1. Homework is to read all about the Endocrine System (hormones!) in your review book. Focus particularly on glucose regulation and calcium regulation.
Today we took Vocab Quiz 5
I then began our lesson on Cellular Respiration. You can review this information in your review book and in Chapter 9 of your text. Can you tell I am late to pick up my son from daycare??? See you tomorrow!
Tuesday, April 26, 2011
Monday, April 25, 2011
Monday April 25th
1. Vocabulary Quiz 5 tomorrow!
2. Homework: Worksheet for Cell Respiration due on Block Day
3. Final Exam will be 5/2 and 5/3. That is next Monday and Tuesday!
In 2nd and 3rd I started with a check of the weekend reading assignment on 10.4. By afternoon word had gotten out, so I did not give the checkup to 5th and 6th.
We went over C4 and CAM plants and emphasized how they have adapted their Carbon dioxide fixation for their hot, dry climates. Information can be found in 10.4. We then looked at last year's Photosynthesis Quiz to check our understanding of photosynthesis.
I ended class by giving out a worksheet that asks questions about the main points of cellular respiration from Chapter 9. This worksheet is due on the block day.
2. Homework: Worksheet for Cell Respiration due on Block Day
3. Final Exam will be 5/2 and 5/3. That is next Monday and Tuesday!
In 2nd and 3rd I started with a check of the weekend reading assignment on 10.4. By afternoon word had gotten out, so I did not give the checkup to 5th and 6th.
We went over C4 and CAM plants and emphasized how they have adapted their Carbon dioxide fixation for their hot, dry climates. Information can be found in 10.4. We then looked at last year's Photosynthesis Quiz to check our understanding of photosynthesis.
I ended class by giving out a worksheet that asks questions about the main points of cellular respiration from Chapter 9. This worksheet is due on the block day.
Friday, April 22, 2011
April 22nd: Eight class days before AP Bio Test!!
1. Homework is to read about adaptations for alternative carbon fixation on pp. 195-198.
2. Our Final Exam will take place in class on May 2nd and 3rd. If you have a conflict with an AP test we will come up with a solution together.
3. Review sessions are continuing! There are still five more. Sessions are held from 3:05 to 4:35 on the dates below.
Today the topic is Classification and Diversity.
Tuesday 4/26 - Plants
Friday 4/29 - Animal Systems
Tuesday 5/3 - Ecology
Thursday 5/5 - open forum
In class we went over the online photosynthesis lab that was assigned Tuesday. We discussed the role of DPIP and why we expect to see certain trends in certain situations. I then collected the assignment. Next we finished our discussion of photosynthesis by focusing on the Calvin Cycle. The key components to remember are: The 1-carbon CO2 is joined to a 5-carbon RuBP molecule by Rubisco (yay Rubisco!). This unstable 6-carbon molecule immediately splits into 2 3-carbon molecules. ATP and NADPH from the light dependent reactions are then used to create carbohydrate while regenerating RuBP to start the cycle again. The cycle would need to run 6 times (using 6 CO2 molecules) to create 1 glucose. Here is a link to an animation on the Calvin Cycle. http://www.science.smith.edu/departments/Biology/Bio231/calvin.html
On Monday we will go over the alternate pathways for carbon fixation and begin cellular respiration.
2. Our Final Exam will take place in class on May 2nd and 3rd. If you have a conflict with an AP test we will come up with a solution together.
3. Review sessions are continuing! There are still five more. Sessions are held from 3:05 to 4:35 on the dates below.
Today the topic is Classification and Diversity.
Tuesday 4/26 - Plants
Friday 4/29 - Animal Systems
Tuesday 5/3 - Ecology
Thursday 5/5 - open forum
In class we went over the online photosynthesis lab that was assigned Tuesday. We discussed the role of DPIP and why we expect to see certain trends in certain situations. I then collected the assignment. Next we finished our discussion of photosynthesis by focusing on the Calvin Cycle. The key components to remember are: The 1-carbon CO2 is joined to a 5-carbon RuBP molecule by Rubisco (yay Rubisco!). This unstable 6-carbon molecule immediately splits into 2 3-carbon molecules. ATP and NADPH from the light dependent reactions are then used to create carbohydrate while regenerating RuBP to start the cycle again. The cycle would need to run 6 times (using 6 CO2 molecules) to create 1 glucose. Here is a link to an animation on the Calvin Cycle. http://www.science.smith.edu/departments/Biology/Bio231/calvin.html
On Monday we will go over the alternate pathways for carbon fixation and begin cellular respiration.
Wednesday, April 20, 2011
Post 100!! Block Day: Photosynthesis
I started class with a survey of how many students will be gone each day for AP tests. This information will be used to plan what we do each day in class during those weeks.
Next we discussed our Final Exam! The class was surveyed to find out if they would prefer to take the Final during a single 90-minute period NEXT BLOCK DAY, or split the test into two 40-minute parts and take it on Monday and Tuesday (5/2 and 5/3). I will let you know the outcome of the vote by Friday.
In 2nd period we concluded the light-dependent reactions of photosynthesis. Students were asked to write their own summaries of twospecific parts: 1. How does non-cyclic photophosphorylation work? Include a discussion of the role of light, antenna molecules, electrons, electron transport chain, water, ATP and NADPH. 2. Explain how ATP is created. Use the terms electron transport chain, hydrogen gradient, ATP synthase, ADP and ATP.
6th period did the above, but also completed the Calvin cycle. They were asked to explain how glucose is made, using the terms: carbon dioxide, RuBP, rubisco, ATP, NADPH, and glucose.
There was no homework and I ran out of time for discussing last night's homework.
Next we discussed our Final Exam! The class was surveyed to find out if they would prefer to take the Final during a single 90-minute period NEXT BLOCK DAY, or split the test into two 40-minute parts and take it on Monday and Tuesday (5/2 and 5/3). I will let you know the outcome of the vote by Friday.
In 2nd period we concluded the light-dependent reactions of photosynthesis. Students were asked to write their own summaries of twospecific parts: 1. How does non-cyclic photophosphorylation work? Include a discussion of the role of light, antenna molecules, electrons, electron transport chain, water, ATP and NADPH. 2. Explain how ATP is created. Use the terms electron transport chain, hydrogen gradient, ATP synthase, ADP and ATP.
6th period did the above, but also completed the Calvin cycle. They were asked to explain how glucose is made, using the terms: carbon dioxide, RuBP, rubisco, ATP, NADPH, and glucose.
There was no homework and I ran out of time for discussing last night's homework.
Tuesday, April 19, 2011
Tuesday, April 19th - Photosynthesis and homework
(summary of what we did in class today is below the homework)
HOMEWORK IS DUE ON BLOCK DAY:
Read the information about the photosynthesis lab at the link below then answer the 6 questions written below.
http://www.phschool.com/science/biology_place/labbench/lab4/concepts2.html
Explain each of these in your own words. Do not copy responses directly from the simulation.
In class today we continued our conversation about photosynthesis. This information can also be found in chapter 10 of your text. We started with a big picture of how light is used to make sugar in the chloroplasts and then focused in on the light-dependent reactions.
HOMEWORK IS DUE ON BLOCK DAY:
Read the information about the photosynthesis lab at the link below then answer the 6 questions written below.
http://www.phschool.com/science/biology_place/labbench/lab4/concepts2.html
Explain each of these in your own words. Do not copy responses directly from the simulation.
1. What is the function of DPIP in this experiment?
2. What does a spectrophotometer measure AND why do we use a spectrophotometer rather than just collecting this data visually?
3. Predict what we will see happening to the % transmittance in each of the 4 tubes (increase in tranmittance, decrease in transmittance or transmittance will stay the same) and explain.
Tube 1: No DPIP, unboiled chloroplasts
Tube 2: DPIP, unboiled chloroplasts
Tube 3: DPIP, unboiled chloroplasts, wrapped in foil
Tube 4: DPIP, boiled chloroplasts
3. Predict what we will see happening to the % transmittance in each of the 4 tubes (increase in tranmittance, decrease in transmittance or transmittance will stay the same) and explain.
Tube 1: No DPIP, unboiled chloroplasts
Tube 2: DPIP, unboiled chloroplasts
Tube 3: DPIP, unboiled chloroplasts, wrapped in foil
Tube 4: DPIP, boiled chloroplasts
4. Analyze the data in the table below.
Transmittance (%) Time (min.)
Cuvette | 0 | 5 | 10 | 15 |
2 Unboiled/Dark | 31 | 34 | 35 | 36 |
3 Unboiled/Light | 33 | 47 | 58 | 60 |
4 Boiled/Light | 32 | 33 | 32 | 32 |
5 No Chloroplasts | 31 | 31 | 31 | 31 |
5. In the following sample data table explain what most likely went wrong to give us this data. (only include explanation that would give THIS particular set of data)
A) Describe the trends seen and
B) Explain why we see these trends.
Transmittance (%) Time (min.)
Cuvette | 0 | 5 | 10 | 15 |
2 Unboiled/Dark | 31 | 34 | 35 | 36 |
3 Unboiled/Light | 33 | 47 | 58 | 60 |
4 Boiled/Light | 32 | 45 | 55 | 58 |
5 No Chloroplasts | 31 | 31 | 31 | 31 |
6. In the following sample data table explain what most likely went wrong to give us this data. (only include explanation that would give THIS particular set of data)
Transmittance (%) Time (min.)
Cuvette | 0 | 5 | 10 | 15 |
2 Unboiled/Dark | 31 | 39 | 45 | 50 |
3 Unboiled/Light | 33 | 47 | 58 | 60 |
4 Boiled/Light | 32 | 33 | 32 | 32 |
5 No Chloroplasts | 31 | 31 | 31 | 31 |
In class today we continued our conversation about photosynthesis. This information can also be found in chapter 10 of your text. We started with a big picture of how light is used to make sugar in the chloroplasts and then focused in on the light-dependent reactions.
Monday April 18th: Photosynthesis Intro
1. Vocabulary Quiz 4 tomorrow!
2. Review sessions every Tuesday, Thursday and Friday from 3:05 to 4:35.
Class began with a quiz on the Ch. 40-42 homework packet.
Next we moved on to either finishing up plant nutrition (two classes needed to discuss the workings of phloem and the role of symbiotic organisms) or began photosynthesis.
Information about photosynthesis can also be found in Chapter 10 of your textbook.k
2. Review sessions every Tuesday, Thursday and Friday from 3:05 to 4:35.
Class began with a quiz on the Ch. 40-42 homework packet.
Next we moved on to either finishing up plant nutrition (two classes needed to discuss the workings of phloem and the role of symbiotic organisms) or began photosynthesis.
Information about photosynthesis can also be found in Chapter 10 of your textbook.k
Saturday, April 16, 2011
For Procrastinators Who Also Check the Blog.
I have been informed that the Ch. 40-42 reading guides have different section titles and locations of information from your edition of the textbook. I have gone through Ch. 40 and am supplying the correct page numbers for each question here:
CH. 40
1. 821-822
2. 831
3. 823
4. 823-825
5. 832
6. 833
7. 832
8. 832
9. 833
10. 833
11. 833
12. 835
13. 835, 837, 838 +825 (describes adipose tissue)
14. 836
15. 839
16. 828
17. 829
18. 830
19. 840
CH. 40
1. 821-822
2. 831
3. 823
4. 823-825
5. 832
6. 833
7. 832
8. 832
9. 833
10. 833
11. 833
12. 835
13. 835, 837, 838 +825 (describes adipose tissue)
14. 836
15. 839
16. 828
17. 829
18. 830
19. 840
Friday, April 15th: Plant Nutrition Wrap Up
1. Ch. 40-42 Reading Guide due Monday.
2. There will be a quiz on the Ch. 40-42 Reading Guide on Monday. 15 questions.
3. Vocab Quiz 4 on Tuesday.
We had our ASB election assembly today, so classes were only 40 minutes.
Students worked with table partners to compare answers to the Plant Essential Question 1: How do plants acquire and distribute nutrients and water? And then we went over the information together.
Most of our focus today was on the xylem and phloem, both their composition and how they function. We concluded with a quick overview of the symbiotic relationships that help plants acquire nutrients and water. These included:
2. There will be a quiz on the Ch. 40-42 Reading Guide on Monday. 15 questions.
3. Vocab Quiz 4 on Tuesday.
We had our ASB election assembly today, so classes were only 40 minutes.
Students worked with table partners to compare answers to the Plant Essential Question 1: How do plants acquire and distribute nutrients and water? And then we went over the information together.
Most of our focus today was on the xylem and phloem, both their composition and how they function. We concluded with a quick overview of the symbiotic relationships that help plants acquire nutrients and water. These included:
- fungal mycorhizzae that connect to plant roots to increase surface area for water absorption.
- nitrogen-fixing bacteria that may live in nodules at the plant root.
- insects that provide nitrogen to carnivorous plants.
- parasites that remove nutrients or water from their plant hosts (aphids, some types of ivy, etc.)
Thursday, April 14, 2011
Wednesday, April 13th: Block Day
1. Ch. 40-42 packet is due on Monday
2. There will be a quiz on this material on Monday (5 questions from each chapter).
3. Vocab Quiz 4 on Tuesday!
4. Homework is to complete Plant Essential Question #1: How do plants acquire and distribute nutrients and water?
Today we started by going over the Animal Kingdom free response question that was given out on Tuesday. This assignment was collected.
Next we finished the Phyla of the animal kingdom checklist. We identified that all chordates have a notochord at some point during development and that reptiles, aves and mammals have an amnion. We then finished by noting that all chordates have an endoskeleton, Phylum Arthropoda have an exoskeleton and everything from Phylum Cnideria to Phylum Annelida has a hydrostatic skeleton.
I gave students about 15 minutes to look at preserved specimens from each of the phyla. And that concluded the Diversity Unit.
The Plant Unit:
We will be learning more about plants by investigating three essential questions:
1. How do plants acquire and distribute nutrients and water?
2. How do angiosperms reproduce?
3. How is plant growth controlled?
We began by investigating the first essential question. Completing this question only is your homework. Answers do not need to be in essay form.
2. There will be a quiz on this material on Monday (5 questions from each chapter).
3. Vocab Quiz 4 on Tuesday!
4. Homework is to complete Plant Essential Question #1: How do plants acquire and distribute nutrients and water?
Today we started by going over the Animal Kingdom free response question that was given out on Tuesday. This assignment was collected.
Next we finished the Phyla of the animal kingdom checklist. We identified that all chordates have a notochord at some point during development and that reptiles, aves and mammals have an amnion. We then finished by noting that all chordates have an endoskeleton, Phylum Arthropoda have an exoskeleton and everything from Phylum Cnideria to Phylum Annelida has a hydrostatic skeleton.
I gave students about 15 minutes to look at preserved specimens from each of the phyla. And that concluded the Diversity Unit.
The Plant Unit:
We will be learning more about plants by investigating three essential questions:
1. How do plants acquire and distribute nutrients and water?
2. How do angiosperms reproduce?
3. How is plant growth controlled?
We began by investigating the first essential question. Completing this question only is your homework. Answers do not need to be in essay form.
Tuesday, April 12, 2011
Tuesday, April 12th: Continuing Animal Kingdom
We had an odd schedule for the HSPE test today. I saw 3rd, 5th and 6th periods for 40 minutes each and did not see 2nd period at all!
Reminders:
1. Test corrections are due today at 3:05.
2. First review session will be today at 3:05.
3. Homework for 3rd, 5th and 6th is the Animal Kingdom free response with the phylogenetic tree that I handed out in class.
4. Ch. 40-\42 packet is due on Monday.
In class:
We began with Vocab Quiz 3.
Next we continued the Phyla of the Animal Kingdom checklist that we began yesterday. Our focus was on differentiating between the triploblasts by bringing in acoelomate vs. pseudocoelomate vs. coelomate. Within the coelomates we further divided the phyla into protostome (1st mouth) vs. deuterostome (2nd mouth) and how their embryonic development differs.
Reminders:
1. Test corrections are due today at 3:05.
2. First review session will be today at 3:05.
3. Homework for 3rd, 5th and 6th is the Animal Kingdom free response with the phylogenetic tree that I handed out in class.
4. Ch. 40-\42 packet is due on Monday.
In class:
We began with Vocab Quiz 3.
Next we continued the Phyla of the Animal Kingdom checklist that we began yesterday. Our focus was on differentiating between the triploblasts by bringing in acoelomate vs. pseudocoelomate vs. coelomate. Within the coelomates we further divided the phyla into protostome (1st mouth) vs. deuterostome (2nd mouth) and how their embryonic development differs.
Monday April 11th: the Animal Kingdom
Reminders:
1. Vocabulary Quiz 3 is tomorrow!
2. Test corrections are due at 3:05 tomorrow.
3. If you missed the Take Home Diversity Quiz or the Ch. 40-42 packet see me as soon as possible.
4. I will begin offering review sessions on Tuesdays, Thursdays and Fridays from 3:05 to 4:35. Tomorrow is the first session.
In Class:
We began the Animal Kingdom by introducing terms used to differentiate between phyla, such as: asymmetrical vs. radially symmetrical vs. bilaterally symmetrical, cephalization, and diploblastic vs. triploblastic. We used these terms to begin filling in a Phyla of the Animal Kingdom checklist. If you did not receive this checklist you must see me.
1. Vocabulary Quiz 3 is tomorrow!
2. Test corrections are due at 3:05 tomorrow.
3. If you missed the Take Home Diversity Quiz or the Ch. 40-42 packet see me as soon as possible.
4. I will begin offering review sessions on Tuesdays, Thursdays and Fridays from 3:05 to 4:35. Tomorrow is the first session.
In Class:
We began the Animal Kingdom by introducing terms used to differentiate between phyla, such as: asymmetrical vs. radially symmetrical vs. bilaterally symmetrical, cephalization, and diploblastic vs. triploblastic. We used these terms to begin filling in a Phyla of the Animal Kingdom checklist. If you did not receive this checklist you must see me.
Friday, April 1, 2011
Friday before break
We made it to break! Today in class I collected the Diversity Take Home test. Students then got the choice of either working on test corrections or the Ch. 40, 41, 42 Reading Guide.
Test Corrections are due at 3:05 on the Tuesday after break. The Reading Guides are due on Monday, April 18th. Also on Monday the 18th there will be a quiz on chapters 40, 41 and 42.
A note on the reading guide: this was created from the eighth edition of our textbook, but we have the seventh. This means that some of the sections are switched around. The information is still in the same chapters, but may be a little harder to find. Sorry about that.
I wish you all a relaxing, fun and safe break!
Test Corrections are due at 3:05 on the Tuesday after break. The Reading Guides are due on Monday, April 18th. Also on Monday the 18th there will be a quiz on chapters 40, 41 and 42.
A note on the reading guide: this was created from the eighth edition of our textbook, but we have the seventh. This means that some of the sections are switched around. The information is still in the same chapters, but may be a little harder to find. Sorry about that.
I wish you all a relaxing, fun and safe break!
Subscribe to:
Posts (Atom)