each other fill in any missing answers. • When finished, open notebook to page 10.

  28. Watch one scientist conduct an investigation… • As you watch, put your finger on the steps of the scientific method on your orange sheet. • Now we’ll take a few notes… • Then we’ll throw paper airplanes. Am I kidding?

  29. RULES • ALL airplanes will be left in this room with Ms. Maring. • NO horseplay with scientific equipment: model planes, meter sticks, etcetera. • EVERYONE will record data and participate. • ONE person per team will be the thrower as a scientific control.

  30. On page 9: What are the steps of the Scientific Method? • What is the first step? • What happens after the question? • Asking an investigative question. It should be written in this format: • How does_______________ affect______________? • Make a prediction or HYPOTHESIS!

  31. On page 9: What are the steps of the Scientific Method? • Yes! • Take the “how does” for the “if” part. • Put the “affect” line for the “then” part. • Add a scientific reason. • If_____________________________________ • Then__________________________________ • Because________________________________. • Can I change the question into a hypothesis? • Try it!

  32. On page 10 • Example: Write a question and hypothesis for this scenario: • Jane and Gypsy are curious whether temperature makes soap bubbles pop faster. • Investigative Question: • How does_______________ affect______________? • If_____________________________________ • Then__________________________________ • Because________________________________.

  33. Biology 9/19/11 • Entry Task – Monday • Turn this scenario into an investigative question, in the format “How does _________ affect ___________?” • Bill and Sandy wonder if summer heat causes the ripening of tomatoes. • When finished, paste the paper airplane investigation onto pages 11 and 12. Read it. • Curious about the tomato question? ANSWER

  34. On page 11 and 12 • Enter the “Investigating Flight Distance with model airplanes” sheets. • Which wing shape do you think will fly furthest? Write your hypothesis! • Ms. M will assign groups and flight zones. • Conduct experiment and collect data – MEASURING IN CENTIMETERS!!! • Sit down to share data.

  35. Metric vs. the American Measurement System • In your head, add up 36 inches plus 36 inches. • Now add up 100 centimeters plus 100 centimeters. • Which was easier? • Metric is based on TENS (not 12) which makes it easier to convert. • Use meter sticks appropriately!

  36. RULES • ALL airplanes will be left in this room with Ms. Maring. • NO horseplay with scientific equipment: model planes, meter sticks, etcetera. • VOLUME – quiet and conversational—no yelling. • EVERYONE will record data and participate. • ONE person per team will be the thrower as a scientific control. • Nominate THROWER, two MEASURERS, DATA Manager – checks if data is recorded in all data tables.

  37. Biology 9/20/11 • Entry Task – Tuesday • Change the question, “How does summer heat affect the ripening of tomatoes?” into a hypothesis. (Look at your orange sheet or notes!) • If_____________________________________ • Then__________________________________ • Because________________________________. • When finished, check that everyone in your group has the data from yesterday. Reclaim your plane and prepare for flight.

  38. On page 12, 13 and 14 • Complete the 3 trial flights and record all data. • Calculate your team’s average. • Share class data. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13. • Write conclusion – include data as evidence. • Write down your next question. • Paste your rubric on page 14 and see if you would get all 12 points!

  39. Biology 9/21/11 • Entry Task – Wednesday • Change this question into a hypothesis: How does amount of sleep affect drowsiness in teenagers? • Remember to use “If, then, because”!! • ANSWER • When finished, begin working on graph on page 13. • Ms. M NOTEBOOK CHECK today – • 1 point for having notebook, • 1 point for working productively in time given, • 1 point for having airplane data table and hypothesis complete.

  40. Hypothesis • If____________________________________ • Then_________________________________ • Because___________________________________________________________________.

  41. Complete pages 12-14 NOTEBOOK CHECK today – 1 point for having notebook, 1 point for working productively in time given, 1 point for having airplane data table complete. • Complete data table averages. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13. • Write conclusion – include data as evidence. • Write down your next question. • Paste your rubric on page 14 and see if you would get all 12 points! • When finished, show Ms. Maring your work.

  42. Biology 9/22/11 • Entry Task – Thursday • What do the 3 bars on your bar graph represent? • What is an appropriate label for the Y-axis? • What is an appropriate label for the X-axis? • When finished, complete your data analysis, conclusion and next question.

  43. Today… • Complete your model airplane investigation on pages 11-14. • Estimate your points using page 14. • Fix things you may have missed. • Show Ms. Maring your work so that your score can be recorded. • When finished, work on measuring worksheet.

  44. Biology 9/26/11 • Entry Task – Monday • Take out last week’s entry task and be sure it is complete. Have a tablemate add up your points for the week – 12 points possible!! • Identify the manipulated and responding variables in this question: • “How does amount of time exposed to air affect oxidation (turning brown) of apples?”

  45. Our conclusions… • Please look at page 12. • A conclusion should: • Answer the original question. • Say whether your hypothesis was supported by the data (or not!) • Include data (aka NUMBERS) as evidence of your conclusion. • Be scientific and impersonal • How is yours? Have your elbow partner check it. • Please leave your notebook in your bin so that I can record grades!!!

  46. Metric Measuring • Look at a meter stick. • What are the littlest lines? • How many millimeters per centimeter? • How many centimeters on the meter stick? • How many millimeters per meter? • TRICK QUESTION: How many meters per meter stick? ;P • PLEASE MEASURE WITH SUPERIOR ACCURACY! • Complete the metric measuring worksheet. You may work with a partner. • You will turn this sheet in to the assignment box after we review answers.

  47. Biology 9/27/11 • Entry Task – Tuesday • Please look at your grade sheet. List any assignments your are missing. • What was your goal for a grade on Day 1? • Are you meeting your goal? If not, what could you change to improve? • TOUR of Ms. M’s Website • When finished, say something nice Please try to make your comments specific to one person AND about respectful behavior (not “looks”).

  48. Metric Measuring • PLEASE MEASURE WITH SUPERIOR ACCURACY! • Try moving the decimal point instead of counting lines • Complete the metric measuring worksheet. You may work with a partner. • You will turn this sheet in to the assignment box after we review answers.

  49. Biology 9/28/11 • Entry Task – Wednesday • How many centimeters would 25 mm be? • How many millimeters would 0.909 m be? • How many meters in a kilometer? • When finished, please finish the pink sheet or help someone who is not done.

  50. Biology 9/29/11 • Entry Task – Thursday • Start with 1.34 m. How many cm is it? • How many mm is it? • If 10 years is a decade, how much of a meter do you think a decimeter is? Hint – it is smaller than cm. • When finished, start on blue sheet “Measuring Volume in Metric.” • REMINDER: PLEASE LEAVE NOTEBOOKS IN BINS THIS WEEK.