Lab 6: Using spec20's to measure the Hill Reaction

Here is this week's lab:

The process of photosynthesis involves the use of light energy to convert carbon dioxide and water into sugar, oxygen, and other organic compounds. This process is often summarized by the following reaction:

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

This process is an extremely complex one, occurring in two stages. The first stage, called the light reactions of photosynthesis, requires light energy. The products of the light reactions are then used to produce glucose from carbon dioxide and water. Because the reactions in the second stage do not require the direct use of light energy, they are called the dark reactions of photosynthesis. In the light reactions, electrons derived from water are “excited” (raised to higher energy levels) in several steps, called photosystems I and II. In both steps, chlorophyll absorbs light energy that is used to excite the electrons. Normally, these electrons are passed to a cytochrome-containing electron transport chain. In the first photosystem, these electrons are used to generate ATP. In the second photosystem, excited electrons are used to produce the reduced coenzyme nicotinamide

adenine dinucleotide phosphate (NADPH). Both ATP and NADPH are then used in the dark reactions to produce glucose. In this experiment, a blue dye (2,6-dichlorophenol-indophenol, or DCIP) will be used to replace NADPH in the light reactions. When the dye is oxidized, it is blue. When reduced, however, it turns colorless. Since DCIP replaces NADPH in the light reactions, it will turn from blue to colorless when reduced during photosynthesis.

OBJECTIVES

In this experiment, you will

• Use a Spec20 to measure color changes due to photosynthesis.

• Study the effect of light on photosynthesis (in a QUANTITATIVE way)

MATERIALS

Phosphate buffer

3 cuvettes

Isolated chloroplasts

3 disposable pipets

Aluminum foil

DCIP

Lamp

Large Erlenmeyer Flask, filled with water

Ice

Watch/clock

PROCEDURE

IT IS REALLY IMPORTANT THAT YOU ARE MINDFUL OF ANY LIGHT WHEN DOING THIS EXPERIMENT. IF CHLOROPLASTS ARE EXPOSED TO LIGHT, THEY WILL START TO REACT.

1. Hold the cuvette above the white circle only. If you touch the glass below the circle, make sure to wipe the glass clean with a Kim wipe.

2. Create a blank. This is what you will use to zero the spec20. (You will be told the amount of Phosphate Buffer and DCIP to add in lab).

3. Follow your instructor’s directions for zeroing the Spec 20. These pieces of equipment cost $1500 each. BE GENTLE WITH THEM. The Spec20’s will be on the dark side of the room
   

4. Obtain a piece of aluminum foil large enough to wrap around the cuvette to block out any light. You will use this in step 6.

5. While on the dark side of the room, create a cuvette containing ___ drops of chloroplast solution (again you will be told how much in lab), ____mL DCIP and ____mL of Phosphate Buffer. Put this in the Spec20 and write down the transference and absorbance in your data table.

6. After completing the test wrap the cuvette in foil.

7. Each member of the group should create an experimental sample using ___drops isolated chloroplast solution, ___mL of Phosphate Buffer and ____mL of DCIP.

8. Test the initial absorbance and transference of each sample and record in the data table.

9. Bring the EXPERIMENTAL test tubes to the light side of the room. Do not turn on the light until instructed to do so by your teacher.

10. Set up the cuvettes as instructed by your teacher.

11. Every ten minutes, turn off the light and take one sample at a time over to the dark side to test in the Spec 20. Record your data. Return the sample and obtain another one. Continue to record data every ten minutes for each sample until you are instructed to stop.

12. Conduct a final Spec 20 test on the sample that was left in the dark.

13. Clean up your materials thoroughly. Place the contents of the cuvettes in a waste beaker at the teacher station.

PreLab Questions

1. What is the control in this experiment?

2. What is being tested?

3. How does DCIP work?

4. What does a color change in DCIP represent?

Who looks at this blog anyways?

I have been collecting data on visits to the blog since the start of the school year using a free program called Google Analytics. This software generates a report each day, which includes many things such as: the number of hits the blog gets per day, where the hits are coming from and how long each visit lasts.

Here's the data for September 27th-October 27th.

This graph represents the number of hits per day. Remember what was due on October 28th? Your lab report.


As students, you're not the only ones who have visited the blog over the past month. 39 countries have visited and 43 states!

How do people find the blog?

Referring sites include things like blogger.com which has a ticker with blogs that are updated minute by minute. And even search engines! People looking for information on google have stumbled across our class blog. Personally, I think that's pretty cool.

Hooray for Cellular Respiration

Today class started with students completing a self evaluation for their lab reports using a rubric. I will look at these self evaluations when I grade the reports (hopefully there will not be a huge disparity between my grades and the students grades).

Moving forward we got our blood (and lactic acid) pumping by doing a wall sit. What better way to start to learn about respiration than to experience it. After shaking out the soreness, students returned to their seats for a mix of trivia and notes for an overview of cellular respiration.

Homework: C block the lab information has been emailed to you for class tomorrow. Please make sure you are prepared and wearing close toed shoes.

Welcome Parents!

Today parents will be attending mini classes, learning about what we do every day and looking at slides.

Parents Weekend

Enjoy sleeping in this weekend and visiting with your families. A reminder that your Elodea - Snail write up is due at the beginning of class on Tuesday October 28th. If by chance you have not started to write your lab yet (yikes!) or have "misplaced" the template it is below. Be sure to refer to the guide to writing scientific papers for further explanation of formatting and content. You might also want to check out the Sample Lab Report. If you reference any sources in your paper (other than the lab handout) you need to add a literature cited section.

Title

Introduction

What is relevant background information on the topic? How does what you are studying relate to the larger world? For the purpose of this assignment, the introduction should be no more than five to seven sentences.

Materials & Methods

You can cite the lab handout here. If you deviated from any of the hypotheses or created your own you need to write that here.

Results

In your results section on only PRESENT data. Do NOT interpret it. A data table or figure is fine. Make sure that it has a title, any necessary labels and a one to two sentence description of what is being presented.

Discussion

Here is where you interpret your data. Make note of any trends/patterns. How did the results compare with your hypotheses? What were potential sources of error? If you were to do this experiment again, how would you modify it? Overall were your results significant?

Conclusion

This section simply states what the researcher thinks the data mean, and, as such, should relate directly back to the problem/question stated in the introduction. This section should not offer any reasons for those particular conclusions--these should have been presented in the Discussion section. By looking at only the Introduction and Conclusions sections, a reader should have a good idea of what the researcher has investigated and discovered even though the specific details of how the work was done would not be known.

C3, C4 and CAM plants

NOTE: This post applies for classes that meet on Thursday and Friday as well. C block will not meet on Friday this week because of Parent's Weekend.

Today we discussed alternative routes for plants to conduct the Calvin Cycle when there is an absence of CO2, extreme heat and/or extreme sunlight.

Below is a summary for each type that should help clear up any confusion. This information was taken from the Pima Community College Website.

C3 Photosynthesis : C3 plants.

• Called C3 because the CO2 is first incorporated into a 3-carbon compound.
• Stomata are open during the day.
• RUBISCO, the enzyme involved in photosynthesis, is also the enzyme involved in the uptake of CO2.
• Photosynthesis takes place throughout the leaf.
• Adaptive Value: more efficient than C4 and CAM plants under cool and moist conditions and under normal light because requires less machinery (fewer enzymes and no specialized anatomy)..
• Most plants are C3.

C4 Photosynthesis : C4 plants.

• Called C4 because the CO2 is first incorporated into a 4-carbon compound.
• Stomata are open during the day.
• Uses PEP Carboxylase for the enzyme involved in the uptake of CO2. This enzyme allows CO2 to be taken into the plant very quickly, and then it "delivers" the CO2 directly to RUBISCO for photsynthesis.
• Photosynthesis takes place in inner cells (requires special anatomy called Kranz Anatomy)
• Adaptive Value:
  • Photosynthesizes faster than C3 plants under high light intensity and high temperatures because the CO2 is delivered directly to RUBISCO, not allowing it to grab oxygen and undergo photorespiration.
  • Has better Water Use Efficiency because PEP Carboxylase brings in CO2 faster and so does not need to keep stomata open as much (less water lost by transpiration) for the same amount of CO2 gain for photosynthesis.
• C4 plants include several thousand species in at least 19 plant families. Example: fourwing saltbush pictured here, corn, and many of our summer annual plants.

CAM Photosynthesis : CAM plants. CAM stands for Crassulacean Acid Metabolism

• Called CAM after the plant family in which it was first found (Crassulaceae) and because the CO2 is stored in the form of an acid before use in photosynthesis.
• Stomata open at night (when evaporation rates are usually lower) and are usually closed during the day. The CO2 is converted to an acid and stored during the night. During the day, the acid is broken down and the CO2 is released to RUBISCO for photosynthesis
• Adaptive Value:
  • Better Water Use Efficiency than C3 plants under arid conditions due to opening stomata at night when transpiration rates are lower (no sunlight, lower temperatures, lower wind speeds, etc.).
  • May CAM-idle. When conditions are extremely arid, CAM plants can just leave their stomata closed night and day. Oxygen given off in photosynthesis is used for respiration and CO2 given off in respiration is used for photosynthesis. This is a little like a perpetual energy machine, but there are costs associated with running the machinery for respiration and photosynthesis so the plant cannot CAM-idle forever. But CAM-idling does allow the plant to survive dry spells, and it allows the plant to recover very quickly when water is available again (unlike plants that drop their leaves and twigs and go dormant during dry spells).
• CAM plants include many succulents such as cactus and agaves and also some orchids.
  

Writing up the Lab

Today C block wrapped up the lab and collected data (see this post). A and D blocks worked on their lab write up in class.

Tomorrow C block will have a lecture wrapping up Chapter Seven and then have the remainder of the class period to work on their lab reports.

You'll notice (if you haven't already heard) that the lab write up is now due on Tuesday October 28th.

If you are still confused by the lab, you can see what would happen in a perfect world using the ExploreLearning Gizmo. You are able to have a free five minute trial (so generous) because we don't have a subscription. If the computer isn't dreadfully slow, five minutes is plenty of time to get the results.

Lab 5: Elodea & Snails

What is the relationship between photosynthesis and respiration? Hopefully we'll see it in action during last/this week's lab.

Experimental design: Elodea, snails, water and BTB will be placed in test tubes (some will be exposed to light and some will not be exposed to light).
In the end, we hope to see a change in the color of the BTB (an indicator) which is reflective of pH. How will these results differ in the light and dark groups?


Today A & D blocks collected their data, cleaned up and learned the basics of writing scientific papers.

Today C block set up their experiment and learned the basics of writing scientific papers.

Homework for A and D blocks: Read the Guide to Writing Scientific Papers then use your new found knowledge to answer help you read and answer the questions for the sample paper "The Effects of Light on Soybean Plants." This is due on Tuesday.

C block has no homework due on Tuesday.

You have also been emailed the template for the mini-lab paper that is due in class on Tuesday October 28th.

Photosynthesis Objectives

We've been navigating through photosynthesis for a while now. How many of the following objectives can you do?

1. Describe the structure of the chloroplast, listing all membranes and
compartments.

2. Indicate where chloroplasts are located in plant cells and describe where most
chloroplasts are located in a leaf.

3. Explain how chloroplast structure relates to its function.

4. Write the summary equation for photosynthesis.

5. Explain the role of redox reactions in photosynthesis.

6. Describe the two main stages of photosynthesis in general terms.

7. List the three types of pigments involved in photosynthesis and how they are different.

8. List the wavelengths of light that are most effective for photosynthesis.

9. Describe the flow of electrons and hydrogen ions through the electron transport chain.

10. Explain the relationship between the light reactions and the calvin cycle with respect to ATP/ADP, Pi and NADP+ /NADPH

(We have yet to talk about C4 plants etc... at the end of the chapter. We will, we just haven't yet)

A Quiz and some changes

Students took a 13 question open notes quiz on the light reactions and/vs. the Calvin Cycle. On Saturday A and D blocks will have a lab, C block will do the lab on Wednesday (the lab has been emailed to all students).

A block requested a short open notes quiz once a week to help them review and see more questions similar to those on tests. I think this is a great idea and will be doing this in all blocks.

Another change is that the persuasive essay component of the project has been dropped. The script and the itinerary will now be due on Monday (for all classes) at the beginning of class.

PSATs

As a result of the PSATs there were no classes today. Remember to read and take notes for the open notes quiz in class. There will be 13 questions and there will be some questions that ask you to compare the calvin cycle with the light reactions. For these questions you may use any class (or book notes you have).

The light reactions

Slowing down a bit and going back to traditional note taking we talked about the light reactions, where they take places and what happens to the products and reactants.

We watched this video (if that takes too long to load you can see the still images and text of narration here).

Homework: Read section 7.10 and take notes, any notes you take can be used for an open notes quiz next class (emphasis on YOU taking notes, not photocopying, not printing things from google. Remember: you're notes are only helpful if you understand them).

Update for Task 2

Task 2 is going to be due tomorrow in class. For this all you need to turn in is a list of things you will see during photosynthesis IN ORDER!

In class we will be working on what happens at/for each item on the list. Use your book (sections 7.7-7.10) and the tutorials on the blog.

Here's a few to get you started.

Go to the thylakoid membrane, here you will see...

Photons of light
Chlorophyll a, Chlorophyll b, carotenoid pigments
reaction center in a photosystem
Photosystem I

Photosynthesis Tutorial

This is the tutorial we will be viewing in class on Monday to help explain the light reactions of photosynthesis. If you have some time and want to get ahead, I recommend taking a look at it. You can skip the part of the tutorial on the dark reactions, it goes into more detail than we will be talking about. Click the picture to go to the tutorial.

Task 2: Create an Itinerary

For Task 2 you need to be familiar with what happens in Photosynthesis. Look at the slides below for more information.

Photosynthesis Part Duex

View SlideShare presentation or Upload your own.

This PowerPoint has good information on the Light Reactions and the Calvin Cycle. You are not responsible for information on the structure of a leaf.

Photosynthesis

View SlideShare presentation or Upload your own. (tags: photosynthesis desktop)

Task 1: Create a Map of Your Journey

Task 1 is due on Monday AT THE BEGINNING OF CLASS. Below are two samples one that is HH worthy and one that is barely worthy of a U. Click on the pictures to make them larger.

This is the front of the HH map.

The back of the map, with a description of what you will see. NOTE: I made this sample and it is not complete. It does not have all the written details your maps should have.

And now for the U map....

Why is this terrible? Well, for starters it is a print screen of a web page. In case that isn't enough explanation it's not a map either. Remember to cite your sources!

Student Directed Learning of Photosynthesis

...otherwise known as using a webquest and project to learn about photosynthesis rather than sitting through lecture.

Here is your task:

"Thanks to technology, scientists have discovered a way to reduce human beings down to a microscopic size for limited periods of time. This technology is predictably being used in the fields of medicine, computer science, and biology. Recently, the travel industry has also found ways to utilize the technology by offering adventure trips into areas previously unavailable to full-sized humans.

You and your team are travel agents working in a futuristic eco-tourism agency called “Micro-adventures,” whose mission is to educate the public about ecological issues through exciting vacation packages. You are developing a new vacation trip into the chloroplast of the plant cell. The first tour will be given to politicians, environmentalists, and journalists. What do you want these tourists to learn about photosynthesis."

Click here for the full guidelines for the assignment.

You will work in groups of three and this project will be presented in class on Monday October 20th. The overall rubric for the project is in the guidelines and a more detailed rubric will be posted later.

Some notes on when components of the project will be completed.

On Monday October 13th, AT THE BEGINNING OF CLASS you will need to turn in Task 1 (completed- final copy).

On Thursday or Friday October 16th/17th AT THE BEGINNING OF CLASS will need to turn in Tasks 2 and 3 (completed-final copy).

On Monday October 20th you will be presenting Task 4.

Task 5 should be completed individually, be no more than 2 pages, typed, double spaced, size 12pt. font, and include direct quotes from at least three distinct primary sources. You must include full MLA citations for your work.

For help writing a persuasive essay try the online thesis builder here.

Test on Chapter 4 through 5.17

Between Cricket Holiday and James McBride coming to speak this week started off with minimal class time. To get back on track C block finally had their test today and continued with chapter 7 (photosynthesis).

Click on the picture below to go to the animation we saw in class.C Block Homework: Read and take notes on sections 7.5 through 7.7.

Intro to Photosynthesis

Today we had a brief intro to photosynthesis (and we watched this awesome song).



Homework: study for your test!

Cricket is today....

....which means that your test has been moved. Because of James McBride's visit C block will have their test on Wednesday, A block on Thursday and D block on Friday. A and D blocks you need to bring your lab notebooks to class on Tuesday so that I can collect them.

Enjoy your holiday!

Test Review Questions

Today we talked about Blooms Taxonomy which is all about levels on understanding, from the most basic (knowledge) to the most advanced (evaluation). To practice writing questions and review for the test on Monday, C block created these questions. Feel free to test yourself. Note: just because you know all the answers to the questions, doesn't necessarily mean you know everything for the test. Read your notes & the book!

You do not need to know about Bloom's Taxonomy for the test.

1. What does ATP stand for?
2. How does ATP produce energy?
3. Compare and contrast active and passive transport
4. Describe the make up of the cell membrane
5. What is the difference between hypertonic, hypotonic and isotonic solutions.
6. What is the difference between the rough and smooth ER?
7. Compare and contrast prokaryotic and eukaryotic cells
8. Compare and contrast the functions of the mitochondria and chloroplasts
9. What is osmosis?
10. What happens when a cell is placed in a hypertonic solution?
11. Draw a model of ATP & label it.
12. Explain the difference between competitive and non-competitive inhibitors
13. What are the three main parts of the endomembrane system
14. What are the three types of cell junctions and their functions?
15. Compare and contrast a plant and animal cell
16. How does ATP relate to dephosphorylation?
17. How is a protein formed?
18. Give an example of diffusion
19. What is the function of a lysosome?
20. What are the laws of thermodynamics?
21. Compare and contrast a mitochondria to a powerplant
22. Compare the cytoskeleton with something that has similar structure/function that you would encounter in your daily life.
23. What is a membrane made out of?
24. Does the rough or smooth ER have ribosomes?
25. What is the function of a vacuole?
26. How can you tell if a cell is an hypertonic or hypotonic solution?
    

Laboratory Week 4 (cont)

Since there is no class this Saturday, A and D blocks will do a modified version of the Eggsperiment (instead of totally being on their own to make up the experiment they will get more guidance so that we can finish in time).

A & D blocks will need to turn in their completed lab notebooks in class on Monday.

Below are pictures from the eggsperiment


Lab Notebook

Finding the mass of the egg

Students work on creating their secret solution

Adding the solution to the egg

Laboratory Week 4

At the beginning of the week we learned about osmosis and diffusion. Now we are going to see it in action. This week's experiment is: The Great Eggsperiment


NOTE: This is what C block did (A and D blocks, because we don't have lab on Saturday we will do a modified version of the experiment in class)

Procedure: Step 1: Creating a solution: You want to make a secret formula for a solution that only your group members know. The materials you can use are: sugar, water, salt and corn syrup. Write the formula for your secret solution in your lab notebook.

a) For example: 10g salt + 100ml water = 10% salt water solution

NOTE: The higher the concentration of solutes, the more change you might see….

b) label your solution: group member’s name’s, date, time

Data Collection: Step 2: Making Primary Observations:

a) Imagine you are describing your egg to someone over the phone. Write a detailed description of what your egg looks like.

b) Draw a picture of what the egg looks like. Make a note of any distinguishing characteristics (things that make your egg unique). (include at least 3 labels)

c) How will you know that change in your egg occurred? What will you do?

Data Collection: Step 3: Make a prediction:

a) What do you think will happen to your egg when you add the solution?

b) How long do you think it will take for you egg to show any change?

Data Collection: Step 4: Secondary Observations

a) Add the solution your egg.

b) Write down what you see

c) How often will you take the mass of your egg?

Data Collection: Step 5: Final Observations

a) How does the final mass of your egg compare to the starting mass.

b) Graph your results (time vs. percent change in mass).

Conclusions: Step 6: Analysis

1. Why did we use an egg for this experiment?
2. What else besides an egg could we have used?
3. How did your egg react to your solution?
4. Did all eggs react the same?
5. What do you think caused your egg to react the way it did?
6. If you were to do this experiment again, what are at least three things you would change to make it better (explain each factor).

C block: Lab notebooks will be due in class on Friday.

Membranes, Membranes, Membranes

We started today with a review of what we talked about yesterday (ATP, phosphorylation, how a protein is formed) before moving forward. Through the beauty of YouTube we watched several short clips that summed up the information in various sections in the book.

C Block: For Lab tomorrow you need to take notes on the osmosis animations seen here. These notes should go in your class notebook (this is the material we did not get to today).

5.10 Membranes organize the chemical activities of cells
5.11 Membrane phospholipids form a bilayer
5.12 The membrane is a fluid mosaic of phospholipids & proteins

5.14 Passive transport is diffusion across a membrane

5.13 Proteins make the membrane a mosaic of function
5.17 Transport proteins facilitate diffusion across membranes

Lastly we used these animations (click the picture to be taken to the link) to learn about osmosis, hypertonic, hypotonic and isotonic solutions (sections 5.15 and 5.16)

Chapter 4 Wrap Up & Starting Chapter 5

Today we wrapped up chapter 4 by looking at how ribosomes make proteins (click the picture to be taken to the animation we watched in class).

We moved onto chapter 5 and here's a list that D block came up with for all the things they learned (not bad for only one class)

Types of energy, Endergonic reactions, Exergonic reactions, Laws of thermodynamics, What ATP is, Role of ribosomes, Enzymes lower activation energy, Energy coupling, What a fever is, Dephosphorylizaton, How a protein is formed, Structure of ATP, What a mutation is, tRNA v. mRNA, Ribosomes have 2 subunits, What sickle cell anemia is.

Homework for all classes due tomorrow: Read sections 5.8 and 5.9. Research and find an example of an enzyme inhibitor. Write down your example and how it works, bring this to class.
A bonus point will be given if nobody in the class has the same inhibitor as you.

Laboratory Week 3

Monday (for A and D blocks):
I will be collecting your lab notebooks, so make sure that you have an updated table of contents, data tables for the experiment and have written the answers to all of the questions on pages 9-11 from the lab packet in your notebook. (If you make the graph in excel, print it out and tape it into your lab notebook).

Here is the lab data for A block (click on the image to make it larger)

Here is the lab data for D block (click on the image to make it larger)Because we had to rush, if you did not have a chance to write in the purpose/procedure here it is. Generally you will read the lab before coming to class and come up with your own purpose etc.

Title: The Properties of Enzymes: A study of catalase
Purpose: Potato catalase and hydrogran peroixde will be used to explore the relationship between enzymes and substrates at various concentrations.
Procedures: See pages 7 & 8 of the student section of the Cornell Inst. for Biology Teachers, "The Properties of Enzymes: A study of catalase" (c) (2000).

Want Ads and Review of Ch. 4

Note: A block missed this class because of House Trips (hence why there is no post from Thursday September 25th).

Today students learned about cell to cell junctions (tight, adhering and gap). Most of the class was spent creating want ads for cells. Below are some of what people came up with. See if you can guess what they are looking for (answers are at the bottom of this post).

1. Are you rough, tough and full of good stuff? (Ribosomes that is). We are looking for workers who can make things like proteins or even more membrane.

2. WANTED: Someone who loves the sun. If tanning is your thing this, my dear friend, is for you. Chill in the sun and help your community at the same time! A little photosynthesis here and there and all's good. Who said it wasn't easy being green?

3. New D Block Chapter of F.A.D.S. (Fibers Against Droopy Cells). A comprehensive and empowering support group. Come and help the fight. All welcome. President: Mr. Microfilament, V.President: Mrs. Intermediate Filament, Secretary: Mr. Microtubule.




Answers to the want ads:
1. The Rough ER
2. Chloroplasts
3. The Cytoskeleton

Laboratory Week 3 - C Block Data

Here is the data that C block collected today. Click on the image to make it larger. See the post below for the details of what you need to have in your lab notebook for Friday.

Laboratory Week 3

Catalytic Activity of Enzymes

The video below gives an overview of what we are doing this week in lab. Instead of having closed tubes that force a liquid to rise we will be using filter paper disks. Note the connection between pH and the effectiveness of enzymes.


Due on Friday (for C block) and on Monday (for A and D blocks):
I will be collecting your lab notebooks, so make sure that you have an updated table of contents, data tables for the experiment and have written the answers to all of the questions on pages 9-11 from the lab packet in your notebook. (If you make the graph in excel, print it out and tape it into your lab notebook).

Intro to Cells

Today we learned about three different types of microscopes (light, SEM and TEM). After a brief talk about how to use a scope, students practiced looking at various cell types and making observations.

Picture of the epithelial cells of a clam gill (just like we looked at today!)

Homework: Read chapter 4 and complete the More than a Membrane worksheets (these were emailed to you). This counts as a double homework. D and C blocks this is due on Friday. A block because you don't meet on Thursday it is due on Saturday.

Mental Inventory

Today students had a test on chapters 2 and 3. Tomorrow we will begin discussing and looking at cells (chapter 4).

Give your brain a rest tonight (there's no homework).

Macromolecule Presentations

Today and tomorrow students will be giving their macromolecule PowerPoint Presentations. Please bring the blue rubric sheet to class with you.

(the cartoon reads: "I sort of thought your presentation was going to be in PowerPoint.")

Laboratory Week 2

Note: This post is for Wednesday and Saturday Labs.

What is the relationship between CO2 and plants? How would you conduct an experiment to test this relationship? Does this have anything to do with what's going on in the world right now?

This week in lab students will be learning how to set up their lab notebooks, planting some seeds for their experiment.

Setting up the lab notebook.

Students will follow the guidelines below to set up their notebooks. Each page should follow the format below. Lab notebooks will be checked on a regular basis. Click on the picture to open in a new window and make it larger.


Homework for next week lab period: Find an article from the past 12 months on CO2 levels in the atmosphere. Write an abstract for this article. You do not need to print out the article but you do need to have an MLA citation for it included in your abstract.

Acceptable Sources & Citations for Your Project

Today students worked on their projects and asked some of these questions:

Question: Can we use wikipedia?
Answer: No!

Question: What can we use?
Answer: Lots of other things, url's that end in ".edu" tend to be good because they are from educational institutions. See if you can find an author, make sure this site isn't some kid's middle school project.

Question: How do we cite things?
Answer: One option is to use citation machine another option is to look up how you do it using ONLINE! Citation Styles

Quiz Results & Class Tomorrow

I have graded your first quiz and here are the class averages:

A block: 87%
C block: 84%
D block: 80%

Please remember to bring your book to class as well as one laptop per group. If nobody in your group has a laptop, arrangements can be made so that you can use one.

Macromolecules Guiding Questions

Below are the guiding questions for each section of the project. Click on the image to open it in a new window.

Macromolecules

After a short quiz to wrap up chemistry and chapter 2, students were introduced to chapter 3 on the molecules of life. Rather than have me lecture on the material, students will teach each other. Each group will need to have a handout, visual and give an 8 minute oral explanation of one of the sections below. Students have been given a list of key points to address in each section as well as a rubric for their projects. A block will present their lessons on Thursday (9.18) and D and C blocks will present on Friday (9.19).

Sections & Topics:

Carbohydrates: 3.4, 3.5, 3.7

Fats: 3.8, 3.9

Proteins: 3.11, 3.12, 3.13

Protein shape: 3.14, 3.15, 3.16, 3.17, 3.18

Nucleic acids: 3.20, 10.2, 10.3

Homework: Work on your project.

Saturday Lab

Saturday's lab did the same thing as Wednesday, for details, click here.

Remember, you have a quiz on Monday. Also, please bring your textbook to class on Monday as well.

Organic Chemistry

Note: This post is for A block on 9.11.08 as well as D and C blocks on 9.12.08

By the end of the class students should be able to:

•

1. Identify the characteristics of life

2. Identify an organic compound

3. Name organic compounds

4. Identify functional groups

Homework: This homework is due at your next class meeting.

Read about the seven functional groups we talked about in class here.
For Example: You are responsible for knowing that the Hydryoxyl Group (OH)

• are compounds containing -OH and are alcohols. Eg. ethanol, sugars, phenol
  
• -OH group is polar. Therefore such compounds dissolve in water (sugars)

Create a study tool of your choice to help you to learn these groups for the quiz you will be taking on Monday in class. The quiz will be on any thing we have talked about thus far (questions will come from chapter 1, chapter 2 and sections 3.1 and 3.2).

Check out these links for help:
Understanding the names of organic compounds
Alkanes, Alkenes, Alkynes
Matching Organic Functional Groups

First Lab Period

For C block (A and D block will do this on Saturday)

This week we will not be doing a lab, instead we will be doing the following:






1. Watch the lab safety video
2. Handout the lab safety contract
3. Take a tour of the lab and point out all the safety equipment, as well as how to carry a microscope.
4. Do a worksheet identifying controls, variables and review experimental design.
5. Discuss the difference between sharing data and plagiarism.

Homework:
1. Read and sign the lab safety contract
2. Purchase (if you haven't already) a bound, marble lab notebook. Bring this to the next class.

Overview of Chapter 1 and Chemistry Review

Today we spent 15 minutes answering questions from chapter one (mainly on the difference between prokaryotes and eukaryotes as well as the difference between food webs and chains).

Students completed a chemistry reivew (see below)

1. Does having a basic understanding of chemistry help when it comes to learning biology? Explain your answer using no more than 5 sentences.
   

2. What six elements are most common in living matter? (2.2)

3. List any three compounds in the human body. (2.3)

4. Explain and give an example of an isotope. (2.4)

5. How many covalent bonds does H, O, N, C and S make? (2.6)

6. Draw the electron configuration for the following elements: Na & Cl. (2.6/2.7)

7. Explain and give an example of an ionic bond. (2.7)

8. Explain and give an example of a covalent bond. (2.8)

9. What is chemically nonsensical about this structure? (2.8) H---C==C----H

10. Water is kind of a big deal in biology. Tell me everything that you know about water that you consider relevant. (2.9-2.14)

11. Based on what you know about pH, make a prediction about the role that pH plays in living systems. (2.15-2.16)

12. The relationship between structure and function is a theme that is central in biology. Describe the relationship between structure and function using any molecule of your choice.

We discussed the importance of spring turnover in aquatic ecosystems and what happens when a thermocline occurs as well as what happens at the molecular level for acid reflux.

Homework: (all blocks) If there were any questions that you are still having trouble with look at that section in the book. The numbers parentheses at the end of the question correspond to the section in the book.

C block: you do NOT need to wear closed toed shoes to lab tomorrow. All other labs you will need to wear closed toed shoes.

Introductions

Today we only had 20 minute block classes and used this time for introductions and to go over the syllabus as well as other some other class details.

Homework: (all blocks)
1. Read the syllabus and post a comment with your first name, last initial and block.
2. Read chapter 1 in your book, come prepared with any questions for class tomorrow. Chapter 1 is an overview of biology.

Note: You do not need to bring your book to class unless it you are asked to do so.

Syllabus

Syllabus for Biology

2008-2009

Instructor: Ms. Saxe
Office Hours: (see below)

Required Materials:

1.Textbook: Biology Concepts and Connections Campbell, Reece, Mitchell and Taylor 4th Edition. New or used book is fine.

2. Lab Notebook: A marble bound notebook with graph paper. If you can not find one with graph paper, regular lined paper is acceptable. This should be separate from the notebook you use for class. Format will be outlined.

3. Class Notebook: A three ring binder (1”-2” is the best). This notebook is for biology only and you will be keeping all of your work for the entire year in this notebook. Please do not ask if you can throw things out. You must also have a table of contents.

Basis for your Marking Period Grade in this course - Evaluation:

The grade you earn in this course will be determined by the quality of your work in the following areas:

1. Laboratory Reports and your technique/understanding in the Lab

2. Chapter and/or Unit Tests - usually given every other week

3. Special Projects

4. Class participation and preparedness

5. Homework & Quizzes

The weights for each section will be posted in the right sidebar by 9.10.08

NOTE: Students should familiarize themselves with the Division’s study skill strategies. This information is described on the second page of your Academic Calendar. Students are also expected to do all their work in accordance with the SPS Honor Code which is posted in all classrooms and in school buildings.

Details

Homework: Homework will 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.

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

Late Work Policy: As previously stated, late homework is not accepted. The late project policy will be posted when a project is due.

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

Bags: Attendance is mandatory at all class meetings. Additionally, if you are 10 minutes late (or more) to class you will receive a bag.

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.

Office Hours: I do not have regularly scheduled office hours. If you need help please email me and we will find a time that works for both of us. Please do not come in and say “I don’t get it,” rather bring specific questions. Also note that asking “what will be on the test” is not an appropriate use of office hours.

Class Rules:

· BE ON TIME!

· BE PREPARED! Bring the your notebook, highlighters and pens/pencils each day. I do not require that you bring the textbook every day. If you need it, I will post it on the blog.

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

· If you bag 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!

· NO eating or chewing gum in class. You may bring water.

Lab Expectations:

There is no food or drinks (including water) allowed in the lab at any time.

Your lab grade will be based on:

1. Preparation: You need to read and understand any materials prior to coming to lab.
2. Pre-Lab: You may be required to write a pre-lab. Failure to complete this will mean that you are unable to participate in the lab and will receive a zero.
3. Lab Procedure and Conduct: You are expected to stay on task and work carefully throughout the lab.
4. Results: Careful work should lead to accurate results. Results should be obtained individually or within a lab group. “Borrowing” another lab group’s results is a form of plagiarism and the matter will be dealt with through the academic studies office.
5. Lab Reports: When assigned, the write-ups will be due shortly after the lab is finished. Lab reports can count as a homework, quiz or test grade. Students will know in advance what the lab will count for.

Once you have read the syllabus, click on "comments" to sign your name, acknowledging that you have read this. Additionally, please write what block you are in. For example, I if were a student in A block, I would write:

Ilana S. , A block