Due October What are the building blocks for life? 2. List the three elements that mostly make up your body.

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1 Due October 7 Complete the lab report. Take the chapter 3 - study first! Read section 4.1 and take notes. Answer the questions: Define: Element - Compound - Molecule - Chemical reaction - 1. What are the building blocks for life? 2. List the three elements that mostly make up your body. 3. Is the atmosphere alive? 4. What is a substance called that contains two or more different elements that are chemically joined? 5. Fill in the chart:

2 element compound mixture define example draw 6. How many elements are there? 7. When 2 Hydrogen molecules are combined with 1 Oxygen molecule what are the products? 8. True or False. Life is basically a series of chemical reactions. 9. List the three properties of water that help sustain life. Complete the 4.1 section review and turn in for a grade. Prepare for your lab print and bring a copy:

3 Lab: Purpose: Hypothesis: Materials: 6 Clear cups, Measuring cup,thermometer, 3 Alka-Seltzer tablets, stopwatch, water, ice cubes, graph paper, measuring beakers Procedure: A. Hot Water 1 Run water from the hot tap until it is as hot as possible. Fill a clear glass with exactly 8 oz. of hot water. 2 Use the thermometer to take the temperature and record it on your data sheet. 3 Remove 1 Alka-Seltzer tablet from its package. Drop it into water. Measure the time required for tablet to fully dissolve. Be prepared to start and stop on time. The reaction will take less than 15 seconds. Record the time. B. Room Temperature Water 1 Fill a clear glass with exactly 8 oz. of room temperature or lukewarm water. 2 Use the thermometer to take the temperature and record it on your data sheet. 3 Drop 1 Alka-Seltzer tablet into the water. Measure the time required for the reaction to be completed. Record the time. C. Cold Water 1 Fill a clear glass with 4 oz. of water and add enough ice to adjust the level to 8 oz. Stir the ice water for about 15 seconds so the temperature will come to equilibrium. 2 Use the thermometer to take the temperature and record it on your data sheet. (Leave the ice cubes in the water!) 3 Drop 1 Alka-Seltzer tablet into the water. Measure the time required for the reaction to be completed. Record the time.

4 Data: Graph your results.

5 Due October 14 Complete lab report Read and take notes on section 4.2 and answer the questions. Define: Carbohydrates - Lipids - Proteins - Nucleic acids - 1. Life as we know it is which means that most of the compounds contain. 2. Carbon compounds are classified into four groups; list them (know them): 3. From where do you get the compounds that make up your cells? 4. Foods contain (3 things): 5. What elements make up carbohydrates? 6. Carbohydrates are classified into groups: and 7. Which is longer of the two above? 8. What elements make up lipids? 9. Lipids include:,, and. 10. What do lipids do for your cells? 11.What lipid makes up part of the outer cell membrane of your cells. 12.What molecules make up proteins?

6 13. What is an enzyme? 14. What organ makes digestive enzymes? 15. How many amino acids are used to make proteins? 16. From what are nucleotide made? Complete 4.2 Section Review to turn in for a grade. Read section 4.3 and take notes. Then answer the questions: Ecosystem - Habitat - 1. What is the biosphere? 2. Each organism is made up of systems. What two things help define it? 3. True or False An ecosystem includes only the living things. 4. List the physical variable for a land habitat. 5. List two reasons why soil is vital. 6. Which allows for better drainage of water? Sand or Clay 7. How much oxygen is in the air we breathe? 8. How much of earth s surface does water cover? 9. What does ph measure? 10. What is a good amount of dissolved oxygen for most aquatic life? 11.What are the results of too much nitrate and phosphates on aquatic life? 12. How many grams of salt are there per liter of seawater?

7 13. Complete the chart for ocean zones: Depth range Sunlight Average temps pressure Sunlight zone Twilight zone Dark zone Complete the 4.3 section review and turn it in for a grade. Complete the Chapter Assessment vocabulary and concepts section. We will go over the answers in class.

8 Name TESTING FOR ORGANIC COMPOUNDS IN COMMON FOODS PURPOSE: 1. To learn the chemical tests for certain organic molecules including sugars, starches, proteins, and lipids. 2. To perform tests on known solutions of organic compounds to learn the positive tests for these organic compounds. 3. To test several different foods of unknown composition to determine what organic compounds they contain. PROCEDURE: PART I: DETERMINING THE POSITIVE TEST FOR AN ORGANIC COMPOUND In part I, you will be testing known solutions to learn the positive tests for the various organic compounds. The positive test indicates that the compound is present. If the test is negative, the compound is not present. A color change usually indicates the positive test. If no change occurs, the test is negative. Follow the instructions given below to test for starch, sugar, protein, fat, and vitamin C. STARCH: Put one half inch of starch solution in a test tube. Add one drop of iodine. Observe. What does the positive test for starch look like? What would the negative test for starch look like? GLUCOSE: Put one half inch of the glucose solution in a test tube. Add about 5-7 drops of Benedict's solution. Put the test tube in the hot water bath and heat until you observe a color change. What does the positive test for glucose look like? What would the negative test for glucose look like? PROTEIN: Put one half inch of the protein mixture in a test tube. Add 5-7 drops of Biuret solution. Slightly shake the tube. Observe.

9 What does the positive test for protein look like? What would the negative test for protein look like? FAT: Get a small piece of brown paper. At one side, smear a small drop of oil on the paper. On the other side of the paper, smear a drop of water. Wait until the small drop of water dries. Observe after the water dries. What is the appearance of the paper where you put the oil? What is the appearance of the paper where you put the water? VITAMIN C: Put one half inch of the vitamin C solution in a test tube. Add 4 drops of indophenol. Observe. What does the positive test for vitamin C look like? What would the negative test for vitamin C look like? Questions: How will you test a food to see if it contains starch? How will you test a food to see if it contains sugar? How will you test a food to see if it contains protein? How will you test a food to see if it contains fat? How will you test a food to see if it contains Vitamin?

10 PART II: TESTING FOODS FOR ORGANIC MOLECULES Test each food to see what organic compounds it contains. Fill in the data below as you go. Food Starch Sugar Protein Fat Vitamin C Milk Egg White Egg Yolk Celery Orange Juice Potato Cereal FINAL QUESTIONS: 1 Study your chart carefully. Did you find compounds in any of the test substances that you did not expect to find? If so, list the substance and give the compound you did not expect to find. 2 What two compounds were only found in animal cells? What two compounds were only found in plant cells? Animals: Plants:

11 3 Sometimes tests for organic molecules are difficult to perform. For example, the color of the materials to be tested can affect the validity of the test. What would be the problem in testing grape juice for protein? 4 What compound was found in nearly all of the foods tested? Account for this. 5 Your brown lunch bag has a large, translucent spot on the bottom. What explanation could you give for this occurrence? 6 What are the building blocks of carbohydrates? 7 What are the building blocks of proteins? 8 What are the building blocks of fat?

12 October 21 Complete Lab Report Study and take the chapter 4 test. Read section 5.1 and take notes and answer the questions. Define: Producer- Consumer - Herbivore - Carnivore - Omnivore - Decomposer - Answer: 1. What is the first type of energy to enter an ecosystem? 2. Through what process does a plant use the sunʼs energy to convert water and carbon dioxide into carbohydrates? 3. What is another word for producer? 4. What is a common producer in a tropical rainforest? 5. What is another word for consume? 6. What else could you call decomposers? Natureʼs 7. List several nutrients that are cycled through the ecosystem. *** Copy the cycle on page 87 into your notes. Complete the 5.1 Section Review and turn in for a grade. Read Section 5.2 and take notes and answer the questions.

13 Define: Energy pyramid - Food Web - Answer the questions: 1. What is the most plentiful member of a field ecosystem? 2. What is there always more of - producers or carnivore? 3. Some of the energy an herbivore eats becomes of part of its body; what happens to the rest? 4. As you move up the food pyramid, does the amount of energy lost become greater or less (read this carefully, I am asking how much is lost)? Complete the Section Review on page 93 and turn in for a grade. Go to this website and complete the activity: /383926/BL_02.html Prepare for the lab - print out and read the following lab.

14 Name Title: Starburst Energy Pyramid Introduction: When you eat dinner, how much of the food energy in the dinner goes to increase your biomass? 100% efficiency would mean that every pound you ate would add a pound to your weight. As you may know and be thankful for, this does not happen. Ecological efficiency refers to the percentage of energy passed on from one organism to the next in a food chain or pyramid. In this activity you will use a model to discover the amount of energy lost as it moves up the food chain. Procedures: 1. Your teacher will assign you to play an important part in the food chain. Stand where directed. Make sure you understand how many steps you are allowed to take. Producers take no steps (just like trees) Primary Consumers may take one step Secondary Consumers may take two steps Tertiary Consumers may take three steps 2. Make sure that you throw the candy over your shoulder and don t look at where it is going. 3. Participate in the class discussion that takes place outdoors. 4. You may be asked to model the scenario again. 5. Record the data and answer the analysis questions. Data: Trophic Level Round 1 Round 2 Sun Producer 1 st Consumer 2 nd Consumer 3 rd Consumer Analysis:

15 ! 1. What happened to the number of Starbursts (the energy) as they moved through the food chain? 2. To calculate the percentage of energy lost at each level, divide the energy that was available at the start (in this example, 20,126 Kcal) by the amount of energy on the level. In this example, the producer level has 100%, although you know that all the available sun energy has NOT been captured. The next level is calculated by dividing 1,996 by 20,126 and multiplying by 100%. Using a calculator and rounding off, 10% of the energy remains on this level. Fill in the boxes for the 2 nd and tertiary consumers: 3. Calculate the percentage of energy transferred for our model:! 3. Why is the box at the base of the food pyramid larger than the top level? 4. A huge portion of the energy in the world is lost. For example sunlight: only about 20% of the sunlight even makes it to plants and algae. Most of the energy from the

16 sun is lost in space, reflected by clouds and water, or absorbed by the earth itself. How much energy is lost on average for the energy pyramids above? 5. Explain how ninety percent of the energy is lost from a cow before it ever even reaches you. As organisms die and decompose in the soil, their energy is not gone. For example, a dead tree can be cut and burned to produce heat, a different type of energy. Write three other example of dead organism providing energy long after it is gone. 1) 2) 3) 6. The starburst demonstration was a model of how an energy pyramid can work. Like all models it has weaknesses that make it unrealistic in some respects, name at least one.

17 October 28 Complete Lab report Your biorama project is due on November 11 and counts as a test grade Read section 5:3 and answer the questions. Define: Competition - Predators - Prey - Symbiosis - Population - Growth rate - Pollutant - 1. What happens when there is too much competition? 2. Explain the relationship between predator and prey. 3. Explain the relationship between animals that have a symbiotic relationship. 4. What does a population need to grow? 5. How can an invasive species change a population? 6. List the three things that often determine how harmful a pollutant can be.

18 7. What happens when sulfur dioxide and water react? 8. Why is mercury harmful to an ecosystem? 9. What can toxins cause? 10. Why are the top members of the food chain more affected by toxins? 11. How do scientists test water quality? 12. What happens when nitrates and fertilizers end up in ponds or lakes? 13. What should water measure on the ph scale? complete the 5.3 section review and turn in for a grade complete the Chapter 5 assessment - the Vocabulary and Concepts sections only. print and read lab

19 Water and Air Quality Testing Labs Over the course of the next two weeks we will complete 9 experiments testing the air and water quality near Church of the Apostles. Please dress accordingly: CLOSED TOE SHOES MUST BE WORN. If you are not prepared for the lab, your grade will reflect it. The labs vary greatly: some are partner work, some are small group work, some are whole group work, some labs take minutes to complete, some labs take days to complete.you are responsible for writing results for each and every lab. You will write two complete lab reports for this lab - one each week. You will follow the procedure for writing lab reports that we have discussed in class. Please take notes during class. Permission Slip - You must bring this completed to class. Students in the Life Science Class at Metro Academics will go off campus to explore the creek next to the school on October 28 and November 4. To be filled out by parent/guardian Please complete and return by: Student Name: My child has permission to attend the field trip. My child does not have permission to attend the field trip. CONSENT If any emergency medical procedure/treatments are required by the student during the trip, I consent to the trip s supervisor taking, arranging for, or consenting to the procedures or treatment at his or her discretion. I further release and waive any claim which I or any other person, firm, corporation, or entity may have or claim to have, known or unknown, directly or indirectly, from any losses, damages or injuries arising out of, during, or in connection with the student s participation in the activity, any trip associated with the activity, or the rendering or emergency medical procedures/treatment, if any. Signature(s) of Parent(s) or Guardian(s) Date

20 November 4 Complete one Lab Report with the data you have collected. Take the chapter 5 test work on your biorama which is due on November 11 and counts as a test grade Read section 6.1 and answer the questions. Define: climate - biome - 1. What does weather describe? 2. What do we call the changes in these conditions? 3. How many biomes does earth have? List them 4. What is relative humidity? and to what is it related? 5. Why are temperatures hottest near the equator and colder at the poles? 6. What are variables that affect climate? 7. How is a biome characterized?

21 8. How have Jackrabbits adapted to the heat of the desert? Complete the section 6.1 review for a grade. Read section 6.2 and answer the questions. Define: Desert - grassland - 1. Where are most deserts found? 2. How much more solar radiation do desert receive? 3. Why does the Sahara and Australian deserts receive so little rain? 4. Why does the desert in eastern Washington receive little rain? 5. What is a fog desert and where is one? 6. What continent does not have grasslands? 7. What two seasons occur in savannas? 8. What event usually follows the drought season? 9. What does that keep from growing? 10.How do small mammals survive the fires? 11. Where do temperate grassland thrive?

22 12. When do they receive most of their rainfall and how much rain? Complete the section 6.2 and turn in for a grade. We will continue working on our air and water testing lab from last week.

23 November 11 Complete one lab report - make sure it is neat and complete. Redo any parts that are sloppy. Your biorama is due November 11. Twenty points will be deducted to any project turned in on November 17th, and a zero will be given to any project not turned in by November 17. Read section 6.3 and answer the questions. Define: temperate deciduous forest - deciduous - tropical rainforest - 1. What is the range of temperatures in temperate forests? rainfall? 2. List common trees of this forest. 3. Between what degrees latitudes would one find tropical rainforests? 4. What is the average rainfall in a rainforest? temperature? 5. What percentage of the earth do tropical rainforests cover? 6. How much of the world s animal and plant species are found there? 7. How do trees keep the temperature cooler? 8. What happens as the rainforest is destroyed? 9. List the ways that temperate rainforests are different from tropical rainforests? AND how are they different from temperate forests? Answer the Section 6.3 review and turn in for a grade.

24 Read section 6.4 and answer the questions. Define: taiga - tundra - 1. What others names can one call a taiga? 2. Between what latitudes does the taiga fall in the northern hemisphere? 3. What is the average temperature for at least 6 months of the year? how does this impact animal life? 4. What is the most common tree found in the taiga? 5. How does the cone shape help the trees survive? 6. Explain how a thick layer of snow acts as an insulator. 7. What does the word tundra mean in Finnish? 8. What are the two types of tundra? 9. How long is the growing season in the tundra? 10. What is permafrost and from what depth does it occur? 11. Why don t trees grow in the tundra? 12. What does permafrost store?

25 13. Explain the process. 14. Where would one find an alpine tundra? 15. Describe the weather conditions of an alpine tundra. complete the 6.4 Section Review and turn in for a grade. complete the chapter 6 assessment; we will go over the answers in class There is no lab this week. Instead you will present your projects.

26 November 18 Read section 7.1 and answer the questions. Define: Cell theory - Cell membrane - Organelle - Cytoplasm - prokaryotic cell - Eukaryotic cell - Answer: 1. How are all cells similar? 2. Who discovered cells? when? 3. Which two scientists concluded all plants and animals are made of cells? 4. About how many different types of specialized cells make up the tissues and organs of your body? 5. Copy the chart- figure 7.5 on page 140 below

27 6. Draw an example of a prokaryotic cell and a eukaryotic cell with four parts labeled (on page 140). Complete the 7.1 section review and turn in for a grade. Read section 7.2 and answer the questions. Define: Mitochondria - Vacuole - Endoplasmic reticulum - Ribosome - Golgi body - Lysosome - Cytoskeleton - Chloroplast - Cell wall - Answer:Science Homework 1. What does the cell membrane do?

28 2. What is the cell membrane made of? 3. What is the control center of a cell? 4. What acts as a storage area for material that are used by other organelles? 5. What are called the powerhouses of cells? and they can only work if they have. 6. What is the storage area of the cell? ; how many do plants have? What is stored there? 7. What is a series of tunnels that transport proteins form one part of a cell to another? 8. What are the little bumps on top of the ER? What do the make? 9. What do the Golgi bodies do? 10. Which cell would have more Golgi bodies - skin cells or cells found in your stomach? why? 11.What can lysosome pick up? 12.What provides structure to the cell? 13. What do plant cells have that animal cells do not? (3 things) Complete the section review and turn in for a grade - make sure your venn diagram is neat and complete! Complete the section assessment. We will go over it in class (you get 100% for completion). Print and read the following lab. Watch: Read pages in Illustrated Guide to Home Biology

29 Lab: Observing Specialized Eukaryotic Cells Purpose: Our purpose today is to observe eukaryotic cells. Hypothesis: Materials: forceps, slides, eosin Y, Gramʼs iodine, Huckerʼs crystal violet, Methylene blue, Safranin O, Suddan III,,, Procedure: **work with a partner and have one make the onion slide and the other the Elodea 1. Obtain a fresh onion or Elodea leaf scale. Snap it in two by bending it in half to leave the epidermal side (moist) exposed. At the broken edge of the scale, the epidermis should be visible and paper thin. 2. Use the forceps to gently pull a small portion of the epidermis being careful to not crush, fold, or wrinkle it; transfer the a piece of the epidermis and make a wet mount slide. 3. Observe under the microscope and observe at different magnification. Look and note for organelles and cell structures such as the nucleus and the nuclear envelope, cell wall, cell membrane, cytoplasm, vacuoles, and plastids. Sketch and label what you observed. 4. Repeat step 2 using methylene blue stain. After you have positioned your cover slip, place one drop of methylene blue stain at the edge of the coverslip. Use the corner of a paper towel at the opposite edge of the coverslip to draw the stain under the coverslip. Allow the stain to work for several minutes to penetrate the cell. While you wait prepare the next set of slides. 5. Repeat step 4 using eosin Y, Gramʼs iodine, Huckerʼs crystal violet, safranin O, and Sudan III stains. 6. Observe the slides under the microscope and note which cell structures are stained by each stain. Sketch your observations. 7. Compare and contrast your results. Conclusion: Write on another sheet of paper. Include your illustrations. Go back and re-read the lab in the Illustrated Guide To Home Biology Experiments.

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