Bio 30 Days – Fall 2011

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Biology 30 Days in Class

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> November 7 – Monday, Day 4

  • Started section on Reproduction and gave some definitions
  • TO DO:
  1. Read pages 135-137 and do questions 1-4 (Pg. 138)
  2. Read page 139
  3. Read pages 146-152 and do questions 1-4 (Pg. 152)
  • Handed out Amniotic Egg colouring assignment
  • Homework:
  1. Finish the Amniotic Egg colouring assignment, both the colouring of it and all the questions

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I WAS NOT ABLE TO UPDATE FOR A WHILE — whoops! 🙂

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> October 14 – Friday, Day 6

  • Showed Hydra from Biology Lab Photos: Question — how does something so small and “simple” get it’s oxygen?
  • Handed out Morgan’s notes and read them (going to text to look at Hydra & Gills)
  • Compared open to closed circulatory system
  • Handed out Circulation assignment and questions
  • Homework:
  1. Complete circulation assignment for Monday

> October 13 – Thursday, Day 5

  • All class to work on powerpoint presentations

> October 12 – Wednesday, Day 4

  • All class to work on powerpoint presentations

> October 11 – Tuesday, Day 3

  • Handed in research planning questions
  • Hnded out reproduction presentation rubrics
  • Discussed powerpoint formats
  • Rest of time to work on powerpoints

> October 7 – Friday, Day 2

  • Handed back test & reviewed (also handed back egg questions & diet data stuff)
  • Finished video and discussed
  • Handed out reproduction research topics and each person picked theirs
  • Went to computer lab for time to work on research topics
  • Homework:
  1. Reproduction research planning sheet due Tuesday
  2. Opinion questions on video due Wednesday

> October 6 – Thursday, Day 1

  • Cell diagram quiz
  • Corrected together
  • Watched and discussed video

> October 5 – Wednesday, Day 6

  • Handed out and completed parts for new cell diagram (animal and plant cell)
  • Handed out How to Build a Human: Creation Questions
  • Watched part of video
  • Homework:
  1. Study for tomorrow’s quiz!

> October 5 – Wednesday, Day 6

  • Handed out Thermodynamics labs & prelabs
  • Finished questions 9-11 on first package handout
  • Notes: Negative/Postive Enthalpy Change (and diagrams)
  • Notes: Calculating Enthalpy Change
  • Notes: Hess’s Law and example 1
  • Textbook examples: Pg 508 #28 and 29
  • Homework:
  1. Prelabs

> October 4 – Tuesday, Day 5

  • Unit Exam #2 – Cell Structure & Function

> October 3 – Monday, Day 4

  • Reviewed assigned questions
  • Leaf adaptations
  • Compared cellular vs. photosynthesis
  • Handback & Review Cells Alive
  • (Should have reviewed prokaryotes and eukaryotes)
  • Handback & Review Eggsperiment
  • Handed out review for tomorrow’s exam and rest of time given to work on it

> September 30 – Friday, Day 3

  • Handed in egg questions
  • We reviewed & Read pg 86-87
  • Reviewed crazy running around from yesterday
  • Cellular respiration
  • Aerobic vs Anaerobic
  • Photosynthesis stuff
  • Homework:
  1. Pg 87, question #1-5

> September 29 – Thursday, Day 2

  • Bio Exam next Tuesday
  • Crazy ATP running around throwing phosphates
  • Read Pg 86-87 (Section 4.6)
  • Handout on Glycolysis and cellular respiration
  • Filled in blanks from video
  • 6 Take home messages to write down
  • Aerobic vs. Anaerobic respiration notes
  • Homework:
  1. Egg Experiment questions due for hand in tomorrow (Parts A & B)

> September 28 – Wednesday, Day 1 — Half class due to Terry Fox

  • Reviewed passive and active transport with sheets (ex. Protein – large molecule…) while answering the four questions
  • Rest of time to work on Eggsperiment questions
  • Half class off to start Terry Fox Run!
  • Notes on Radioactivity (and reacted Mg with HCl and harnessed the H2 gas in a balloon and blew up the balloon as it hung from the roof!!)
  • Didn’t start Nuclear Stability section because of magazine drive (which took half the class)

> September 27 – Tuesday, Day 6

  • Reviewed homework
  • Notes: diffusion (notes on handout)
  • Read 5.7 from the text together (Pg. 120-121)
  • Watched video on Passive vs Active transport: LINK
  • Notes: Passive & Active transport (notes on handout)

> September 26 – Monday, Day 5

  • Handed in Cells Alive
  • Handed out egg data and discussed
  • Drawing and notes: phosholipid bilayer
  • Handout and notes on hypotonic, hypertonic and isotonic solutions
  • Handout of examples and did 2 together
  • Homework:
  1. Finish the rest of the handout for tomorrow (the one where you identify hypotonic, hypertonic and isotonic solutions)

> September 23 – Friday, Day 4

  • Processed eggs, recorded their measurements, then put them into each of the final treatments (corn syrup, blue water, distilled water, molasses, 20% salt solution, tap water)
  • Rest of class to work on Cells Alive (~40 mins)
  • Homework:
  1. Finish Cells Alive handout for Monday to hand in (those who were missing can hand this in on Tuesday/Wednesday)

> September 22 – Thursday, Day 3

  • Handed in diet data and graphs etc.
  • Processed eggs
  • Handed back unit exam #1 and reviewed
  • Time to work on Cells Alive in comp lab if time

> September 21 – Wednesday, Day 2

  • Collected Egg data
  • Did definitions on Egg worksheet
  • Handed out Cells Alive assignment and students worked on it for the remainder of class

> September 20 – Tuesday, Day 1

  • Handout Video Fill-in-the-blanks
  • Watched Video: Matter and Energy – Organization in Living Systems
  • Video-quiz on backside
  • Reviewed answers to video questions
  • Brought out eggs for Osmosis and Diffusion are Eggcelent (handout)
  • Measured masses and circumferance for each egg and set in vinegar for observation tomorrow
  • Homework:
    1. Diet data questions and Diet online research assignment due tomorrow

> September 19 – Monday, Day 6

  • Biochemistry Exam (Unit Exam #1)
  • Took about 35 minutes to write
  • Afterward students picked up Diet Data graphs and had time to work on the homework
  • Homework for Wednesday: Finish Diet Data questions and the Diet research on backside

> September 16 – Friday, Day 5

  • Reviewed independent, dependent, and control variables
  • Mini-quiz on the above variables 🙂
  • Reviewed Mini-quizzes
  • Handed back pineapple & jello questions & review
  • Handed back pH & Organism lab and review
  • Handed out reviews and let them work on them ALONE (so that they are familiar with their notes!)
  • Biochemistry Unit Exam #1 on Monday

> September 15 – Thursday, Day 4

  • Test on Monday, reviewing tomorrow
  • class diet data –> need back food guides
  • Pineapple & Jello experiment –> fill in a good copy of your table and what you predicted to have happen
  • Once filled in, I brought out the jello
  • Complete data table including what actually happened
  • Handed out group worksheet which students finished and handed in
  • Independent work to finish questions 1-3
  • Class discussion
  • Experiment notes
  • Everyone handed them in

> September 14 – Wednesday, Day 3

  • Students finished drafting their experiments and then did it
  • At the end of class each group had their pineapple cups with their treatments set up (with marbles in each cup) in a separate tray
  • We’ll observe the results tomorrow!

> September 13 – Tuesday, Day 2

  • Mini-quiz #1
  • Revisited Jello & Pineapple demo (handing around a package of jello to observe the label that says: “Do not add fresh pineapple”)
  • Handed out Experiment handout
  • Handed out and filled in Jello & Pineapple experiment handout
  • Separated groups into their teams and had them fill rest of side 1 of the handout
  • Handed out draft of experiment and worked on it until end of class
  • Tomorrow you’ll finish drafting your experiment and then conduct it

> September 12 – Monday, Day 1 – Wendy Lutz Subbing (mr. g marathon day!)

  • Watched Video on Aging (but it wouldn’t work past minute 24)

> September 9 – Friday, Day 6

  • Handed in pH and Organisms lab
  • Reviewed assigned questions (note: subunit means same thing as “building block”)
  • Notes 4.10-4.11
  • Pineapple demo prediction
  • 24-hour food recall
  • Diet handout for diet recording for 2 days
  • Homework:
  1. Record your diet intake over the weekend for any two days including Monday (since I won’t be at school Monday)

> September 8 – Thursday, Day 5

  • Notes: 4.7-4.9 (took half the class)
  • Rest of class time to work on homework, then to finish building their molecule if they still have time
  • Homework:
  1. pH and Organism lab
  2. pg. 98 #1-4

> September 7 – Wednesday, Day 4

  • Did Investigation 4.1 – Organisms and pH
  • Handed out Investigation and separate extra date table, read through introduction and discussed lab procedure
  • Conducted lab investigation
  • Compiled group data table
  • Handed out graph paper and discussed both graphs
  • Questions will be due for Friday

> September 6 – Tuesday, Day 3

  • Re-cap
  • Hand back assignment #1 & reiterate full sentences
  • Read pgs. 79-80 interchanging with notes (Notes 4.2)
  • Students brought out molecule sheets and showed how stick models can be turned to structural formulas (remembering that C’s need 4 bonds, any non-given atoms will be Hydrogen)
  • Began building molecules with model kits (just be careful as models can easily fall apart!)

> September 2 – Friday, Day 2

  • Did main points and posted them
  • Read pgs 77-79 alternating with notes
  • Handed out Assignment 1 and handed it in completed
  • Handed out molecule names to print off structural formula for molecular model building
  • Everyone printed off their molecule

> September 1 – Thursday, Day 1

  • Assembly for most of class (~40 mins)
  • Handed out texts, textbook forms, class outline
  • Did cue-card activity, reviewing answers at end

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