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.....................................................................................................Student Content Pages

Fourth Quarter Assignments 09

Third Quarter Assignments 09

Second Quarter Assignments 08

First Quarter Assignments are listed below:


# of Assignment..........Date

#27......10/16
2nd Chapter Test

#26......10/17
18 Questions on sharks.

#25......10/14
2nd Chapter Review Cells/Cell Theory/Viruses
1. Two structure found in plant cell are _
2. A _ allow certain material to move into and out of the cell
3. Microscopes that have two sets of lenses are called _
4. _ are organelles where energy is released from food molecules
5. The _ moves materials around the cell
6. _ are a strand of hereditary material surrounded by a protein coating.
7. A cell with a multiplying virus inside is called a _ cell.
8. _ are organelles that digest food and wastes inside the cell.
9. Enclosing normal hereditary material in a virus and using it to replace defective hereditary material is called _
10. A _ enters a cell and becomes part of the cell's hereditary material without destroying the cell or replicating itself.
11. A solution made of weakened virus particles that prevents viral disease is a _
12. Objects that are too small to be seen with ordinary microscope can be seen with _
13. Schwann concluded that all animals were made of cells
14. Schleiden conclude that all plants are made of cells _
15. Proteins are made in small two part structures called
16. The semi-fluid material inside the cell membrane is called _
17. Cell is many-celled organism work together to keep the organism alive.
18. Structures that store food, water, or waste in a cell are called _
19. Organelles that package substances or export are called _
20. The chemical that contains the code for the cell's structures and activities is _
21. Structures made up of different types of tissues that work together are call _
22. A group of similar cells that work together is a _
23. Scientist that named the little boxes he saw through his microscope cells was _
24. Scientist that proposed that cells come from cells that already exist was _
25. All organism are made of one or more _
26. Cells are the basic units of structure and _ in all organisms.
27. Organisms are organized into tissues, organs, and _
28. Cell theory is based mainly on the conclusions of Schleiden, Schwann, and Virchow.
29. The _ directs all cell activities
30. Structures that use light energy to make the sugar glucose are _

#24......10/13
Focus Items for this week.
To be copied or answered the first and last 5 minutes of the class period most days.
Only available in class and is part of class participation.

#23......10/6
Focus Items for this week.
To be copied or answered the first and last 5 minutes of the class period most days.
Only available in class and is part of class participation.

#22 Cell Structure Questions - Collected at the end of class by the substitute teacher.
Late assignments not accepted. Credit was earned by working in the classroom.
Only abscent students can make it up.


#21......10/2
Chapter 2 Section 3 Virus Topics and Details pages 52 to 55
Write down the topic of the paragraph after reading it.
List the details that support the topic
Write the page and paragraph number for the topic and details of each paragraph.
Write “T:” or “Topic:” in front of the topic
Number the supporting details

52/1, 52/2, 52/3, 53/1, 53/2, 53/3, 54/1, 54/2, 54/3, 54/4, 54/5, 55/1, 55/2, 55/3, 55/4


#20......10/1
Virus Diagrams

1. Sketch and label the flu virus.
2. Sketch and label the four (purple) viral shapes.
3. Sketch and label the retrovirus.
4. Sketch and label the steps of reproduction of HIV.
(Read about viruses)

VirusFlu.JPG

ViralShape1.jpg

ViralShape2.jpg

Virus0006.JPG

Reproduction of HIV

Virus0007.JPG

#19......9/30
Chapter 2 Seciton 1 Two Column Notes
Copy the note given with its number on the left side of your paper. (Left column)
Summarize the note given by writing it in your own words or sketching a diagram that shows the concept. (Right column)
Words with arrow explaining your sketch is a good way to show the concept. Sketches that don't show the concept will not earn credit.


#18......9/29
Focus Items for this week.
To be copied or answered the first and last 5 minutes of the class period most day.
Only available in class and is part of class participation.


#17......9/29
Title: Organelles

Your paper will have two columns.
You will look up information about each organelle listed below.
Then you will separate the facts about each organelle into the two columns.
For each organelle on the list:

  • In the left column, write facts such as the description and/or location of the organelle.
  • In the right column, write the organelle's function.
(Remember, write the function on the right side and facts other than the function on the left side.)
A function is what the organelle does for the cell or its job.
external image OrganelleList.gif



#16......9/26
Brown Bears
Write ten facts about brown bears.


#15_Organelles & Cell Function
FunctACellnBfactory.gif
Basic Cell Function:
Many cells in your body act like factories, assembling molecules into various beneficial secretions. The cells that line your mouth, for example, assemble molecules into the slippery mucus that prevents bacteria and other germs from entering your body.

Diagram A represents a cell that produces molecules for the body. Diagram B represents a factory like – a make-believe cell – in which a computer, power plant, and robots are used to represent actual structures in a real cell. By comparing Diagram A with Diagram B, you will learn how the organelles of an actual cell work together to produce molecules for the body.

1. The job of the power plant is to produce energy for the factory. If the mitochondrion has a similar function, what is its job?
2. Which structures in Diagram A are similar to the computer in Diagram B?
3. Which organelles in Diagram A are similar to the robots in Diagram B?
4. If the job of the computer is to control the robots, what do the chromosomes control?
5. If the job of the robots is to make boxes, what do the ribosomes produce?
6. Which organelle in Diagram A is similar to the packaging room in Diagram B?
7. If the job of the packaging room is to wrap the boxes so that they can leave the factory, what is the job of the Golgi body?
8. To reach the packaging room, the boxes travel on the assembly .........................; to reach the Golgi body in the actual cell, the chemicals must travel through the ................................................
(Fill in the Blanks)

#14 Plant and Animal Cell diagram
1. With your paper in the “landscape” orientation, draw a plant cell and an animal cell in the outer thirds.
2. Make line sketch of plant and animal cell on the outer thirds of your paper. Be careful not to put organelles only found in plants in the animal cells. Also don't put organelles only found in animal cells in the plant cells.
3. In the middle of your paper list the names of the organelles that are found
in these cells. List: Cell Wall, Cytoskeleton, Cell Membrane, Nucleus, Nucleolus, Chromatin, Endoplasmic Reticulum, Ribosomes, Golgi Body, Vacuole, Lysosome, Mitochondrion, Centrioles, and Flagella
4. Draw lines between the organelles in your cell diagrams and their names in the middle.


#13......9/23
Chapter 2/Section 2 Topics and Details / pp. 45-51

Write down the topic of the paragraph after reading it.
List the details that support the topic
Write the page and paragraph number for the topic and details of each paragraph.
Write “T:” or “Topic:” in front of the topic
Number the supporting details
See the examples for the first three paragraphs below.

Page #/Paragraph#
47/3
Topic: First microscope
1. Late 1500s
2. Dutch glasses maker
3. Two magnifying glass in a tube

47/4
Topic: Leeuwenhoek's microscope
1. mid 1600s,
2. lens - tiny glass beads
3. Reported little animals beyond the imagination
4. magnify up to 270 times or 270X.
5. Crude- image wasn't always sharp or clear

50/1
Topic: different microscopes
1. how many lenses
2. simple microscope has only one lens
3. magnification- change in apparent size
4. powers vary
5. Some can image individual atoms.


#12......9/22/08
Cell Theory's Development:
A. Make a diagram containing the contributions of the following scientists to “The Cell Theory.”
  • Include, Hooke, Leeuwenhoek, Schleiden, Schwann, & Virchow.
  • Include what they did that was significant, in other words their observations and/or conclusions
  • Indicate the year that each event occurred.
  • * Relate each person's contribution to a point in the theory on your chart.
B. From your chart, write a story or paragraph summarizing the development of Cell Theory.


#11......9/22/08
Focus Items for this week.
To be copied or answered the first and last 5 minutes of the class period most day.
Only available in class and is part of class participation.

#10......9/18
Extra Credit
Draw, label, and EXPLAIN__ Figure 11 on page 45.
CellTissueOrgan0001.JPG

#9......9/15
Focus Items for this week: #1-15
To be copied or answered the first and last 5 minutes of the class period most days this week.
Shows participation and is only available in class only.
Make up the points by doing extra credit.


#8......9/12
2nd Chapter Cell Structure - Topics and Ideas - pp. 38-45
  • Write the numbers of the page and paragraph
  • Write the topic or topic sentence
  • Write the supporting details
Write “T:” or “Topic:” in front of the topic
Number the supporting details
Paragraph and page numbers:
38/1 38/2 38/3 39/1 39/2 39/3 39/4 40/1 40/2 40/3 40/4 40/5 40/6 42/1 42/2 42/3 43/1 43/2 43/3 43/4 44/1 45/1 45/2 45/3 45/4


#7......9/10
Scientific Method
Read the story and answer the questions. Also copy the definition given.

The Scientific Method:

  • State the problem
  • Gathering Information
  • Form a hypothesis
  • Test the Hypothesis with an Experiment
  • Analyzing the Data
  • Drawing Conclusion

State the problem:
A pet owner had his four cats boarded while he travels. The cats seemed healthy when they arrived, but a technician notices that two of the cats start scratching and chewing at their skin. After three days, these same two cats have bare patches of skin with red sores.
1. What is the problem?

Gathering Information:
The technician knows that cat's sometimes change their behavior when moved to a new place, so she watches all four cats for two days. Other than the scratching and chewing by the cats with sores, the behavior of all four cats seems the same. The technician called the owner and found out that he fed the cats the same food as she did.
While observing the cats, the technician also noticed that the cats scratched most after using the litter box. She called the owner and asked what brand of litter he put in the cat's litter box. The owner used a different brand than she did, so she compared the ingredients of the two kinds of litter. The difference was that the owners litter was deodorant free, while the brand she used had a deodorant.
2. What three pieces of information were gathered?

Form a hypothesis:
Based on the information gathered, the next thing the technician does is form a hypothesis.

  • A hypothesis is an explanation that can be tested. (Copy this definition)
3. What hypothesis should the technician form?

Test the Hypothesis with an Experiment:
The technician gets the cats owners permission to test her hypothesis.
4. How how you would test the hypothesis?

  • A control is the standard to which the outcome of a test is compared. (Copy this definition)
5. What “control” could you include in this testing of the hypothesis?

  • A variable is something in an experiment that can change. (Copy this definition)
6. What is the variable in this test?

Analyzing the Data:
The technician observes the cats for one week. During this time she collects data.
7. What data should be collected in this test?

Drawing Conclusion:
The data show that the control cat scratches and and chews more often than the experimental cat. Does. The sores on the skin of the experimental cat begin to heal, but those on the control cat do not.
8. What conclusion can be drawn from this data?

9. Further testing to be more sure of that the conclusion is correct:
How could the control cat be used to support the conclusion?
How could the experimental cat be used to verify the conclusion?

10. Would both of these latter tests be ethical on someone's pet?


#6......9/9
Safety Regulation Notes
Summarize and write down the following as notes.

SAFETY REGULATIONS FOR SCIENCE STUDENTS
While working in the science laboratory. you will have certain important responsibilities that do not apply to other classrooms. You will be working with materials and apparatus which, if handled carelessly or improperly, have the potential to cause injury or discomfort to someone else as well as yourself.
A science laboratory can be a safe place in which to work if you, the student, are foresighted, alert, and cautious. The following practices will be followed:
1. Report any accident to the teacher immediately, no matter how minor, including reporting any burn, scratch, cut, or corrosive liquid on skin or clothing.
2. Prepare for each laboratory activity by reading all instructions before coming to class. Follow all directions implicitly and intelligently. Make note of any modification in procedure given by the instructor.
3. Any science project or individually planned experiment must be approved by the teacher.
4. Use only those materials and equipment authorized by the instructor.
5. Inform the teacher immediately of any equipment not working properly.
6. Clean up any nonhazardous spill on the floor or work space immediately.
7. Wear appropriate eye protection, as directed by the instructor. whenever you are working in the laboratory. Safety goggles must be worn during hazardous activities involving caustic/corrosive chemicals, heating of liquids, and other activities that may injure the eyes.
8. Splashes and fumes from hazardous chemicals present a special danger to wearers of contact lenses. Therefore, students should preferably wear regular glasses (inside splash-proof goggles, when appropriate) during all class activities or purchase personal splash-proof goggles and wear them whenever exposure to chemicals or chemical fumes is possible.
9. Students with open skin wounds on hands must wear gloves or be excused from the laboratory activity.
10. Never carry hot equipment or dangerous chemicals through a group of students.
11. Check labels and equipment instructions carefully. Be sure correct items are used in the proper manner. •
12. Be aware if the chemicals being used are hazardous. Know where the material safety data sheet (MSDS) is and what it indicates for each of the hazardous chemicals you are using.
13. Never taste anything or touch chemicals with the ' hands. unless specifically instructed to do so.
14. Test for odor of chemicals only by waving your hand above the container and sniffing cautiously from a distance.
15. Eating or drinking in the laboratory or from laboratory equipment is not permitted.
16. Use a mechanical pipette filler (never the mouth) when measuring or transferring small quantities of liquid with a pipette.
17. When heating material in a test tube, do not look into the tube or point it in the direction of any person during the process.
18. Never pour reagents back into bottles, exchange stoppers of bottles, or lay stoppers on the table.
19. When diluting acids, always pour acids into water, never the reverse. Combine the liquids slowly while stirring to distribute heat buildup throughout the mixture.
20. Keep hands away from face, eyes, and clothes while using solutions, specimens, equipment, or materials in the laboratory. Wash hands as necessary and wash thoroughly at the conclusion of the laboratory period.
21. To treat a burn from an acid or alkali, wash the affected area immediately with plenty of running water. If the eye is involved, irrigate it at the eyewash station without interruption for 15 minutes. Report the incident to your instructor immediately.
22. Know the location of the emergency shower, eyewash and face-wash station, fire blanket, fire extinguisher, fire alarm box, and exits.
23. Know the proper fire- and earthquake-drill procedures.
24. Roll long sleeves above the wrist. Lone, hanging necklaces, bulky jewelry, and excessive and bulky clothing should not be worn in the laboratory.
25. Confine long hair during a laboratory activity.
26. Wear shoes that cover the toes, rather than sandals, in the laboratory.
27. Keep work areas clean. Floors and aisles should be kept clear of equipment and materials.
28. Light gas burners only as instructed by the teacher. Be sure no volatile materials (such as alcohol or acetone) are being used nearby.
29. Use a burner with extreme caution. Keep your head and clothing away from the flame and turn it off when not in use.
30. Use a fire blanket (stop, drop, and roll) to extinguish any flame on a person.
31. Dispose of laboratory waste as instructed by the teacher. Use separate, designated containers (not the wastebasket) for the following:
•Matches, litmus paper, wooden splints, toothpicks, and so on
• Broken and waste glass
•Rags, paper towels, or other absorbent materials used in the cleanup of flammable solids or liquids
•Hazardous/toxic liquids and solids
32. Place books, purses, and such items in the designated storage area. Take only laboratory manuals and notebooks into the working area.
33. Students are not permitted in laboratory storage rooms or teachers' workrooms without the approval of the teacher.
34. To cut small-diameter glass tubing, use a file or tubing cutter to make a deep scratch. Wrap the tubing in a paper towel before breaking the glass away from you with your thumbs. Fire polish all ends.
35. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visual appearance. Determine whether an object is hot by bringing the back of your hand close to the object.
36. Match hole sizes and tubing when inserting glass tubing into a stopper. If necessary, expand the hole first by using an appropriate size cork borer. Lubricate the
stopper hole and glass tubing with water or glycerin too ease insertion, using towels to protect the hand. Carefully twist (never push) glass tubing into stopper holes.
37. Remove all broken glass from the work area or floor as soon as possible. Never handle broken glass with bare hands; use a counter brush and dustpan.
38. Report broken glassware, including thermometers. to the instructor immediately.
39. Operate electrical equipment only in a dry area and with dry hands.
40. When removing an electrical plug from its socket, pull the plug, not the electrical cord.
41. Treat all animals in the science laboratory humanely; that is, with respect and consideration for their care.
42. Always approach laboratory experiences in a serious and courteous manner.
43. Always clean the laboratory area before leaving.
44. Students and teacher wash hands with soap and water before leaving the laboratory area.


#5......9/8
9/9 Focus Items
16 total
To be copied and answered the first 5 and last 5 minutes of class.
Shows participation and is only available in class only.
Make up the points by doing extra credit.


#4..........................9/5-8
Functions: 1, 2, 3, 4, 5, 6, 11, 12, & 14.

  • Complete T-charts and Graphs for 9 of the patterns listed above from assignment #2.
  • Determine steps 4, 5, “step n” and step 17 or 10 for the above functions.
Functions1_6_11_14.jpg

#3..........................9/3-4
Functions: A, B, C, D, E, F, G, H, J, K, L, O, P, & R.

  • Complete T-charts and Graphs for all of the patterns in assignment #1.
  • Determine “step n” and step 17 for functions A, B, C, D, E, F, G, H, J, K, & L
  • For functions O, P, & R only fill out the T-chart and Graph for steps 1-5
T-Charts and Graphs should be drawn like pictured below. (Or you can print this picture.)
Lines from three T-Charts should be put on one graph.
GraphTChartsDblesmall.jpg


#2..........................8/29-2
Functions: 1 through 16

  • Draw steps Draw steps 4 & 5 for 1 through 6
  • Number of units in steps 4, 5, 6, & 10 for 1 through 16
  • Hypothesis for each function: Goes up by ............and starts with..............
Func1_6small.jpg
Func7_16TwoCol.jpg

#1..........................8/25-28
Functions: A, B, C, D, E, F, G, H, O, P, & R.

  • Draw steps 4, 5, & 10.
  • Number of units in steps 4, 5, & 10.
  • Hypothesis for each function: Goes up by ...........and starts with .............

FuncPat_A_Ismall.JPG

FuncPat_O_Rsmall.jpg

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Third 0708
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