Biology agenda and targets 2015 sem. 1 revised.3

Stratton Openers
Biology 2015

Class 15 • 10/20/15
Agenda
• Introductions
• Expectations & Routines
• What you need for this
class
• What have you learned?
• Vocabulary (review?)
• Cell Membranes
Targets
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Nature of Science
• Inferences
• Facts
• Hypothesis
• Open-ended questions

What you need to have for class
Every Day
• Composition Book for
Openers, spiral notebooks
will NOT be accepted.
• Black or Dark Blue ink pen
• Pencil
• Three-ringed binder to
keep papers in.
• Notebook paper
On Occasion
• 4 Gb USP thumb drive
• Colored Pencils
• Simple calculator

1. Name and nickname
2. Favorite subject
3. Previous school (& location if not
local)
4. Number of family members you live
with
5. Favorite type of music
6. Favorite singer/band
7. Favorite reading material (book,
magazine)
8. Favorite TV program
9. Something about yourself others
don’t know
10. What makes you unique
11. One biology “thing” you have
learned so far that you did not
know, expect or were amazed by.
On a sheet of
paper answer
the following
questions
Tell Me about
You
A.Type of your
computer
operating system
B.Whether you
have Internet
connection at
home.

Class
C e l l P r o c e s s e s
Oct. 22, 2015 1
6

Class 16 Opener
10/22/15
In your composition
book write the date at
the top of the page then
answer the following
questions.
1.What is the difference
between active and
passive transport when
discussing cellular
membranes?
2.Image A is an example
of… ?
3.How is diffusion
Image B
Image A

Class 16 Opener
10/22/15
1.What is the difference
between active and passive
transport when discussing
cellular membranes? Active
transport requires energy
(ATP) and passive transport
does not.
2.Image A is an example of… ?
Image A is an example of
active transport.
3.How is diffusion different than
osmosis? Osmosis is a
specialized form of
diffusion. Diffusion may or
may not be a form of
osmosis. Specifically
osmosis is the diffusion of
Image B
Image A

Agenda Targets
Class 16 • 10/22/15
Opener
Cellular Membranes Lab
• Understand how bubbles are a
model for cell membranes.
• Create flexible membrane
mimicking the Fluid Mosaic
Model.
• Understand membranes are
fluid and flexible.
• Know why membranes are
able to self-repair.
• Recognize eukaryotic cells
feature membrane bound
organelles.
• Understand how membrane
proteins can perform special

Class
Oct. 26, 2015 1
7

Opener • Oct. 26
1. What controls the
molecular movement
in and out of a cell?
2. What does the
drawing in Image A
represents?
3. What does the
animation in Image B
represent?
4. Lab: soap bubble —
What did the bubble
represent?
5. Explain how the “skin”
Image B
Image A

Opener • Oct. 26
1.What controls the
molecular movement in
and out of a cell? The
cell membrane
controls the
movement of
molecules in and out
of a cell.
2.What does the drawing
in Image A represents?
Image A is of a cell
membrane.
3.What does the
animation in Image B
represent? The
Image B
Image A

Opener • Oct. 26
4. Lab: soap bubble —
What did the bubble
represent? It
represented a cell
membrane.
5.Explain how the “skin”
of the bubble differs
from a cell membrane.
The soap bubble non-
polar “tails” face in
the opposite direction
of a cell membrane
“tails.” Cell
membrane non-polar
tails face each other
Image B
Image A

Agenda Targets
Biology Class 17 • 10/26/15
1.Opener
2.Diffusion,
Osmosis &
Cellular
Membrane
3.PowerPoint
4.Demo
1.Learn how molecules
move across a semi-
permeable
membrane
2.Understand the
differences between
diffusion and
osmosis
3.Know the following
terms:
A.Endocytosis
B.Exocytosis
C.Pinocytosis
D.Osmosis
E.Diffusion

• Food Coloring
• Tea Bag
• Sugar Cube
• Colander (strainer)
Demo

Class
Oct. 28, 2015 1
8

Opener • Oct. 26
1.What does Image
A represent?
2.How many
layer(s) make-up
cell membranes?
3.Describe the
differences
between active
and passive
transport.
Image B

Opener • Oct. 26
1. What does Image A
represent? Image A
represents a
Phospholipid
Molecule
2. How many layer(s)
make-up cell
membranes? Two
layers of
phospholipids make
up a cell membrane.
3. Describe the
differences between
active and passive
transport. Active
transport uses ATP
Image B

Agenda Targets
1. Opener
2. Finish
Diffusion,
Osmosis &
Cellular
Membrane
Lecture
3. Cell Membrane
Activity
move across a semi-
permeable membrane
2.Understand the
differences between
diffusion and osmosis
terms:
A. Endocytosis
B. Exocytosis
C.Pinocytosis
D.Osmosis
E. Diffusion
F. Semi-permeable
4.Create a paper model of a

• You will need
1. Directions Sheet
2. Yellow Phospholipid
Molecule Cutout Sheet
3. Answer Sheet
4. Colored Paper for other
molecules
1. Cholesterol = Green
2. Carbohydrates = Blue
3. Proteins = Purple or Pink
• Remember to
• Create a color-coded key
• Use complete sentences
when answering
questions
Phospholipid Molecule =
Yellow
• Head is Polar & Hydrophilic
• Tail is non-polar & hydrophobic
10 Cholesterol = Green
• Holds phospholipid molecules
together
10 Carbohydrates = Blue
• Attach to the perimeter of
membrane
• Cell identifiers
5 Proteins = Purple
• Go through the cell membrane
• Hold carbohydrates on perimeter
• Transport items into and out of
Cell Membrane Activity

• Lipid soluble
molecules are
transported through
the cell membranes
more easily than
water soluble
molecules
• Small molecules are
transported through
the membrane more
easily than large
molecules
• The higher the
charge on the
molecule, the harder
Lipid Solubility Rules

Cell Membrane Diagram
In this drawing
1. Proteins are orange
2. Carbohydrates are
green
3. Cholesterol is
yellow
Phospholipid Molecule = Yellow
• Head is Polar & Hydrophilic
• Tail is non-polar & hydrophobic
10 Cholesterol = Green
• Holds phospholipid molecules
together
10 Carbohydrates = Blue
• Attach to the perimeter of
membrane
• Cell identifiers
5 Proteins = Purple
• Go through the cell membrane
• Hold carbohydrates on perimeter
• Transport items into and out of cell

Class
Nov. 3, 2015 1
9

Opener • Nov. 3
1.Describe the
properties of a
phospholipid
molecule found in a
cell membrane.
2.What is the
purple/blue item in
Image A labeled
“C.”
3.What does it do?
4.What type of
Image B

Opener • Nov. 3
1.Describe the
properties of a
phospholipid
molecule found in
a cell membrane.
It consists of a
head region,
which is polar &
hydrophilic, and a
tail region, which
is non-polar &
Image B

Opener • Nov. 3
1. Describe the properties
of a phospholipid
molecule found in a cell
membrane.
2. What is the purple/blue
item in Image A labeled
“B.” It is a transport
channel protein.
2. What does it do? It
moves larger polar
molecules through
cell membrane.
3. What type of solution is
shown in Image B? It is
a hypertonic solution.
Image B

Agenda Targets
1. Opener
2. Turn in Cell
Membrane
Activity
3. Levels of
Organization
Lecture (comp. book
notes)
4. Test Thursday
move across a semi-
permeable
membrane
2.Understand the
differences between
diffusion and
osmosis
terms:
A.Endocytosis
B.Exocytosis
C.Pinocytosis
D.Osmosis
E.Diffusion

Should have turned in
•Warm Ups
•Properties of water lab
•Molecule Models Lab
•“Structures of molecules” Paper

Class
Nov. 5, 2015 2
0

Agenda Targets
1. No Opener rather
questions before
test
2. Test 27 pts.
3. Collect Comp.
Books &
homework
4. Nature of Science
Video & Questions
1.Continue to explore
nature of science &
how scientists work &
think
2.Prepare for
diffusion/osmosis lab
3.Observe how
molecules move across
a semi-permeable
membrane
4.Understand the
differences between
diffusion and osmosis
terms:

Class
Nov. 12, 2015 2
1

Agenda Targets
1. Labs
A. Diffusion Lab
today
2. Video on viruses
today
3. Next class:
1. Reading on viruses
next class
2. Data Tables &
Graphing (Carrot
lab prep)
1. Learn how molecules move
across a semi-permeable
membrane
2. Understand the differences
between diffusion and
osmosis
3. Watch for changes in
molecules indicating how
they moved through semi-
permeable plastic of
“baggie.”
4. Discover relative size of
iodine and starch molecules.
5. Know the following terms:
A. Osmosis
B. Diffusion
C. Semi-permeable
6. Learn how flu viruses move
through a body ‘s cells and
multiply.

Today’s Lab
Diffusion Lab
• Set-up1 Beaker (big in back
of class)
• Fill with H2O
• Add iodine
• 1 Plastic Baggie
• Fill with Starch Solution
(20 ml)
• Wait 20-30 min.
Final Set-up

Class
L e ve l s o f O r g a n i z a t i o n
Nov. 13, 2015 2
2

Class 22 Opener
1. Which way did the
iodine molecules
move through the
baggie membrane?
Image A
2. Which was larger
iodine or starch
molecules and how
did you determine
this? Image A
3. Are viruses living?
4. What is a
prokaryotic cell?
5. What is Image B a
Image A
Image B

Agenda Targets
1.Opener
2.Pick up journals
(comp books) Worth
11 pts.
3.Test grades
a.Worth 25 pts.
b.Retakes
4.PowerPoint mini
lecture: Viruses
(short)
1. Learn what viruses are.
2. Know the components of
viruses.
3. Know how viruses
replicate.
4. Determine whether viruses
are living.
5. Learn how viral diseases
are spread.
6. Understand the effects of
viral infections.

Class
Nov. 17, 2015 2
3

Class 23 Opener
1. Explain why
viruses are not
considered
living.
2. What is a
eukaryotic cell?
3. What is the host
of
bacteriophages?
Image B
Image A

Agenda Targets

Carrot Osmosis Lab
Assigned Table Groups, Partners
• 100 ml of liquid in
• 3 plastic cups use
graduated cylinders to
measure
a) Distilled Water (gal.)
b) Tap Water
I. 10 % NaCl (salt)
II. 20% NaCl
• Mass carrot three carrots
& record
• Label cups w/ %, initial
carrot mass, period &
names

• 10 % NaCl solution, saline
•Solution to = 100ml
• How much H2O? 90 ml
•How much NaCl? 10 g
• 1 ml of H2O = 1 g of H2O
• 1 ml = 1 cubic centimeter (cc) = 1 cm3

Class
Nov. 19, 2015 2
4

Class 24 Opener
1. What do you think
will have
happened to the
carrots placed in
the 20% saline
solution?
2. What is
hypertonic?
3. Which kind of
graph would be
best to graph your
Image B
Image A

Agenda Targets

Data
Tables
Need 4
Sections
1.Title
2.Independent
Variable (IV)
3.Dependent
Variable (DV)
• Trials
4.Mathematical
ly Derived
Data

Data Table Checklist
1. Is there sufficient data to know whether
hypothesis is correct?
2. Are the data recorded in the form of a
table?
3. Is there a title?
4. Is the title clear and does it reflect the
purpose of the data table?
5. Is the table organized, rows and columns
are labeled, and units are indicted
6. Is the independent variable in the first
column?
7. Is the independent variable named?
8. Is the independent variable unit included, if
appropriate?
9. Is there a column (sometimes with sub-
columns) for the dependent variable?
10. Is the dependent variable named?
11. Is the dependent variable unit included, if
appropriate?
12. Are there trial sub-columns under the
dependent variable (one for each trial)?
13. Is there a column for a derived or
calculated quantity?
14. Is a sample calculation is given, if
calculations are required?
15. Is the derived (e.g., average) column on
the far right?
16. Is the derived quantity named, if
appropriate?
17. Is the derived quantity unit included, if
appropriate?
18. Are the derived calculations correct?
19. Does the data matches what was stated to
be collected in the procedures?
20. Are data recorded correctly?
21. Is the source of the data noted?
22. If there is more than one table the tables
are numbered consecutively.
23. Are SI Units used?

Graph
s
Need 5
Sections
1.Title
2.Data
3.Legend
4.Y-Axis
5.X-Axis

Graph Checklist
1. Is data transformed into the form of a graph?
2. Is the graph type appropriate for the data being
displayed?
3. Does the graph have a descriptive title?
4. Does the graph have a label on both axes indicating
variables and units?
5. Is the independent variable on the x-axis?
6. Is the dependent variable on the y-axis?
7. Does the graph have the proper scale (the appropriate
high and low values on the axes)?
8. Is the scale of graph is regular and consistent?
9. Is data plotted correctly and clearly?
10. Is the graph well-spaced on the page?
11. Is the graph neat, clean and easy to read?
12. Is there appropriate and descriptive key?
13. Are SI Units used?

Data & Graphs Grading Rubric

Class
Nov. 30, 2015 2
5

Opener • 11/30/15
1.List the four items
which must be in
every data table.
2.Image A: What type
of graph is this?
3.What are the five
items every graph
must have?
4.What type of
graph/chart is
Solution A
pH 2.3
0%
Solution B
pH 2.9
0%
Solution C pH
3.4
7%
Solution D
pH 3.9
25%
Solution E
pH 4.2
29%
Solution F
pH 6.7
39%
Effects of Acid on Bean Sprouting
Solution A pH 2.3
Solution B pH 2.9
Solution C pH 3.4
Solution D pH 3.9
Solution E pH 4.2
Solution F pH 6.7

Opener Answer 1
1.List the four items which must be in every
data table.
2.Image A: What type of graph is this?
3.What is the independent variable for the Acid
bean Seed Lab?
4.What are the five items every graph must
have?
5.What type of graph/chart is image B?

Opener Answer 2
data table.
Column Graph — vertical (bar horizontal)
have?

Opener Answer 4
data table.
have?

Opener Answer 5
data table.
3. What is the independent variable for the
Acid Effects on Bean Seed Germination
Lab?
have?
Pie Graph (or Chart)

Background Carrot, H2O Information
• According to the University of Kentucky
College of Agriculture's Cooperative
Extension Service carrots are 87 percent
water.
• Several other sources listed 88 percent
water content including a source from the
mid 1800’s.
• Tap water is not 100 percent water, it’s
contains trace minerals.

Class
Dec. 2-3, 2015 2
6

1. Which of the carrots is
in a isotonic solution?
2. How much water is in
Solution B?
3. Which direction will
water move in Solution
C?
4. Will the carrot in
Solution B lose or gain
mass?
5. Which type of graph is
best when comparing
data with large
changes comparing
Opener • 12/2-3/15
Solution
A
Carrot
87%
H2O
C6H12O
6
13%
Solutio
n B
Carrot
87%
H2O
C6H12O
6
0%
Solution
C
Carrot
87%
H2O
C6H12O
6
25%

Agenda Targets
1. Opener
2. Enter your data into class
Google spread sheet.
3. Create data table & graph
of Carrot Lab class data
• 1 computer generated data
table & graph per group, ea.
Turn copy in
• Everyone hand drawn table
& graph
1. Work on Carrot Lab Write-
up
2. Do “Design an Experiment
Worksheet” during down
1. Learn how osmosis effects
carrots’ mass.
2. Collect and organize data into
tables.
3. Further develop graphing
skills by creating graphs.
4. Understand how changes in
saline solutions effect cells
(carrots)
5. Know the terms isotonic
(equal), hypertonic (over) and
hypotonic (under).
6. Understand why more
experimental trials result in

Class
Dec. 4-7, 2015 2
6

Agenda Targets
Biology Class 22 • 12/4-7/15
1. Opener — none, assembly
schedule
2. Review Class Data
3. Time to enter data into
class Google spread sheet.
& create data table & graph
of Carrot Lab class data
• 1 computer generated data
table & graph per group, ea.
Turn copy in
• Everyone hand drawn table
& graph
1. Work on Carrot Lab Write-
up
1. Learn how osmosis effects
carrots’ mass.
2. Collect and organize data into
tables.
3. Further develop graphing
skills by creating graphs.
4. Understand how changes in
saline solutions effect cells
(carrots)
5. Know the terms isotonic
(equal), hypertonic (over) and
hypotonic (under).
6. Understand why more
experimental trials result in

What to turn in:
In this order:
• Lab packet including
• Completed data table of your group's data
• Hand drawn graph of your group's data (don't forget to
color-code graph and legend)
• Class Data
• Computerized data table of your period's data (see
below) — may be a duplicate group printout
• Computerized graph of class data — may be a
duplicate group printout
• Hand drawn graph of class data — you must draw your
own
• Data Tables & Graphing Rubric
Remember to make sure your name is on all
pages and your work is stapled in order listed
Printer: Rm. 303
KM5650

Not updated for
Fall 2015
beyond this
point

Class
N a t u r e o f S c i e n c e
Dec. 19, 2014 0
7

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website
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& Tests page
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• Choose student
• Sign in with your:
Last name, first
name
Quiz
http://socrative.com/
Room: 296186

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Biology agenda and targets 2015 sem. 1 revised.3

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