4/1/11

Today, we talked about the pea plant experiment online. One parent was yellow and wrinkled and was Yy rr and the other was green and smooth and was yy RR. The children were all smooth and 2 were green and 2 were yellow. The green ones were yy rR and the yellow ones were Yy and rR. Then we figured out that you have to at least one capital R for it to be smooth and at least one capital Y to be yellow. To test this you can go to this website: http://sonic.net/~nbs/projects/anthro201/exper/experiment.cgi?begin=yes We also figured out how

 to get the r and y combinations by using the distributive property Ex. Parents yy yY

                                                                                                                     rr rR  y(yY)+y(yY) and doing the same with the Rs

                                                                                                                              yy yY yy yY

Or by using a tree diagram.

So you would pick a parent and choose one of the letters, and then from there you would choose another letter from the other parent and you have one child. You do that until you've made all possible combinations.





Noah Kudman #5

March, 14th 2011 Talya

At the begining of class we had time to finish up our power points. Once we were all done with our power points Mr.Finley told us we had to present them. Each group presented their slide shows and Mr.Finley went over them. If any power point had some problems or incorrect information Mr.Finley asked the group what they saw was wrong with it and we would correct it together. Since we took about thirty minutes in groups to work on our power points and about ten minutes presenting them we didn't have time to do anything else. We also didn't have time to have every group go. Mr.Finley told us that it is not good to make your power point have too much going on. If you want it's okay to put a little movement but we shouldn't let it take over the presentation. Also, he didn't want us reading off of the board. He said it could be good to bullet point the main topics and then we could go deeper in them but it is boring for the audience to listen to us saying what they can read.

3/8/11

Today we split up into to groups. There was one group that completed page 97 in the textbook. Here are the questions.

1. How long does growth phase of the cell cycle take? A. 1 hour B. 3 hours C. 8 hours D. 10 hours.

2. How much time does the cell cycle spend in interphase? A. 1 hour B. 10 hours C. 21 hours D. 22 hours

3. What is the total length of time it takes for the skin cell to complete one full cell cycle? A.10 hours B. 18 hours C.21 hours D. 22 hours

4. What phase of the cell cycle takes about 8 hours? A. DNA replication B. Mitosis C. Growth D. Preparation for cell division

5. Suppose another type of skin cell takes 44 hours to complete one cell cycle. If all of the phases are proportional to the length of time shown in the diagram, how long will the preparation for cell division phase last? A. 3 hours B. 6 hours C. 10 hours D. 20 hours

6. According to this diagram, what is the second stage in mitosis? A. Prophase B. Metaphase C. Telophase D. Cytokinesis

Then we moved to the next station and went over the worksheet labeled Examining Cell Division. Here are the answers

1. It needs to grow to get more water.

2.Chromosomes/DNA

3. You can see some cells about to split and some cells have two nuclei. Also the chromosomes are in weird shapes.

4. Results may vary.

Then we looked at different cells in an onion root slice. There were cells in it that were in each step of mitosis. Anaphase was demonstrated by Mr Finley and another student were together like best friends and then two other people pulled them apart. They had there arms out to each other saying "Besty":(. Mr Finley then called Anaphase the "Besties Stage" to help people remember. He also demonstrated Prophase by crowding a student. The student was supposed to be DNA. During Prophase, he uncrowded the student and they had room to move around.

-Noah Kudman #4

3/7/11 Blog

Today in class we were working on the worksheet we got last Friday. We used microscopes to look for cells in the process of mitosis. Some reminders with the microscopes are that when you are using low power, remember you are looking at a lot of cells instead of only one cell. The worksheet answers are:

1) You are looking at cross-sectional slices of the the tip of an onion root. Why might you expect an onion root tip to have cells that are dividing?

A: Since it's the root of an onion, it needs to expand to get water that's why the root needs to expand.

2) Find and look at all three of the slices briefly. What are the dyed objects inside of the cell?

A: For our group the dyed objects are nuclei.

3) Is there evidence of cellular division? Explain.

A For our group we said that yes because there were two nuclei.

For #4 you had to draw pictures of the cells and for #5 you had to use the pictures!!!

- Maria Cordero #4

3/4/11 Blog

If you can't read the picture go to google images and type in "a cell going through mitosis."

He started to talk about when he went around yesterday telling us about the leader. What does it mean to be a team leader: to include everyone,making sure everyone stays on track, and also getting activities done in a certain amount of time. If you don't understand something about this ask Mr. Finley or leave a comment and hopefully I'll be able to answer it!!!!! Then, we took out our answers to the questions from the book. Answers below!!!!!



Section 3.1

1) Cell division is important because it makes more cells for you when you get grow, develop, and repair for multicellular organisms. Cell division is important because it creates a new organism.

2) Genetic material is organized in a eukaryotic cell is packaged in the form of a chromosome.


3) Repair: The cells grow in size but when they divide the two cells are identical, so if you slice your knee, they both fill in the whole. Growth: When you get taller or bigger, you will need more cells. Development: They help you grow and when they split they grow or else they would get smaller and smaller everytime they split.

4) DNA compacts before a eukaryotic cell divides because DNA is wrapped around proteins like a thread around a spool and compacted into structures called chromosomes, it shows up better under a microscope.

5) I think that injuries to the skin generally heal faster than injuries to the brain because your skin cells divide faster than the brain because the cell cycle is shorter.


Section 3.2

1) The two main parts of the cell cycle are Interphase first then mitosis second.

2) There are more organelles, more DNA, and when they split they grow x2.

3) The genetic material in two daughter cells are similar to the genetic material in the parent cell because they are genetically similar.

4) 1. Prophase-The nucleus membrane disappears.


2. Metaphase-lines up the chromosomes in the middle of the nucleus.


3. Anaphase-chromosomes seperate.


4. Telephase-new membranes form and split.

5) There is a cell membrane in the animal cell, a cell wall forms between them in a plant cell.

#6 we didn't go over

• Then we took a look at cells going through mitosis.




• When we use microscopes, we use them as a group, 2 microscopes per table.




• The ones with pink labels don't work.




• Then we filled out a worksheet, we're going to finish it tomorrow in class

If you people have any questions ask Mr. Finley or leave a comment and hopefully I'll be able to answer.

kATIE gOMEZ p8 bLOG tIME #4

First we came into class and went over the rules for the activity. The rules are, table A can not talk, table B can not try to decoded and table C can not allow the answers to leave the table. We did this experiment to transfer and decode a message from one group through one to a third group. The group that began with the message could not move or talk. They then gave the message to the travelers that brought that to the group with the decode paper then the decoded message through to the second group that could talk who then read the message. This is similar to how the parts of a cell work together. We then discussed how table A was like a nucleus because they had the message. The message represented DNA because it comes from the nucleus. The purpose of the rules are to show how things can pass through the nuclear membrane but only as certain forms. After these questions we began to take notes but will continue tomorrow.

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

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- 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

12-14-10 Period 8

Today we found out we have a test next tuesday! We will be getting a study guide later on today. We also went over cells. We went over Prokaryotic and Eukaryotic Cells. Animal cells only have (here are a few): Neculeus, Golgi Aparatis, Vaculous, Neculous, Cytoskelton. Next we talked about a plant cell! The Animal cells do not have a Cell Walls or Cloroplasts, Large central vacule. Next we talked about bacteria! (Prokarotic cell). Plant (Eukaryotic) cells do not have flagella, but Aniaml (Prokarotic) Cells can have them. Some things bacteria have and plant and animal cells dont have: Capstole, DNA, and Pilla. We also talked about a Euglena, it is Eukaryotic Cell. Euglena is a orgism, it is the ONLY animal cell that has Cloroplasts.Euglena can make it own food and eat other foods. This orgisms is a animal cell with plant cell charastics.
Here are the exact pictures we look at today but with labels:

ANIMAL CELL: PLANT CELL:


EGUGLENA CELL:

BACTERIA CELL:

Maddie :)

Today in class Mr. Finley wasn't here and left things to do.

• read article


• take notes


• answer question sheet


• if not done, work on it for homework

Here are some notes...

• cells work together or alone


• cells are in all living things


• all living things need at least 1 or more cells


• cells could be unicellular or multicellular


• unicellular- working alone


• multicellular- working with others


• there are two kingdoms of unicellular ( archaea, bacteria)


• also for multicellular... animals, plants, and fungi


• 1 kingdom that mixes with both unicellular and multicellular...the protista


• ALL living things are divided into two major groups depending on how their cells are set up

Those are just some notes! :^)

Plant and Animal Cells

Plant cell :

Today in class we all got new seats. After that Mr. Finley checked our homework. Then we compared the lists we made for homework last night and compared it with our groups. The list was :
Only plants plants and animals

vacuoles chloroplasts cell wall cytoskeleton
nucleus gol gis appritence
large centralized endoplasmic reticulum
mitochordia
lysosomes
golgi apparatus
cell membranes
small not centralized

After we discussed our lists with our group we discussed the list with the class. After that we had to re visit our cheek cells and grass cells, and add labels to our pictures.

11/12/10 Noah Kudman

Today, we talked about the presentation that the expert group made about microscopes. The cover slip is what is used to flatten the sample on a slide. Dry mount slides are used to look at non-liquid samples. if you can't see your sample, try fiddling with the diaphragm. NEVER TOUCH THE SLIDE. A rule to remember is if the body tube is higher than your pinky is ,which is the lowest place the body tube can be, you can't see anything.

A couple days we ago, we talked about how multi-cellular organisms are made of systems, which are made of organs, which are made of cellular tissues, which are made of cells, etc. We decided to take cheek cells because they're large and easily accesible. Mr. Finley took a toothpick and rubbed it on his cheek, lightly rubbed it on a slide, and then threw the toothpick away. He put methalene blue, which is a dye, and put a drop on the cells. He then put a cover slip on it and wiped around the cover slip, and the cover slip stuck to the slide.

He put the slide onto a microscope which was connected to the projector and it was projected onto the Smart Board. We discovered that the white was air and NOT cells. Then, we did the experiment in pairs. We found small blue cells that looked like little blue specks.

Period 8 11-9-10

TEST WENSDAY! STUDY! STUDY GUID ON MR. FINLEY'S WEBPAGE!

First off we cheaked our homework. Our homework last night was the microscope pre-assiment. You can cheack you homework with the diagram at the bottem. Assessed our self in cofindence in your answers if you gave yourself a 5 or below you had to go to the two big tables in the middle and you had to do a simulation on the computer to help you understand the microscope better. If you gave yourself a 6 or above on the simulations we had to make a presation for the rest of the class(it was only 5 of us). We had to get a ''letter'' from a pice of paper. (A real letter like 'a') We had to put the letter on a slide. We had to find the letter on the slide under the microscope. If you gave your self under nealth a 5 you would do this same simulation on the computer instead. That's all we go to so far. Rember:

STUDY FOR TEST ON WENSDAY!

We looked at our study guides and played a game!

P8- Bacteria discussion

Today in class, we got back our graph w/ conclusion and our quiz. Although only one person got 100%( Rohan), there were many more high grades. Don't be dicouraged if your grade is low, because it's worth less than the first quiz, and you can correct it,but it's due by wednesday. So, don't calculate your average and freak out!

Here is a bacteria upclose, which most likely isn't visible to the naked eye:

Later on, we watched a video on youtube about bacteria. Here is the link to the video:http://www.youtube.com/watch?v=gEwzDydciWc. This video was sapose to lead us to thinking what was hapenning and why. We all agree upon the fact that they were splitting in half, growing larger, reproducing a sexually, and that the more the bacteria, the faster they reproduce. Plus, we learned a new word, exponent, and exponential. For those who don't know, it's: a number or variable placed to the upper right of a number or mathematical expression that indicates the number of times the number or expression is to be multiplied by itself, as in 2³, which equals 8 (definition from http://encarta.msn.com/dictionary_1861609898/exponent.html). We also said that each time the bacteria split, the exponential digits increase. So, it would be, 2 to the 1st power, 2 to the 2nd power, 2 to the 3rd power, 2 to the 4th power...and so on.

Lastly to wrap everything we discussed what we need to know for our next test which is coming soon. In addition for homework we have to research a word. The words were: strepto, diplo, and staphylo. Also as a group you present it in front of the class the next day with a mini, 1-2 min. presentation.

If you still have questions, please go to the discussion site and ask. I will try my best to respond.

S.K P8

This is my 3rd time blogging

October 29

Today, first we handed in our graphs and conclusions for the online bacteria lab, and Mr.Finley annonced we would be starting our lab reports for our bacteria petri dishes soon. He showed us a new insrument; the stereoscope. It is similar to a microscope, but it has 2 eyeholes. Compared to a microscope, it is different because it allows us to look at bigger things than a microscope, close up. Although we cannot see individual bacteria with it (we can only see bacteria colonies), Mr. Finley said we would use it to look at our petri dishes. One of the circular blobs in our petri dishes would be a bacteria colony.
Next, Mr. Finley showed us how to use a stereoscope. First, adjust the eyeholes so you can see into the stereoscope. Then, adjust the magnification so the object is seeable. Next, adjust the focus knob to get the object in focus. Lastly, hit the red button to turn on the light. Also, when you carry it, hold it by the base and the neck.
Next, we observed our petri dishes under the microscope. First, we looked at a bacteria colony, and it showed up as a huge red circle that took up nearly everything we could see through the stereoscope. Then we looked at another bacteria colony, and it appeared to be a large pancake with a large lump of butter on top. The mold looked like a large forest of white hair. Once we finished looking at the petri dish, we started typing our conclusions for the lab report.


Here is some vocab we defined in class today:
Stereoscope-a microscope with two eyeholes, used to look at bigger things than a microscope
Microscopic-Something you cannot see with your eyes
Macroscopic-Big
Colony-A group of organisms all in one place

Something that may be tricky is being able to see through a stereoscope. The reason many people screw it up is that they don't have the eyeholes in the right place. A good way to adjust them properly is to put your eyes up against them and slowly move the eyepieces in or out. Eventually you should be able to see through them, becaus you will have gone throught the entire range of viewing angles.

Here is a link to a lab report rubric from another school disttrict
http://sciencebass.tum.abss.k12.nc.us/modules/locker/files/get_group_file.phtml?fid=2134278&gid=326235&sessionid=200b7bc2e1972dfd5662c6a6ea2db723

Here's another link:

http://sites.google.com/site/grahamscience/new_lab_rubric.doc

LG Period 8

Science Class Period 8

Today, we reviewed creating line graphs. We learned to ignore connecting the dots with straight lines, and use curvy lines instead. The graph we made was about the bacteria lab. The first experiment showed the first experiment's lines was rising. So it could have increased more in a few hours. The second experiment showed the bacteria or the line rising and then straightening at the end. So it might have reached its peak and would have stayed that way in a few more hours. Also in class today, we started to make conclusions for the graph and the online bacteria lab. In the conclusion, we learned that we should include methods such as predictions, evidence, and reasoning. Overall, we spent the class fixing our graphs and making conclusions.


H.Z

October 25 Period 8

Today in class we started by talking about our petri dishes, and how we need to divide the amount of bacteria in a box by 9 to get the percentage of bacterial grwoth in a box. Next, we discussed how much of what Mr. Finley drew on 1/4 of a petri dish, and had to see which group guessed about how much bacteria grew on the 1/4 of the petri dish. The blob was about 25% of the quarter. Our class next had to figure out how they knew it was approx. 25%. To do this, we divided all 6 boxes that contained bacteria into quarters. After that, we found it was 22%.
Next, we took notes on day 5 (sat. and sun.) of our bacteria growing on our actual pertidishes. My group had suprisingly no bacterial growth over the weekend, but some mold had grown on our perti dish.
Section 1 had 35% growth, section 2 had 1%, section 3 had 5%, and section 4 had no growth in my group's petridish. Some qulitative observations were:lots of mold was growing in section 4; section 1 had plenty of smaller bacteria that made up 35% of the dish, section 3 had 3 large bacteria that made up 5%, and we noticed as the hair on our petri dish grew, so did agar.
Finally, we conversed about graphing. Things we need in graphs
-labels
-title
-units (x-axis and y-axis)
-variables (height-y axis-dep. time-x axis-ind.)
-scale~even intervals(note- graph does not have to start at zero all the time)
~No HW
P.S. Go Giants

Science Class

First in class Mr. Finley talked to us about our lab reports and what we should have in them. He also showed us examples of some of the eighth grade lab reports and how we should format them. also he showed us an example of what a real scientist's lab report looks like to give us an idea of how ours should look like. He went over in detail about what each section of the report should look like which i think helped everybody in the class understand what exactly you need in a lab report. in a lab report you need to type it instead of writing it and you also have to include sub headings. the main parts of our lab reports are prediction, hypothesis, materials, procedure, background, and data. For data you have to write a table of your data and explain it underneath. Then for background you have to write your observational experiment, questions you have about your experiment, and observations. In class we got to look ay our bacteria for the first day of the experiment. most of the groups didnt have any bacteria except for one which had a little bit of growth. we recorded these results in our tables that we made for the experiment. also today we learned about qualitative data and we made a table for our qualitative data.