1/31/11 period 8

The first thing we did today was go over the homework:

1 a. In photosynthesis, what substances come in from the outside?

Light energy, water, and carbon dioxide.

b. What substances are produced?

glucose and oxygen

2. Write the overall equation for photosynthesis.

light energy+6CO2+6H2O-->C6H12O6+6O2

3. The purpose of cellular respiration is to release the energy from the carbohydrates and other organic molecules stored during photosynthesis.

4. Write the formula that shows the release of energy by a molecule of ATP.

C6H12O6+6O2-->6CO2+6H2O+ATP

The first paragraph is:

All living organisms respire in order to release energy from glucose. The energy released is stored as chemical energy in the form of a molecule called ATP. This molecule contains high energy bonds which, when broken down, release energy that is available for metabolic reactions within the cell. The waste products of respiration are carbon dioxide and water. Carbon dioxide is released to the air.

The second paragraph is:

Plants, algae, and photosynthetic bacteria produce their own food by photosynthesis. They take in carbon dioxide from the air or surrounding water and combine it with water through a complex series of reactions to form glucose. Solar energy is required to drive some of these reactions. The glucose produced may be used in respiration to provide energy, or may be converted to a storage form such as cellulose in plants.

After we set up our lab. You had to have three different experiments, changing one variable each time. Every group had a different experiment because you got to choose your variable.

This experiment was confusing for some people because they didn't know how much yeast to put in or how much liquid to use.

This is a picture of what our test tubes kind of looked like. We didn't have a medicine dropper but everything else was the same.

JR Period 8

Science Class 1-28-11

Today, we looked over the homework and talked about how the reactants of photosynthesis are products of respiration. (C6H12O6 + 602 --->)
(6CO2 + 6H20)



It made sense the formula was opposite because they do opposite things.



We reviewed that photosynthesis takes place in the chloroplasts and the cellular respirtaion takes place in the mitochondian. Plants need oxygen for cellular respiration or energy. We also talked about how we need light to live because without light, plants wouldn't be alive, which is bad since some of our food comes from plants. We discussed we needed energy to exercise and also take in CO2 and glucose. We exhale more CO2 after we exercise because we're doing cellular respiration, which takes up more energy.


HZ

January 25th

After he checked the HW, we started today we started with answering some questions on the SmartBoard:

Scientists suggest planting some plants as soon as possible on a new planet that we discovered.


1. Why would they suggest this?

They would suggest this because they want to see if the plants can survive under the atmospheric conditions.

2. What would we need to know about the planet before we start our plan?

We would need to know what the atmosphere is like so we know how much gravity and oxygen is on the planet.

3. Could the plants survive if the planet had no oxygen?


No. Since oxygen is needed for cellular respiration, life would be impossible. Oxygen is a necessity for photosyntheisis, so the planet would become devoid of life very quickly.

Then, we went over our answers. We voted on #3 and concluded that plants need oxygen. We also concluded that plants need this to provide energy to the plant. The BrainPop vidoes from last night helped us answer these questions. We related cellular respiration to digestion. We need a mouth, stomach, and an esophogus. ATP stands for adenosime trisophade. Cellular respiration is used for energy, which is also ATP. We need glucose because it provides energy as well, but eating green fruits and vegetables does the same thing. If anything ends in -ose, it is sugar. Breads and pastas are good examples of glucose because they are made of wheat, which is a plant, so it photosynthesises, which gives you glucose, which gives you energy! Remember to do your HW!



Brendan Turner

Go Packers! :-)

Blog Period 8 1/24/11

We are still on photosynthesis- we learned that you need food and water to grow and have energy, just like plants do. The chlorophyll provide the plants color- green, which is dark, and since dark colors atract sun, that is what plants need for photosynthesis. Plants need sunlight, water, and carbon dixoide. The formula for photosynthesis is, 6CO2+ 6H2O --> C6H2O+ 6O2.
Whatever we start with we have to end with which is conservation of mass. The mass of the plant is made of carbon dixiode and water. Soil is just like vitamins. The plants can live without it and so can we. You just won't be as healthy.

We moved on to an experiment next. Mr.Finley gave us a military drill to do to test the amounts of carbon dixiode before and after. There were two experimentors and the rest of the people in the group were the participants. The two people running the experiment had to call out either foward- which were push-ups, and then when if they said back, you had to do st-ups or curl-ups, when they told you to go, you had to run in place as fast as possible. We tested the amount of carbon dixide before, which was low, and after, which was a higher count. We came to a conclusion that as a result of physical exertion, the induvidual's carbon dixiode level increased. We have to finish answering the queations and watch the video to help you go back to them for homework.

-MM

January 21st,2011 Carter Stumpf

To start off the day, Mr.Finley went around and checked the homework from last night. Which was to make a graph and complete the questions for the elodea and photosynthesis lab packet. This was the last assignment we had for the photosynthesis part of the unit. Next, we went over all the questions from the packet asking what went wrong with the experiment and what we learned from it and also what were the good things that happened in the experiment. We also discussed what new things and questions arose from the experiment as we did such as Noah's idea which was to see if photosynthesis would happen quicker if we put the test tube as close to the light as possible. since it was a half day today, Mr. Finely deicided to give us a lab to do to take a closer look at cells and organisms. The goal of the lab is to try and see some living organisms using a microscope. We have the option to look at the elodea under the microscope as well. We have to draw a picture of what we see and write a description about it to see that we understand adpatations and other things. Will and I put mixed protozoa on the slide and we will make observations about what we see. We saw live protozoa looking through the microscope which i thought was pretty cool. And for the last part of the day we drew what we saw in our notebooks and anwsered questions about the protozoa lab. Carter Stumpf

Elodea experiment

Today is our second day of experimenting with Elodea. We are also using a light source. We are testing how light affects photosynthesis. Instead of using a Co2 tablet, we are using baking soda for CO2. There is tape on the table, and we put the light source at the end of the tape. The tape is already measured.Then you put the elodea that is in the test tube, on 10 cm for 4 minutes. After 4 minutes my table's Elodea had no bubbles coming up from the cut part of the Elodea. Our problem was that that the baking soda did not dissolved yet. It was it still at the bottom of the test tube. After the second time we tried the experiment on 10cm we got 3 bublbles. Then we started on 20 cm and we got 2 bubbles.

R.R Period 8

1/19/11 Juliana Ruta Period 8 blog number 4

Today in class we started our photosynthesis experiment.

To set up the experiment one person had to measure the mass of the carbon dioxide tablet. If you were in the high amount group you had to get a piece weighing from 1-1.5. If you were in the medium amount group you needed a piece that weighed 0.5-1. If you were in the low amount group you needed a piece that weighed from 0-0.5. After you got the right amount you had to crush up the tablet. While someone was doing that, someone else was getting the elodea plant and getting rid of the leaves near the stem and crushing it at the bottom. A third person was getting the water. We used 20 ml of water which we measured with a graduated cylinder. Then we poured the water into a test tube.
For the experiment, the first thing to put into the test tube was the water. Next we put in the CO2. Before you add the elodea, you have to wait for the bubbling to settle down. Once it does you can put in the elodea and start your timer. Start counting the bubbles you see come off the plant. After a minute, record your results. Keep doing this after each minute until 5 minutes has passed.

Not a lot of people were able to complete the experiment. Some of the parts that confused people were for the high carbonated water was the plant kept floating up to the top so they should use 1.1 instead of 1.4 or 1.5. Another problem was people counted the wrong bubbles so they got the wrong numbers. We will do the experiment again tomorrow.

Here is a link to a video of an elodea plant during photosynthesis-

http://www.youtube.com/watch?v=QCDRq6u8tCg


JR Period8

Rohan Mallya P8 1/18/11

Today was a half-day, so we couldn't do as much as we should have, for we had a 26 min. period. We went over the homework and an experiment for tomorrow. Here are the answers to the homework:

1. According to your notes, what is the equation for photosynthesis?

6CO2 + 6H2O yields C6H12O6 + 6O2

2. Where do plants get the CO2 for this process (what organisms release this gas) ?

They get carbon dioxide from all living things (Pants also breath oxygen and release carbon dioxide. They only need carbon dioxide for photosynthesis, but they still need to breath.)

3. What organelle in plants is responsible for photosynthesis (producing food) ?

The chloroplasts are responsible for photosynthesis in cells.

4. What is the pigment found in this organelle that absorbs light to power photosynthesis?

It's the chlorophyll.

5. If a plant were under water and was photosynthesizing, what gas would be visibly bubbling from the plant?

Oxygen would.

6. The 2 experiments can vary as long as it tests the two things efficiently. Look online to see what you have to test.

We also went over the experiment. It is in the packet that contains all the questions that were just answered in this blog. We just revised it a little. First off, we have to find the mass of the sodium bicarbonate. Also, we have to add 20 ml. of water to keep the experiment controlled. For today's homework, you have to read the experiment until you can do it without looking at the sheet. You also have to write a prediction on it (Remember: A prediction is not a hypothesis! Look at the syllabus for help.)

Here is a video for photosynthesis (has some things that are hard to understand, but won't disrupt main point of video and won't have to be learned for class): http://www.youtube.com/watch?v=mYbMPwmwx88

1/14/11

Today, we talked about balancing chemical equations. The answers to the homework were 2Na+ 2H2O ---> 2NaOH+ H2, Zn+ 2HCl---> ZnCl2+ H2, 4Fe+ 3O2 --->2Fe2O3, 2 Al+ 3FeO ---> Al2O3+ 3Fe, 2 K+ Br2 ---> 2KBr, C10H16+ 8Cl2 ---> 10C+ 16HCl, P4+ 5O2---> 2P2O5, C7H16+ 11O2 ---> 7CO2+ 8 H2O. we also talked about the equation for photosynthesis, 6O2+ 6H2O---> C6H12O6+6O2. The C6H12O6 is the part that is food, specifically sugar, which is fuel. Food, is stored in your body, to make you grow taller or wider. If it makes you wider, the energy is being stored until something needs it. So basically, plants are made of water and gas. Plants also need sunlight to perform photosynthesis.

-Noah Kudman #3

Period 8 Thursday January 13

At the start of class we started going over our homework from monday night. We went from the bottom to the top. The first answer to the question "what does you are what you eat mean?" was that the mass of the food that you eat is the mass of the body weight. The second question what "why must the equations be equal?" The answer to that was because the stuff can't dissapear. So it all has to be equal. An example was a chocolate chip cookie. Once you put chocolate chips in the dough and then bake it the same amount of chocolate chips are in it. The equations we went over were all equal. If you have any questions on the homework go see Mr. Finley for help. Here is the link for the homework we had monday night. Print out the sheet if you need help.
http://www.npsd.k12.nj.us/20222069133223760/assignments/browse.asp?C=59836&A=400&DomainID=2556&AssignmentID=2807&AssignmentCategoryID=0&Month=0&Year=0
-Simrin

1/10/11

At the beginning of class we talked about the school website. It is now back to the way it was before Christmas break. Somethings on Mr.Finley's page aren't there though. He updated his blogging calendar. We also found out that we have a quiz tomorrow on Passive transport, Active transport. osmosis, diffusion, tensity, and what the cell does in the presents of those solutions. It is a correctable quiz. Also, he changed his correction policy. Now he will correct a quiz and meet with you. If your answers are good you will get the points. Instead of correcting it and turning it in, you have to tell him everything in person. Mr.Finley handed back papers that were old. After Mr.Finley spoke to us, we started off from where we left off on Friday. We talked about mass. Mass is the amount of stuff something is made of ans is not weight. Mr.Finley had Nick come up to the front of the classroom. Mr.Finley then picked Nick up. He told us that he could tell how much Nick weighed by just picking him up. He also said that if he had done this in space, it wouldn't be the same because the weight would change. (Water-50g+sugar-10g)=(609). When comparing these, their equal. Mr.Finley wrote "stuff you have at the beginning of a process is equal to the stuff at the end of the process" on the board. Then he told us that he disagrees with this statement. He disagreed with it because he said when he went camping and had a fire, in the morning the log was lighter than at night. Smoke+ashy Log= Totally Good Log at The Beginning. We were then told to write what Conservation of Mass means. There is a saying that says "You are what you eat" because it explains conservation of mass. When you eat something it makes you fat or taller. In H2O there is 2 Hydrogen and 1 oxygen. In 3H2O there is 6 Hydrogen and 3 oxygen.

-Talya

1/7/11 Blog Maddie Bedder(#3)

Today as always we started with HW. Mr. Finley made us play a game! Not so fun though, we had to say our notes out loud and who ever has the most notes without repeating the same note. Some notes were:

• Plant's need light to make food
• Any light will work to make food for plants but Sun light makes the most
• Water is absorbed by the roots
• Oxygen is from plants
• Plants need oxygen but not for photosynthesis
• Stoma is a small opening at the bottom of the plant
• Most of of photosynthesis takes place in the chloroplasts
• Water is brought up by veins and stored in vacuoles
• The energy from the sun is stored in the sugar
• The water goes up through the roots into the steam and gets transferred into the veins
• The water goes in-between the cells

Those are a few notes we went over.








Next we got a lecture, then we did a demo.








Notes on the lecture about Photosynthesis:

• Cells around the stoma are called guard cells
• store water in vacuole
• Guard cells open and close to protect the stoma
• Osmotic- when there's too much water the water closes the stoma. So then there's less Carbon dioxide.
• Stoma is a fancy name for a whole
• The stoma doesn't absorb the water the guard cells do
• Water and Oxygen go through veins
• When they go through the veins they pass many cells and the water and oxygen go into the cells and some goes through all the way to the top of the plant
• The water wants to go into the cells

• 

Demo:

• The amount of mass is what something weights.
• The mass of the test tube is 50.2 with out the sugar
• The mass with the sugar is 52.7
• The sugar weights 2.5
• The water weights 301
• The water with salt weights 303.3

He have homework today!



Maddie Bedder(BLOG #3)

01/06/10

Basically we spent all of class debating the answers to the HW

Mr. Finley understands why we are angry at the school website because he is angry too so try to persevere and deal with it:

Suggestions if the HW page appears blank

1 Try logging in...

2 Try calling someone people with working computers...

3 Try restarting your computer...

4 Update all links that you have and make new ones...

On a happier note everyone in this class got 1/2 of a point extra credit for doing their homework!!!!

The HW answers ( If you are still stumped with this HW look at Simrin's HW sheet with the explained hw answers in tonights HW section found )

1 The cell expanded and grew fatter in the cell. Also, the arrows pointed towards the cell. This is because there is less water in the cell and more water outside so osmosis made the water want to go from high concentration to lower concentration.

2 The cell shrunk. There was more water inside the cell too so it went out.

3 The size of the plant cell didn't change because of a cell wall. All three shrunk in the hypertonic and all got bigger in the hypotonic solution.

4 No it couldn't survive because the amount of salt was hypertonic to the amount in the freshwater. So they would shrivel up and get dehydrated in the salty water.

5 You should put the salt on afterwards because if you put it on before the steak will dehydrate and dry out because salt absorbs water because the salt would act like a hypertonic solution of salt so the higher concentration of water in the cell would get out of the cell so the salt could go in.

6 The salad would act like the steak because the salt in the dressing would shrivel because of the salt.

7Same as the above answer accept for weeds. Watch the video for lettuce at the bottom to see what the lettuce looked like after being in the water and what would happen if it went back into water...

Other Notes taken:

For all cells in the hypotonic solution all sucked in water, isotonic stayed the same, and hypertonic got rid of water.

Net movement means the final movement. (Ex. I found $2 and then lost $2 so because I started with nothing I lost $0)

Elodea: Only the insides shrunk also, it only changed size a littlebit because the cell wall was keeping the cell in the same shape. Also, the vacuole was the major thing that shrunk along with the cytoplasm.

For #1 on the HW the amount of water was higher outside but the amount of stuff was hypotonic.

For those of you who don't understand diffusion try these video links:

Explanation: http://www.youtube.com/watch?v=AYNwynwaALo

Examples in the kitchen with lettuce and an egg.

Lettuce: http://www.youtube.com/watch?v=H6N1IiJTmnc&feature=related

Egg: http://www.youtube.com/watch?v=0c8acUE9Itw&feature=fvw For this video wait until it's loaded then quickly go through the whole thing because it's pretty long...

KD

(3rd)

Maria Cordero

Today in class we checked our homework. The answeres were.....

A. was isotonic because it has the same amount as concentration as the plant cell

B. was hypertonic because it had more concentration than the others

C. was hypotonic because it had no concentration.


For part B the answers were.....

A. Was hypertonic because it has 5% stuff on the outside and 2% stuff in the inside


B. Was isotonic because it has 2% stuff on the outside and 2% of stuff inside the cell


C. Was hypertonic because it has 2% stuff in the inside and 0% stuff on the outside.

Then, we did a lab about cellular transport. There is a blood cell, plant cell, and parmeseam cell. Which one is an organism? The parmeaseam cell.

We had to make a graph and answer questions!!! If we didn't finish that was for homework!

January 4, 2011

In the beginning of class we went over new vocabulary words.(below)

An example of isotonic would be mixing Coke and Pepsi or lemonade mix and water.

Then we had to write up a ice-tea scenario and make up your own example.

WE DO HAVE HOMEWORK!!! CHECK HIS WEBPAGE!!!

kATIE gOMEZ pERIOD 8

Period 8- Concept Map Discussion

Today in class we changed seats, so that everyone can sit with di

fferent people. We split into groups so that we could get started on our new assignment.

We had to use the words: cell membrane, diffusion, passive transport, osmosis, and concentration. With these words we had to create a concept map, which is basically connecting the words in circles around them, to others that have something in common/or the same general idea.

Beside is a picture of the concept map which the class before helped to create. To sort out everything and to make sure you don't get confused you should remember that:

• Diffusion is the process of molecules spreading, an example of that is when you walk in Hollister towards the cologne section, the scent/molecules spread out in the air.
• Two types of diffusion are passive and active transport. Both involve going through a membrane such as the nuclear membrane.
• Diffusion for active transport occurs from low to high concentration and for passive transport diffusion occurs from high to low concentration

Next, we opened our textbooks to page 60 and 61 to look at active transport again because many people didn't remember what it was. We soon came to a conclusion that:

• Active transport uses energy to produce diffusion so it's like a block or sled going up a hill because it doesn't "want" to go up the hill so it needs energy to do that, it doesn't automatically go up.
• On the other hand passive transport doesn't need or use energy to produce diffusion. So it's like a sled going down a hill. It doesn't try, it goes down automatically. This type of diffusion helps and benefits the cell. Also, when passive transport occurs in water it is known as osmosis. In addition an example of passive transport we have seen is the dye moving if a cheek cell.

Lastly, the main idea is that diffusion reaches an equilibrium, which means the gradient of the molecules is even, and that is a good thing.

Finally at the end of class we shared our concept map and Mr. Finley showed/explained his concept map.

Heads up: WE HAVE NO HOMEWORK

I hope you get a better general idea about diffusion from reading my blog.

--S.K P8