Videos & Discussions

This week we have been watching video clips and discussing the effects of drugs on the people's physical, psychological, social and emotional health. We watched Frontline's investigation from May 2011.

We have also been watching clips from the episode of Intervention-In Depth, "Heroin Hits Home."  The Intervention episode tells the story of four high school students who started taking OxyContin and transitioned to heroin.

When we return from ski week we will start our unit on Genetics.

How does drug abuse begin?

After defining the difference between a drug and a medicine, students worked with data from an experiment on self-adminstration of drugs in rats.  Moving forward students read a case study comparing two individuals and were asked who was addicted to drugs.  We wrapped up class by watching a clip from National Geographic Explorer "A Heroin Addict Speaks."And in case you still had any notions that drugs will increase your popularity / appearance or give you any other benefits, click the picture below to link to a gallery of the faces of meth.

Drugs alter the chemistry of the brain

In our last class we talked about how drugs alter the chemistry of the brain, specifically by blocking the protein channels that would otherwise reabsorb dopamine.

The picture above shows how methamphetamine disrupts this process.  We have also talked about how different routes of administration result in different levels of chemicals in the body. 

Today we discussed the differences between drugs and medicines as well as Drug Abuse Is Voluntary; Addiction Is Compulsive.

How neurotransmission works

Today we talked about how neurotransmission works. We watched the clip below, click it to link to the animation.

For homework G period should read section 35.2 and take notes for a reading quiz. C period should should complete the worksheet and use the animation below to help you.

Starting Drugs, Brain & Behavior

Today we started drugs, brain and behavior.  Not wanting to give too much away for G period, all I'll post here is C period's homework:

Read section 35.2 and take notes for a reading quiz.

Mitosis, Cell Cycle & Cancer Quiz

Today students had a quiz on mitosis, the cell cycle and cancer.  In addition to the written part of the quiz students had a skills assessment where they needed to find anaphase in a plant cell using a light microscope.

Next week we will be starting the NIH's Drugs, Brain and Behavior unit.

Study Guides and Practicing with Microscopes

Today and tomorrow students worked on making their study guides to review for the Cell Cycle/Mitosis and Cancer quiz on Friday.

Here's what you need to know:
All the stages of the cycle cycle, the order and what the stages of mitosis look like
The differences in cytokinesis between plant and animal cells
Information from the cancer packet (the questions you answered)
What angiogenesis is and how it is related to cancer.

In addition to the content, you will be tested on your microscope skills.  I will ask you to find one of the stages in Mitosis using slide of plant cells.  You will have two attempts to do this successfully. Each attempt can take no more than five minutes.  This will count as a pass / fail laboratory grade.

Angiogensis & Cancer

Today ( for C period, tomorrow for G period), we reviewed the cancer reading.  After working in groups to compare the answers to the questions, we watched the TED talk below.  "TED is a nonprofit dedicated to Ideas Worth Spreading"  to learn more about TED click here. 

Click here to search through their library of talks.  Imagine how well informed you could be if you spent 20 minutes less per day on Facebook or playing Angry Birds, and instead watched / listened to a TED talk!

Cancer & The Cell Cycle

Today we started to learn about Cancer & the Cell Cycle.  Students worked in co-operatively in groups to come up with answers to questions about Cancer.   Students complied a list of questions (see below) as a class. 

Many of these questions will be answered in the reading you do over the weekend, and the questions you answer.  The remaining unanswered questions will be addressed next week.

Questions we have:
1. What is the difference between a sign and a symptom?
2. Is cancer genetic?
3. What happens to your cells when you have cancer?
4. How do the number of deaths from cancer compare to other diseases?
5. How makes a cell sick?
6. How does cancer spread?
7. How quickly can cancer grow?
8. Can your emotional health impact your battle with cancer?
9. When do you call it cancer and when do you call it a tumor?
10. Are all types of cancer treatable or curable?
11. Which type of cancer causes the most deaths in the U.S.?
12. Which type of cancer is the most deadly?
13. What is the chance that a person gets cancer?
14. What does chemo involve?
15. Are all types of cancer malignant?

Mitosis & Microscopes Day 2

Today students worked on using microscopes to identify the stages of mitosis in onion cells and white fish blastula. 

C period homework for Monday: You have been emailed a four page reading on cancer.  You need to read this and answer the questions on the last page.  You should bring your answers to class on Monday.  The answers do not need to be typed.

G period:  You have no homework.

http://kvhs.nbed.nb.ca/gallant/biology/mitosis_phases.jpg

Mitosis & Microscopes

After completing the reading quiz on 10.1 / 10.2 and reviewing the open notes test from Friday, students used light microscopes to look at slides of plant cells under going mitosis. 

Onion root tip cells undergoing mitosis (http://tinyurl.com/c42amb3)

There is no homework for tonight. 

Next Topic: The Cell Cycle & Cancer

Yesterday you had an open notes test on Photosynthesis and Cellular Respiration.  Next week we will be starting the Cell Cycle & Cancer.  How do our cells divide?   Is there a link between how our cells divide and cancer?  These are just some of the questions we'll be addressing next week. 

C period classwork:

Mr. Schiff is your sub and he knows that you need to read sections 10.1 and 10.2 as well as take notes. There is a worksheet to help you review these sections.  You will have a reading quiz in class on Wednesday.

Open Notes Test Tomorrow

Tomorrow you will have an open notes test on cellular respiration and photosynthesis.

G Period:  Homework for class on Tuesday:  you need to read sections 10.1 and 10.2.  Take notes for a reading quiz.  Mr. Freddy will give you a handout to help you organize your notes.  NB:  Completing only the handout is not sufficient, you still need to read 10.1 and 10.2 & take notes.

C period: Please bring your textbook to class on Monday. 

Krebs Cycle & the ETC

Today G period learned about the Krebs Cycle and C period wrapped up cellular respiration by learning about the ETC.  Click on the tab at the top of the blog "Photosynthesis & Cellular Respiration" for links to helpful animations.

On Friday you will have an open notes test on Photosynthesis and Cellular Respiration, so make sure you bring your notebook to class!

Starting Cellular Respiration

Today (or tomorrow for G period) we started cellular respiration by playing team trivia to take notes.  For homework (C Period) please read and take notes on pages 221-225.  You will have a reading quiz on Tuesday.  G period you will complete this assignment for Wednesday.

We also listened to a song from Muscles and Magnets titled "Oxidative Phosphorylation."  Click on the lyrics below to link to the song file.

Don't forget that your lab write up is due Wednesday as well!

Elodea & Snails Lab Report Rubric

Now that you have had the chance to analyze your results and discuss weaknesses/limitations and improvements, it's time to write a lab report. Your lab report is due Wednesday November 16th at the start of class. You must bring a printed copy to class. The rubric is posted below and it has also been emailed to you.  Click on the picture to make it larger.

Elodea & Snails.... 48 hours later

Today students examined the results from their Elodea & Snails experiments.  Let's see what happened...

Elodea & Snails Lab

Yesterday students were given the opportunity to completely design their own experiments involving Elodea and snails to determine if we can see products of photosynthesis and cellular respiration.

Elodea & Snails Investigation

After reviewing photosynthesis and voting on the best photosynthesis mini project, students worked on designing an experiment using Elodea & Snails to look at photosynthesis.

Here are some hints for your experimental design:

Materials:
Large test tubes (~50mL volume)
BTB indicator solution
Elodea
Snails
Aluminum foil
Test tube racks
Electronic balances
Graduated cylinders
Straws

BTB turns blue in the absence of CO2, BTB turns yellow in the presence of CO2.

We will be analyzing these experiments in class on Friday (Wednesday schedule).

For homework you need to complete the experimental design.   Make sure to include your hypothesis and identify the independent and dependent variables.

Electron Transport Chain in Photosynthesis

Click the picture below to link to images and step-by-step details of what happens in the Electron Transport Chain in the light dependent reactions in photosynthesis.

Reminder: Your photosynthesis mini-project is due tomorrow

Photosynthesis Mini Project

 This mini project is counts for three homework grades.  It is due IN CLASS on Tuesday November 8th.

Task 1: Create a map of the areas that visitors will see on the trip. Your map should include the following information

• How will you enter the plant?
• A labeled drawing of a plant cell (remember, plant cells are different than animal cells. Be sure to look at the diagram on page 175 for details).
• A close up labeled drawing of a chloroplast

Task 2: Write a script for a tour guide leading trips to the light dependent reactions and the Calvin Cycle. Your script should include the following information

• The general equation for photosynthesis
• A detailed explanation of what happens in the electron transport chain
• The reactants and products (key components) of the electron transport chain.
• Where the ETC takes place
• Where the Calvin Cycle takes place
• What are the reactants and products of the Calvin Cycle

You also need to remember to cite your sources. If you use only your notes include a citation that says "Information from class notes." If you used any other sources, even images from google you need to include the URL.

Below are examples of A+ work and F work.

The A+ Work

The F work - why is this an F ... well for starter's it's a screenshot of a webpage!  Remember that Family Weekend is coming up, what would you like your family to see?

Photosynthesis - C period

Please watch the video below.  Click on the picture to link to the video.   You should take notes which describe what happens in the electron transport chain.

You need to have completed these notes for Monday.  Step 1 in your notes should say "A photon of light hits the reaction center in Photosystem II."

Welcome Back to Photosynthesis

Today students had a reading quiz on sections 8-1 and 8-2.  After reviewing the reading quiz, we started to look at the details of photosynthesis.  C period - you should read pages 208-211 and take notes for a reading quiz.  G period you have a reading quiz on pages 201-207 tomorrow.

Stem cell lecture & starting photosynthesis

Today we had a mini lecture on stem cells, using HHMI's biointeractive series; Click here to see any of the animations we watched on stem cells.

After realizing that high school classes can be pretty great compared to large lecture style classes at some universities, we started to learn about photosynthesis.


On Monday when you return from AT you will have a reading quiz on pages 201-207, so take notes!

G period Homework

Read pages 201-207 and take notes for a reading quiz when you get back from academic travel.

Osmosis & Diffusion

Today we wrapped up Osmosis and Diffusion in G period.  C period started to learn about pH and diffusion.  Click the picture to link to an animation about osmosis.

Cell Membranes

Today / yesterday students presented their cell part want-ads and learned about the importance of the cell membrane.

Homework: Read pages 183-189 for a reading quiz.  Any notes you take you can use.

Last Day with Microscopes

Today we continued using the microscopes and by now everyone should be comfortable looking at slides and focusing on the images.

For homework you need to create a want-ad for a part of the cell that you were assigned in class. 

Your WANT AD should include a description of the function of the cell part (consult your book to expand on what we talked about in class). You should also include a picture; either hand drawn or printed.

This is due in class on Monday or Tuesday, depending on when your class meets.

Microscopes

Today we continued our work with microscopes.  Tomorrow will be our last day (for now) working with microscopes. 

Microscopes

Quote of the day, "This is so awesome!  Have you seen the liver?!  It's crazy!"

 After completing a binder check C period continued working with microscopes. G period learned about proper microscope use and tomorrow G period will have their binder check.

Parts of the cell

Yesterday (or today for G period) we started to learn about the parts of the cell.  For homework due tomorrow, 

Go to: http://www.cellsalive.com/cells/cell_model.htm  and begin by choosing Animal Cell

Take notes on the following cell parts:

Cytosol / Cytoplasm
Mitochondria
Lysosome
Rough ER
Cytoskeleton

If you prefer to use your book to take notes, you can also do that.  You can find the information in chapter 7.

Potato Catalase Investigation

Both C and G periods had successful results for the potato catalase investigation.  Check out the pictures from the experiment below.

Potato catalase pictures

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Today C period worked on the introduction, results and discussion sections of the lab write up.  Tomorrow G period will have class time to work on these sections.

Macromolecules Discussion & Potato Catalase Lab Procedure

Today (or tomorrow for G period), students wrote the discussion for the Macromolecules Investigation.  After the independent writing time, we review the procedure for the Potato Catalase Lab. 


Use the PowerPoint below to complete the procedure.  C period will do this lab on Tuesday and G period will do the lab on Wednesday.

Potato catalse lab

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Test Today

Today students had a test on Chapter 2.  On Monday we will revisit the results of the food lab and we will look at our own diets.  Later in the week we will do a lab that examines factors that affect enzyme reactions.

Food Lab Procedure

Copy the following procedure into your notebook on the same page(s) as "Food Lab Procedure."

You can click on either of these images to make them larger.

If you do not have the procedure written (and it must be hand written) down in your notebook you will not be able to participate in the lab and therefore receive a zero.

Simple carbohydrate

1.              Add 5ml distilled water using a pipette to a test tube.

2.              Add 1ml or 1 gram of food sample to test tube.

3.              Add 20 drops of Benedicts solution.

4.              Place test tube in hot water bath for 10 minutes.

Complex carbohydrate

1.              Add 5ml of water using a pipette to the test tube.

2.              Add 1 ml or 1 gram food sample to test tube.

3.              Add 20 drops IKI solution.

Procedure: Amino Acids

1.              Add 5ml distilled water

2.              1 ml  or 1 gram food

3.              20 drops biuret solution

Fats

1.     Add 5 ml water using a pipette to a test tube.

2.     1 ml or 1 gram of food sample to the test tube.

3.     20 drops Sudan IV to the test tube.

 

Macromolecules Mini Project

Today in class students had time to work on their Macromolecules Mini Project.  You do need to have a bibliography for this project.  Please use the MLA format for your bibliography.  EasyBib is a great resource for helping make a bibliography.

In case you 'misplace' the expectations for the project, you can read the guidelines below.

Part 1: Create a poster with the following information for your macromolecule: The name of macromolecule Provide a short description of the macromolecule’s functions in the cell and in our bodies. At least three large, colorful, labeled images of the macromolecule should be on the poster.

Part 2: Create a one- page handout for the class that answers the questions listed under your macromolecule (or protein shape). The handout does not need to be typed, it can be hand written. Keep in mind that this will be photocopied and given to the rest of the class.

This mini project is due on Tuesday September 27th in class. One representative from the group will share the information on your topic with the class.

Carbohydrates: 
1. What defines a carbohydrate and what is its function in both plant and animal cells?
2. Monosaccharides (-oses), the ratio of C:H:O
3. Disaccharides: reaction used to join them, removal of water, sucrose, maltose and lactose.
4. Polysaccharides: starches (glycogen; cellulose) 
5. What are the main uses of carbohydrates in cells (plants and animals)?

Lipids: 
1. Define lipids—insolubility in water; function.
2. Types of lipids—triglycerides, phospholipids, steroids
3. What are the main uses of lipids in cells

Proteins: 
1. Define proteins and their function
2. What is an amino acid (monomers joined via dehydration synthesis)
3. How is a Peptide bond formed?
4. What are the main uses of proteins in cells?

Protein Shape:
1. What are the various levels in protein shape? (primary, secondary, tertiary, quaternary)
2. How does structure relate to function with regard to proteins?
3. What does it mean to denature a protein, give an example.

Nucleic Acids: 
 1. Define, compare and give examples of the two types of nucleic acids (structure, location and function).
2. What are the main uses of nucleic acids in cells?

Section 2-4 Enzymes

G period ONLY:
Use the PowerPoint below to help you complete the guided notes sheet you were given in class.  The penultimate (2nd to last slide) is for questions 11 & 12.   Also, on the penultimate slide, click on the word "Enzymes" in the header to link to a short video clip. Draw the diagram on the last slide on the back of the paper.
Click the white box to begin viewing the slideshow.

Section 2-4, Enzymes

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Chemistry of Carbon & Intro to Macromolecules

Today C period (tomorrow for G period), learned about the importance of carbon in macromolecules. We also talked about the four major groups of macromolecules: carbohydrates, lipids, proteins and nucleic acids.

On Friday you will work in assigned groups on a mini macromolecules project.

If you are in C period:

Remember that your lab report and completed rubric are due tomorrow at the start of class.

If you are in G period your lab report and completed rubric are due on Thursday at the start of class.

Parts of a Lab Report

Today (or tomorrow for G period) we learned about the parts of a lab report.  The first PowerPoint below details the parts of a lab report.  The second PowerPoint shows you how to make an x y scatter plot in Excel.  Lastly, there is an image of the rubric that you will need to turn in when you submit your lab report.  You can not turn in a lab report without the rubric.  If you don't have the rubric and self-evaluation completed, your lab report will be late.

The Parts of a Lab Report

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Tips for working in Excel: Remember that your graph should display the average for the five beans in each group (0.0g salt, 0.5g salt etc).


Insert a blank row, below the data for bean 1e.  To do this, highlight row 7 (bean 2a), go to "Insert" and select "row."  A new row should appear directly below 1e.  The row in the screen shot is yellow, because I added the color to make it easier to see.

You can click on any of the images below to make them larger.

Directly below 0.41, type =average (as you start to do this a menu will appear and you can select AVERAGE.

 Now the cell (square) below 0.41 should look like the picture below.

 Highlight the data for which you want to take the average.  Once you have highlighted these numbers, press Enter (Return).

You should now have an 0.38 in the box where you originally typed =AVERAGE . Place the cursor so that it touches the lower right corner of the highlighted blue box.  A black plus sign (+) should appear.  Drag this symbol directly across the row and this will give you the averages for the rest of the data for group 1.

Once you have all of the averages completed, you are ready almost to make an X Y scatter plot.  You will want to open either a new spreadsheet or a new tab in Excel.  Make a data table that contains the averages (see below).

Now you are ready to click through the PowerPoint below and make an X Y scatter plot.

Making an xy scatter plot

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And just in case you 'misplaced' the rubric, you can see it (and print it) from the image below. 

Properties of Water

Today students had a reading quiz on section 2.2 and we learned about the properties of water.  In our seeds and salt experiment, we saw how plants take advantage of the cohesive and adhesive properties of water to take in water through their roots.  Many of us experienced evaporative cooling in class over the past few days.  If you go swimming in Lake Lugano or tubing at Lago Maggiore over the weekend, you'll be taking advantage of water's high specific heat (even though it has been cool at night, the lakes are still warm).  So even without realizing it, you benefit from the unique properties of water everyday.

There is no homework due Monday.  If you are unsure about the pH scale, click the picture below to link to an interactive pH scale.  Use the brown arrows in the lower left of the animation to navigate.  The interactive pH scale is on the third slide.

Homework for Friday

Read section 2.2 and take notes for a reading quiz.  Also, check out G period's bean seeds!

 Tomorrow will be our last day of collecting data for the seeds & salt experiment.  Unfortunately, C period's experiment was cut short due to the growth of mold on the seeds and in the dishes.  In G period's experiment, only one dish showed signs of mold.  Perhaps that's something that could be used in your discussions of the experiment.....

Chapter 2 - Radioactive Dating, Chemical Bonds and the Properties of Water

G Period: Today students collected data from the seeds & salt experiment. After collecting the data, students were given a chapter 2 pre-inventory and we started to learn about basic chemistry.

G Period Homework: Read pages 37-39 and take notes for a reading quiz. Any notes you take, you can use on the quiz.

C Period: Today continued to collect data from their seeds and salt experiment, after which students had a reading quiz on pages 37-39. We moved on to section 2-2, the properties of water.

C Period Homework: Read and take notes on section 2-2, you will have a reading quiz in your next class.

Here are two video clips to help you understand chemical bonding and radiocarbon dating.

Chemical Bonding:


Radio Carbon Dating:

Starting Ch. 2

C period class summary:
Students collected data from the seeds & salt experiment. After collecting the data, students were given a chapter 2 pre-inventory and we started to learn about basic chemistry.

C period homework:
Read pages 37-39 and take notes for a reading quiz. Any notes you take, you can use on the quiz.

G period class summary:
After some rather serious debate about the best method for collecting data, students collected their second set of bean growth data. With the remaining class time students started the Interpreting Data packet.

G period homework:
Complete the Interpreting Data packet. Also complete the book tour.

Beans Gone Wild!

One of G period's beans in just water (0.0g salt added), 84 hours into the experiment. This group really had to pry the roots out of the cotton to mass the bean.

G period homework:

Part 1: Complete the Interpreting Data packet questions. If it is easier, you can make the graphs on a sheet of graph paper and staple it to the packet.

Part 2: Complete the book tour.

Seeds & Salt Data and Interpreting Data Practice

Today (or tomorrow for G period) students collected their first set of data for the seeds and salt experiment. I will keep an Excel spreadsheet of the class data and email you the final compilation when we have finished the experiment.

Picture 1: C period's experiment, a 4 x 5 set up.

Picture 2: A close up of two of the beans. On the left is an original purple bean, on the right is bean 5a.

After collecting the data, students practiced interpreting data and graphing sample data sets.

Homework:
Part 1: Complete the graphing packet (unless you already finished it in class).

Part 2: Complete the Book Tour. That's right, introduce yourself to your textbook. You will leave this book at home for the majority of the year.

Setting up the seeds & salt experiment

In class on Friday students worked together to set up the seeds and salt experiment. Tomorrow (or on Tuesday depending on when your class meets) you'll make predictions about the change in mass of the seeds and collect the data.

After collecting the data, we'll do several practice problems where you graph data.

Lastly, tomorrow you'll finally get your textbook, as by now you should know whether or not you will be staying in the class.

Experimental Design: Bean Seeds

Today (or Thursday for G period) students presented their redesigned Simpon's experiments. Congratulations to the Bart group in C period for winning the 100,000CHF grant to continue their research.

Due Friday for C and G period: Complete a detailed experimental design for the seed lab. On Friday we will be selecting an experimental design to actually do in class. We will have from Sept. 9 through Sept. 21st to collect data in this experiment.


PART 1: Complete the rest of the experimental set up. Important questions to think about are:
* What will your light source be? How close will the plants be to the light? How can do make sure all the plants receive equal light?

* How often will you collect data?

* Water evaporates. What will you do to compensate for this?

PART 2: Make a data table that you could use to record your data from this experiment. You do not need to create data, just make the table.

Welcome to Biology

Today we learned about controls and variables in experimental design with the help of the Simpsons.
Homework: Choose one of the experiments from the worksheet and redesign it in the 5 x 5 model. In class tomorrow you will present your experimental design to the class. Be prepared to defend your design.

Syllabus

General Biology

2011-2012

Ms. Saxe

Text: Biology Student Edition with Manual, Miller & Levine, Pearson, Prentice Hall

Other Materials: 1 binder, divided into two sections

A minimum of 3 different colored highlighters, pens or markers.

Content: Biology is the branch of science devoted to the study of life. The course starts with building an understanding of the scientific method before moving on to investigating the cell and energy processes at the cellular and system levels. Moving forward we will delve into cellular reproduction, genetics and cancer. At last we will focus on evolution, populations and the environment. Throughout this course students will work on the following four sets of scientific inquiry skills:

A. Make observations, raise questions, and formulate hypotheses.

B. Design and conduct scientific investigations.

C. Analyze and interpret results of scientific investigations.

D. Communicate and apply the results of scientific investigations.

Office Hours: By appointment only. The best way to set up a time for extra help is by email.

Grading:

Homework/Reading Quizzes 25% Tests/Projects 30%

Quizzes 15% Lab work 20%

Classwork 10%

Semester grade: Coursework…..75% Final Exam……25%

Year grade: 1^st semester…..45% 2^nd semester...…55%

Integrity: Being honest with yourself, your classmates and your teacher. Don't take credit for work that isn't yours and ask for help when you need it.

Homework: Homework will be assigned almost every night and be incorporated into the following day’s class. A late assignment defeats the purpose of completing it. Therefore, late homework will not be accepted and will be graded as a zero. Assignments include, but are not limited to: worksheets; problem sets; readings; preparing for a discussion/presentation etc.

Make-up Work: You are responsible for obtaining missed assignments. If you know in advance you will be missing class for co-curriculars, an appointment etc. you should notify me in advance at least 2 days in advance.

Late Work Policy: As previously stated, late homework is not accepted. Late projects will be accepted up to three calendar days after the due date. However, each day that the project is late, 10% of the grade will be lost. After the third day the project will no longer be accepted.

Extensions: Extensions will not be given except in the event of extenuating circumstances, so plan your time wisely.

Attendance: Attendance is mandatory at all class meetings. You are expected to arrive on time in be in your seat with your homework and your notebook on your desk. A pattern of tardiness will be regarded as not meeting the expectations of the class and will affect your effort grade.

Class participation: In order to make the most progress in this class you will need to participate actively. Participating in class not only means sharing your ideas but also coming prepared and on time.

Notebook: Must be divided into two sections and have a table of contents:

You must keep a detailed table of contents for your notebook.

Class Rules:

· BE ON TIME!

· BE PREPARED! Bring the textbook, your notebook, highlighters and pens/pencils each day.

· BE PRESENT! Both in mind and body. Showing up for class doesn’t mean much if you are daydreaming.

· If you have an unexcused absence from class on the day of a test or quiz you will receive a zero.

· As soon as you need extra help, come find me. Don’t wait!

Outline of topics to be covered in the Fall Term:

N.B. The instructor reserves the right to amend the syllabus at anytime.

Wk.	Ch.	Themes	Labs / Projects
1	1	Scientific inquiry and methods
2	1 /2	Experimental design and measurement; starting basic chemistry for biology	Seeds & Salt
3	2	Basic chemistry for biology, properties of water, pH	Seeds & Salt
4	2	Macromolecules	Testing for Macromolecules
5	2	Enzymes & Lab report skills	Potato Catalase
6	7	Cell structure and function	Microscope work
7	7	Membranes & osmosis	Dialysis tubing
8	Academic Travel
9	8	Photosynthesis and Cellular Respiration
10	9	Cellular Respiration	Elodea & Snails
11	9/10	Wrap up Cellular Respiration, start Cell Growth	Microscope work
12	10	Mitosis, Cell Cycle & Cancer	Cancer presentations
13	36	Skeletal & Muscular Systems	Build a skeleton
14	35	Nervous System & NIH’s Drugs, Brain & Behavior
15	NIH	Drugs, Brain & Behavior

Thank you in advance for all of the hard work and learning that you are about to engage in.

Sincerely,

Ms. Saxe