HW: Chapter 1

1. HW: C1S1

1.Read pp. 6-7, 9-11

2.Reading Check Q/A

3. p. 7 Analysis, Inquiry, Design Q/A

4. Self Check Q/A #1-5

5. Vocabulary

2. C1.S2 pp. 12-20 vocabulary, blue questions, reading check,

•self check Q/A #1,2;

•Mini-Lab p. 14; Applying Math p. 17

3.   Text p. 35 -Visualizing Main Ideas

4. pp. 36-37 Ch. 1 Review #1-3,5,6,9-11,13-18, 21, 23, 25, 28

Lab#1 - How is a controlled experiment formed?

Lab#1 - How is a controlled experiment formed?

Have you ever wondered whether light or dark clothing would be more comfortable on a hot, sunny day?  Scientists conduct scientific experiments to solve problems like this.  They use a process called the scientific method.

  

Problem

How does color affect heat absorption?

Hypothesis

I hypothesize that…  I believe that….  I think that…  I predict that…

  

Materials  (stuff we need to do our experiment)

Virtual Lab

Procedure  (step by step list of instructions, kind of like a recipe)

Results

Jacket Color	Denim 'C
Black
Blue
Green
Yellow
White

  

Jacket Color	Wool 'C
Black
Blue
Green
Yellow
White

  

--Each data table must have a bar graph accompanying it--

Analysis

1. What was the problem you were trying to solve?

2.  What was the independent variable? 

3. What was the dependent variable?

4. What were your constants?

5. What else could you have tested in this experiment?  Explain.

6. How does the color of the jacket affect heat absorption?

7. Describe the strengths and weaknesses of the computer model you used in the experiment.  How could you go about conducting this experiment with your jackets?

8.       8. What evidence can you find that suggests darker materials absorb more thermal energy than lighter materials?

  

Conclusion

What was your problem?

Restate your hypothesis.  Was your hypothesis right or wrong?  What facts would support this?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.

When: Wednesday, 10/7/15
Where: Science Lab Notebook

What is Science? Flocabulary

Scientific Summer Essay

Scientific Summer Essay
 Write a five paragraph essay about your summer.
•The first paragraph is the introduction.
•Paragraphs 2, 3, and 4 are the body.
•Paragraph 5 is the conclusion.
•Write about how your summer was related to Science.  What did you do over the summer that was related to Science?  Use your What is Science? list to assist you.
This assignment will be your Portfolio #1 entry.

	4	3	2	1	0	Total Points
Heading, Neatness, Overall Organization	The loose leaf is neat, the heading is legible, the work is organized	There is some disorganization.		Parts of the heading are missing.	There is no heading.  The loose leaf is torn.  It is disorganized.
Introduction	There is an Introduction paragraph with at least five sentences.	There is an Introduction paragraph with only four sentences.	There is an Introduction paragraph with only three sentences.	There is an Introduction paragraph with only two sentences.	There is no Introduction.
Conclusion	There is a Conclusion paragraph with at least five sentences.	There is a Conclusion paragraph with only four sentences.	There is a Conclusion paragraph with only three sentences.	There is a Conclusion paragraph with only two sentences.	There is no Conclusion.
Body Paragraphs	There are three body paragraphs with five sentences each.	Incomplete	Incomplete	Incomplete	There are no body paragraphs.
Use of Science Words	There are at least ten Science words used.	There are 8-9 Science words used.	There are 6-7 Science words used.	There are 4-5 Science words used.	There are less than four Science words used.

Scientific Summer Essay

 Write a five paragraph essay about your summer.

•The first paragraph is the introduction.

•Paragraphs 2, 3, and 4 are the body.

•Paragraph 5 is the conclusion.

•Write about how your summer was related to Science.  What did you do over the summer that was related to Science?  Use your What is Science? list to assist you.

This assignment will be your Portfolio #2 entry.

Lab #9 – The Cell and its Organelles

Problem

How are plant cells and animal cells both similar and different?

Hypothesis

 Materials

I will supply: 2 zip-loc bags: inner bag = cell membrane
1 loose plastic bag: outer bag = cell wall

     Oil (cytoplasm)

     red beans, red and black beads (organelles)
     green beads (chloroplasts)
     clay or balloon (nucleus)

     water (vacuole)
Please bring: uncooked pasta, candy, uncooked rice, get creative! 

Procedure 

Step 1

Pour vegetable oil into one of your Ziploc bags until it’s about half full. The vegetable oil represents the cell’s cytoplasm.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 2

Add a piece of cauliflower to the bag. This will be your nucleus.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 3

Place three or four mandarin oranges as mitochondria and three or four green grapes as chloroplasts in the bag.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 4

Pour water into a balloon until it is two or three times the size of your nucleus bouncy ball. Tie the end of the balloon and place it in the Ziploc. This will serve as the vacuole, a fluid-filled space within the cell.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 5

Add several pieces of pipe cleaner as endoplasmic reticulum.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 6

Add a piece of ribbon candy to represent the Golgi apparatus and a small marble for the centrosome.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 7

Sprinkle in a small handful of sesame seeds. These will represent the cell’s ribosomes.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 8

Add more vegetable oil to the bag, if needed, until it is fairly full but still has plenty of give. Close the bag.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 9

Maneuver the organelles so they are spread throughout the bag. Make sure your centrisome and Golgi apparatus end up near the nucleus, as this is how they’re situated in a real cell.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 10

Place the bag inside your second Ziploc bag. If it doesn’t fit easily, pour out oil until it does.

Robinson Cartagena Lopez - RoCarLo/Demand Media

Step 11

Drizzle a little bit of oil in the space between the two bags. This represents the cell membrane, a thin, semi-permeable membrane between the cell wall and the rest of the cell. Close up the second bag.

Don’t forget to label your Ziploc bags (Cell Membrane) for BOTH plant and animal cells.

Results

Animal Cell	Plant Cell

Analysis

1. Compare/Contrast your plant and animal cells.

2. Predict what would happen to a plant cell if it were to lose its chloroplasts.

3. Explain the importance of the nucleus in both cells.

4.       On your gel cells, what is representing the cell membrane?  How is the cell membrane like your skin?

_____________________________________________

5.       Create your own model of an animal and/or a plant cell.  What materials would you use?  Make a list of what is going to represent the following: cytoplasm, cell membrane, nucleus, organelles, cell wall, chloroplasts.

Conclusion

Lab #8 – Tracking Hurricanes

Hurricanes are classified according to the Saffir-Simpson Scale, which categorizes the storms from one to five depending on sustained wind speed, height of storm surge, and extent of damage. Some of the specifics for each hurricane category are listed in Table 1. The National Weather Service issues a hurricane watch when there is a threat of hurricane conditions within 24 to 36 hours. They issue a hurricane warning if hurricane conditions are expected within 24 hours.

Problem

How are hurricanes tracked?

Hypothesis

Materials

Pencil

Atlantic Basin Hurricane Tracking Chart found at http://www.nhc.noaa.gov/AT_Track_chart.pdf

Procedure

Part a—Historical Hurricanes

1. Familiarize yourself with the classifications of hurricanes according to the Saffir-Simpson Scale in Table 1.
2. Read about some major hurricanes of the past, which are described in the Data and Observations section, and watch the 2012 Hurricane Sandy Video.
3. Use the Saffir-Simpson Scale to classify each of the historical hurricanes described in the Data and Observations section. Write the category number in the space provided next to each description.

Part B—Hurricane Tracking

1. Use the data in Table 2 to plot the course of a hurricane. Start by plotting the storm's location on Day 1 on the Hurricane Tracking Chart in Figure 1.Mark the hurricane's location with a dot, and label it as Day 1.
2. Considering only wind speed, classify the storm as a tropical storm or a hurricane. If the wind speed is less than 119 km/h, consider it a tropical storm. If the wind speed is 119 km/h or more, use the Saffir-Simpson Scale to decide what category describes the hurricane on this day. Write your observations in Table 2.
3. Plot the storm's location at Day 2, label the dot, and connect the two dots with a straight line. Classify the storm as described in step 2.
4. Consider that you are a forecaster with the National Weather Service. You must issue a hurricane warning to any land 24 hours before the center of a hurricane passes over it. Decide if you should issue a warning on Day 2. If yes, what areas would you warn? Write your observations in Table 2.
5. Repeat steps 3 and 4 for the storm's duration.

Part A

Data and Observations

____ Hurricane Fran moved into North Carolina's southern coast in September 1996. Total damages from the hurricane exceeded $5 billion. Hurricane Fran had sustained winds of approximately 184 km/h and gusts as high as 200 km/h. ____ The Halloween Storm of 1991 has been called the "perfect storm." It packed sustained winds of 120 km/h. ____ Hurricane Bertha pounded the southeast coastline as well as the Bahamas in July 1996. The storm had winds peaking at 184 km/h. ____ When Hurricane Andrew slammed southern Florida in August 1992, it was the most costly natural disaster in United States history, with about $26 billion in damage. The storm killed 26 people and destroyed more than 25,000 homes. Its wind speeds are now thought to have reached up to 265 km/h. ____ Hurricane Celia hit Texas in August 1970, causing $1.6 billion in damage. The storm was characterized by very high winds that damaged an airport and destroyed a nearby mobile home park. Its highest estimated wind speed was around 257 km/h. ____ Hurricane Camille, which hit the Gulf Coast and then swerved east toward the Carolinas in August 1969, was the fifth most costly disaster in United States history with damages of $5.2 billion. Camille caused the death of 250 people. Its sustained wind speeds reached 320 km/h. ____ Hurricane Katrina, which devastated New Orleans in 2005 was the costliest hurricane, as well as one of the five deadliest, in the history of the United States. Among recorded Atlantic hurricanes, it was the sixth strongest overall.  Katrina made landfall Aug. 29 with top sustained wind of about 201 km/h. 8.       ____ Hurricane Irene, made its final landfall in Brooklyn, New York City in 2011.  Throughout its path, Irene caused widespread destruction and at least 56 deaths. Damage estimates throughout the United States are estimated near $15.6 billion.  Its highest winds reached 120 mph (195 km/h). 9.       ____ Hurricane Sandy affected 24 states in the U.S., including the entire eastern seaboard from Florida to Maine and west across the Appalachian Mountains to Michigan and Wisconsin, with particularly severe damage in New Jersey and New York. Its storm surge hit New York City on October 29, 2012, flooding streets, tunnels and subway lines and cutting power in and around the city. Damage in the United States amounted to $65 billion.  Its highest winds reached 115 mph (185 km/h).

Table 1

Saffir-Simpson Hurricane Scale
Category	Wind Speed (km/h)	Effects
One	119-153	No real damage
Two	154-177	Some roof and window damage
Three	178-209	Some structural damage to small residences; mobile homes destroyed
Four	210-249	Extensive building failures
Five	greater than 249	Complete roof failure on buildings; some complete building failures

 Part B

Day	Latitude (°N)	Longitude (°W)	Wind speed (km/h)	Type of Storm	Issue warning? Where?
1	15	47	56
2	17	53	80
3	18	57	112
4	21	60	144
5	23	64	160
6	23	69	232
7	25	74	216
8	27	78	216
9	32	79	168
10	41	74	96
11	45	67	72
12	48	56	64

Analysis

1. Which of the storms described in Part A were category five hurricanes?

2. What information did you use to classify each of the storms?

3. Describe the conditions that led you to issue a hurricane warning.

4. Did the center of the storm pass over the areas to which you decided to issue warnings?

5. When did the hurricane tracked in Part B reach the status of a category three hurricane? (Hint: The data presented in Table 3 shows one measurement for each day of the storm.)

6. Did the hurricane that you tracked in Part B show characteristics of every category described by the Saffir-Simpson scale?

7.       The formation of a hurricane depends on what three factors?

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8.       Reflect: A hurricane starts out as a low pressure system, why is this so?  Why would a high pressure area not turn into a hurricane?

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Conclusion

What was your problem?

Restate your hypothesis.  Was it right? wrong?  why or why not?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.