setting up your notebook page 0: homework guide page 1: biology course guide page 2: notebook...

Setting Up Your Notebook

Page 0: Homework Guide

Page 1: Biology Course Guide

Page 2: Notebook Guidelines/Clock

P age 3: Semester Passes (purple)

Page 4: Your lined paper

Page 4

1/8: Releasing Energy

IN: Write your grade goal for 4th Six Weeks in Biology.

Agenda:– Class Activity & Demo– Class Discussion

THROUGH: Creamer Demo Discussion Questions

1. What started the explosion that released the energy from the creamer?

2. Where did the energy for the explosion come from?

3. Why did the creamer “dust” explode but not the creamer in a pile?

4. Why don’t people explode when they eat coffee creamer?

Ending Class Routine

• Clean up your area.

• Remain seated until dismissed.

• No PED use.

Page 5

1/9: Releasing Energy

IN: How would you define “matter”?

How would you define “energy”?

Agenda:– Collect forms– Reading, page 288-290– Energy in Reactions Lab– Start Cornell notes of Essay 348

Through: Energy in Reactions

• Matter– Something that has mass and takes up space

• Energy– The capacity to do work; any source of usable

power

• All matter contains energy– Not all matter contains the same amount of

energy

Lab

• Safety– Wear goggles– No fooling around– Follow written directions– Ask questions if you don’t understand– Clean up as instructed

Energy in Reactions Data Table

Experience Before After

1

2

3

Turn to Page 348

• Start “Page 6.”

• Divide paper into 2 columns.

• Write the title of the essay on the top of your page.

• Take notes on the essay.– Left column: main ideas– Right column: supporting points– Summarize your notes at the end.

Closure

• What did you observe with HCl and Mg ribbon?

• What did you observe with water and ammonium nitrate?

• What did the urea on the slide do?

Page 7

1/12: Energy in Matter (Part B)

IN: Use page 291 to define exothermic reactions and endothermic reactions.

Agenda:– Collect HW– DVD: Molecular Models– Molecule Puzzle– Start Cornell notes on page 351-2.

Through: Molecular Models

• Page 292– Answer #1.– Watch DVD and take notes.– Answer #2.

Closure 1/12

• What did you learn today?

• Homework: Notes on Pages 351-352.

Page 8

1/13: Energy in Matter (Post-Lab)

IN: Is the reaction of magnesium and hydrochloric acid (HCl) exothermic or endothermic? Why?

Agenda:– Review Monday’s lesson (Collect Mon. HW)– Questions– TDI: Essays 348 & 351– Closure– Note: Quiz on Wed!

Through: Post-Lab

• Exothermic reactions– Release energy into the surroundings

• Endothermic reactions– Absorb energy from the surroundings

Through: Questions

1. Where did the energy needed for the endothermic reaction come from?

2. Where did the energy produced by the exothermic reaction go?

3. When urea forms crystals it gives up heat. What happened to the organization of the urea molecules?

Cornell Notes (Page 9)

Questions Take notes here!

Summary of Page

Cornell Notes: Page 9

“Matter and Energy are Related”

• Matter– Anything that has mass and takes up space– Solids, liquids, gases

• Atoms– Basic building blocks of matter– Interact with each other (assemble into

molecules)

• Chemical bonds– Organize atoms in predictable ways

• Energy is STORED in chemical bonds!• Types of energy

– Magnetic– Heat– Light– Electrical– Chemical– Mechanical

• Matter absorbs heat energy– Molecules move FASTER (feels hotter)

• Matter loses heat energy– Molecules move SLOWER (feels colder)

• Chemical reactions and heat:

• Exothermic reactions– Atoms are reorganized– Chemical bonds between atoms break and

reform– Heat energy is released

• Endothermic reactions– Energy is required to reorganize atoms– Chemical bonds are changed– Energy is absorbed

Finish Cornell Notes

• Write questions in the left column.

• Write a summary of each page’s information at the bottom.

Set Up New Cornell Notes “page 10”

• Law of conservation of energy– Energy can be converted from one form into

another, but it can’t be created or destroyed.– See Fig. E8.6

• Source of energy in molecules– Arrangement of atoms– Chemical bonds

Cornell Notes: Page 10

“Energy is Converted & Conserved”

• Ionic bonds– Occur between atoms that lose or gain

electrons (ions)– Oppositely charged atoms attract (+/-)– Fairly weak bonds

• Covalent bonds– Occur between atoms that share electrons– Strong bonds

Please open your notebook to page 10

and your textbook to page 352.

• Activation energy (EA)

– The energy needed to “start” a reaction• Usually, lots of energy is needed

– Ways to provide activation energy (EA)• Heat molecules

– Not useful for organisms…why?

• Use enzymes

• Enzymes– Large molecules (proteins)– Help reactions take place at right time

• Reduce EA

• Specific to molecules• (See Fig. E8.8)

Finish Cornell Notes

• Write questions in the left column.

• Write a summary of each page’s information at the bottom.

Page 8

1/13: Energy in Matter (Post-Lab)

IN: Is the reaction of magnesium and hydrochloric acid (HCl) exothermic or endothermic? Why?

Agenda:– Review Monday’s lesson (Collect Mon. HW)– Questions– TDI: Essays 348 & 351– Closure– Note: Quiz on Wed!

Closure

• Write questions in the left column of your Page 10 notes.

• Write a summary of each page of notes taken on Tuesday.

Video: Supersize Me

The Supersize Me worksheet will be Page 11 in your notebook.

Page 12

1/22: You Are What You Eat

IN: How do you think food that you eat

actually powers your body?

Agenda:– Collect Supersize Me worksheets– Go over 1-16-09 Quizzes– Reading: page 272

Through: Pre-Lab ConceptsEnzyme: Salivary Amylase (a protein)

Substrate: Starch (Loooong chain of glucoses)

Product: Maltose (2 Glucose molecules)

Key Ideas

• Food stores CHEMICAL energy in bonds between atoms in large molecules.

• Digestion breaks apart large molecules into smaller molecules.

• Small molecules get absorbed into the bloodstream to fuel all body cells

Digestion Animation

The work of enzymes can be affected by:

• The amount of enzyme present

• The amount of substrate present

• The acidity of the solution containing the enzyme and substrate

• The temperature of where the reaction is taking place

Pre-Lab Tests for Starch & Sugar

Substance Iodine test

Color Starch?

Benedict’s Solution

Color Sugar?

Saliva (Enzyme: amylase)

Cracker(Substrate: starch)

Saliva, chewed cracker(Enzyme-substrate complex)

Your Challenge• Design a controlled experiment to investigate

the activity of amylase on the digestion of starch.

• Choose 1 variable to investigate:– Amount of enzyme– Amount of substrate– Acidity of the solution– Temperature of the solution

• Use Iodine Tests and Benedict’s Tests in your experiment.

Next Steps

• Meet with your group.

• Use the handout to guide your discussion and lab design.

• Get your proposal approved by teacher.

Calorimetry

• calorimeter– Instrument that measures the amount of

energy in foods

• calorie– The amount of heat required to raise the

temperature of 1 mL of water 1°C.

• kilocalories– 1,000 calories– Abbreviated “kcal”– Labeled on food as “Calories”

Lab Protocol (pg 296-297)

• Purpose: To determine the amount of energy (Calories) in different food samples.

1. Obtain materials.

2. Using a graduated cylinder, measure 100 mL of tap water and pour it into your flask.

3. Place a thermometer in the water. (The bulb should NOT touch the glass.)

4. Record the starting water temperature in your data table.

5. Place a food sample in the wire holder.

6. Using a balance, record the starting mass of the cork, wire, and food.

7. Carefully set fire to the food sample.

8. Place tin can on top of the food sample, and the water flask on top of the can.

9. When the food is done burning, wait 1 min. and measure the temperature of the water.

10. Allow the calorimeter to cool for 2 min. Disassemble it using pot holders.

11. Measure the final mass of the food sample, wire and cork.

12. Repeat steps 2-11 for 2 more samples of the same food. Record all data.

Calculations• To find the change in temperature

– Final water temperature minus starting water temp.

• To find the change in mass– Starting mass minus final mass

• To find the number of calories– Change in temp. x 100 (volume of water)

• To find the number of kilocalories– Number of calories ÷ 1000

• To find the number of kilocalories per gram of food– Kilocalories ÷ change in mass

On your next LEFT page:

Thur. 1/25: Keep On Running (cont.)

IN: IWBAT1. Conduct calorimetry experiment.

2. Compare kcals/g to the Calories per gram on food labels.

3. Graph kcals/g of food tested.

OUT:

Turn in journal!

Assignment Guide

Date: Thurs. 1/25

IN: Keep on Running (cont.)

Through: Lab Work

OUT: None

Open your journal to the page for 1/19.

Glue in Essay Worksheet on Thru page for 1/19

Glue in Writing Practice sheet on Thru for 1/22

Glue in the Calorimetry Data Tables on the Thru for today.

1/25 Through

• Rank these foods in order from the one you think has the MOST kilocalories per gram to the LEAST kilocalories per gram.– Marshmallows– Pork rinds (chicharrones)– Honey Nut Cheerios– Cheetos– Cashews

Safety First!• Wear goggles at all times when performing

the lab.• Tie back long hair.• Remove bulky jackets, etc.• Be conscious and careful of those around

you.• No goofing around.• Keep lit candle near the BACK of the

counter when not in use.• Throw burned food away.

Which group is doing which food?

Choose TWO foods and peform THREE trials each.

After the Lab

• Clean up lab station.

• Perform calculations.

• Report data to class on the front board.

• Graph the kcal/gram data.

Graphing

• Draw your axes.

• Decide: Line or Bar Graph?

• Label x-axis.

• Label y-axis.

• Create a scale for the x- and y- axes.

• Plot your data points.

• Write a title at the top.

On your next LEFT page:

Tues. 1/30: Keep On Running (cont.)

IN: IWBAT1. Graph class averages of kcals/g of food

tested.

2. Give examples of uncertainty in the calorimetry lab.

3. Draw conclusions based on lab data.

OUT:

Read Essay page 358-359 and complete worksheet.

Assignment Guide

Date: Tues. 1/30

IN: Keep on Running (cont.)

Through: Graphs and Lab Notes

OUT: Essay 358 and wkst

Get ready to finish “Supersize Me.”

Graph the Class Averages of kcal/g

1. Set up your axes• Label axes• Determine the scales

2. Plot your points• Make your bars

3. Write a TITLE!!!

On your next LEFT page:

Thur. 2/1: Using Light Energy to Build Matter

IN: IWBAT1. State the chemical reactions of cellular

respiration and photosynthesis.

2. Understand relationships between cellular respiration and photosynthesis.

OUT:

Answer this question: How do cellular respiration and photosynthesis relate to each other?

Assignment Guide

Date: Thurs. 2/1

IN: Using Light Energy to Build Matter

Through: Class Notes

OUT: How do CR and PS relate to each other?

Open your journal to your kcal/g graph.

Process of Science

• Independent Variable?

• Dependent Variable?

• Controls/Constants?

• Sources of Uncertainty/Error?

• Conclusion:

Notes on Cellular Respiration

• Energy in Food– Stored in chemical bonds– When burned, released all at once– In human cells,

• Enzymes break bonds apart in steps• Energy transferred from food molecules is used to

make ATP

• ATP– Molecule in cells that provides small amounts

of energy for cellular work

• Chemical reaction of Cellular Respiration– C6H12O6 + 6 O2 6 CO2 + 6 H2O

• How does cellular respiration work?– 3 steps– 1. Glycolysis

• Occurs in cytoplasm• Splits glucose into 2 molecules• Forms 2 ATP

– 2. Krebs cycle• Occurs in mitochondria• Breaks down 2 molecules into CO2

• Forms 2 ATP and 6 NADH molecules

– 3. Electron Transport Chain• Occurs in mitochondria• NADH releases hydrogen ions (H+) and electrons

(e-)• H+ powers production of ATP• Oxygen is the final electron acceptor• Oxygen + Hydrogen ions = WATER• Forms 34 ATP

On your next LEFT page:

Fri. 2/2: Using Light Energy to Build Matter

IN: IWBAT1. Link the role of autotrophs and heterotrophs

in the ecosystem.

2. Know the lab protocol for Monday’s photosynthesis lab.

OUT:

Quick write on photosynthesis

Assignment Guide

Date: Fri. 2/2

IN: Using Light Energy to Build Matter

Through: Notes and Lab Protocol

OUT: Quick write on PS

Open your book to page 299.

Notes on Photosynthesis

• Photosynthesis– Process of making simple sugars using light

energy– Done by autotrophs

• Organisms that make their own food

• Chemical reaction of photosynthesis– 6 CO2 + 6 H2O C6H12O6 + 6 O2

– Carbon dioxide + water yields glucose + oxygen

• Where does this process happen?– In chloroplasts

• An organelle in plant and algae cells

• End result of photosynthesis– Plants produce sugars and other

carbohydrates• Use for growth and life

– Heterotrophs eat autotrophs like plants for energy!

Photosynthesis Lab Protocol

• Purpose—To determine how the intensity of light and amount of carbon dioxide affect the rate of photosynthesis in Elodea plants

1. Get a sprig of Elodea. Cut the end of the stem at an angle.

2. Put the Elodea in a test tube with the cut end toward the top of the tube.

3. Fill the test tube with warm water.

4. Secure the test tube to a metal stand.

5. Place a lamp 5 cm from the plant. Wait 3 minutes.

6. After 3 min., count the number of oxygen bubbles rising from the cut end of the stem.

7. Count bubbles for 5 minutes and record the total for Trial 1.

8. Run a second 5 minute trial. Record and average your results for the 2 trials.

9. Place the lamp 20 cm from the plant.

10.Count the number of bubbles for 2 5-min. trials.

11.Record your numbers and average the trials.

12.Use a straw to blow into the test tube. (This adds CO2 to the water.)

13.Perform 2 5-min. trials of this set-up.

14.Record and average your data.

On your next LEFT page:

Mon. 2/5: Using Light Energy to Build Matter

IN: IWBAT1. Perform the Photosynthesis Lab and record

data

OUT:

Summarize your observations from the lab.

Assignment Guide

Date: Mon. 2/5

IN: Using Light Energy to Build Matter

Through: Lab Data Table

OUT: Observations from Lab

Open your journal to the Photosynthesis Lab Protocol.

Data Table: Number of Oxygen Bubbles Produced in 3 Different

Environments

Condition Trial 1 Trial 2 Average

Lamp 5 cm

Lamp 20 cm

Plant w/ more CO2

Number of Oxygen Bubbles

On your next LEFT page:

Tues. 2/6: Using Light Energy to Build Matter

IN: IWBAT1. Graph and analyze data from

photosynthesis lab.

2. Understand how light energy can power the synthesis of sugars.

OUT:

What are the 3 major events of photosynthesis?

Assignment Guide

Date: Tues. 2/6

IN: Using Light Energy to Build Matter

Through: Lab Results and Graph

OUT: 3 Events in PS

Reminder: Journal Check on Block Day!

On your next LEFT page:

Thurs. 2/8: Building Living Systems

IN: IWBAT

1. Identify examples of biosynthesis and breakdown in the body.

2. Trace an atom of carbon from the atmosphere to a muscle protein.

OUT:

None—Journal Check!

Assignment Guide

Date: Thurs. 2/8

IN: Building Living Systems

Through: Part A, page 305 (2-3)

OUT: None

Key Events of Photosynthesis

• Absorption of light energy

• Conversion of light energy into chemical energy

• Storage of potential energy in carbohydrates.

Turn to page 304.

On your next LEFT page:

Fri. 2/9: Spinning the Web of Life

IN: IWBAT

1. Create a food web showing the flow between matter and energy and organisms.

OUT: Read Essay 383-388 and write 5 important topic sentences.

Assignment Guide

Date: Fri. 2/9

IN: Spinning the Web of Life

Through: Food Web Charts

OUT: Read Essay 383-388 and 5 topic sentences.

On your next LEFT page:

Mon. 2/12: Essay 383-388

IN: IWBAT

1. State the role of producers, consumers, and decomposers in a community.

2. Understand trophic levels and energy flow.

OUT: Analysis page 319 (1-2)

Assignment Guide

Date: Mon. 2/12

IN: Essay 383-388

Through: Essay Notes

OUT: Analysis pg 319 (1-2)

Please open your book to page 383.

Food Web: Interactions between…

• Producers– Organisms that make their own food from nonliving

matter– Examples?

• Consumers– Organisms that feed on other organisms– Examples?

• Decomposers– Organisms that feed on decaying organic matter– Examples?

Are there different “levels” of organisms in a food web?

• Yes! Trophic levels• Each higher level has fewer organisms

than the one before.• Producers on the bottom• Next, primary consumers (herbivores)• Then, secondary consumers (carnivores

or ominivores)• Finally, top-level consumers (carnivores or

omnivores)

Up the Pyramid

• Number of organisms per level declines

• Why?– Not enough energy is available to sustain

large populations– Each level uses some of the energy available

to it for life processes!– Energy conversions release heat energy to

the environment (unusable energy).

Think of a habitat.

• Divide your paper into 4 rows.

• Think of examples of the following for your habitat:– Producers– Herbivores– Carnivores– Carnivores

• Draw or write the organisms in the correct rows on your paper.

• On the LEFT side, label each category:– Producers– Primary consumers– Secondary consumers– Top-level consumers

• On the RIGHT side, label each category with the amount of ENERGY available for the next level:– 10,000 kcals– 1,000 kcals– 100 kcals– 10 kcals

• Make your trophic levels like a wedding cake.– Shade in a rough estimate of how many

individuals exist at each level.

Turn to your neighbor to “pair and share” your pyramids.

• Start your conversation with these prompts:

1. Explain the relationship between the organisms in each level.

2. Why does the amount of kilocalories decrease at each level?

3. Why does the number of organisms decline at each level?

4. Where do decomposers fit in to this pyramid?

On your next LEFT page:

Wed. 2/14: Unit 3 Review

IN: IWBAT

1. Review objectives for the energy, matter and organization unit.

2. Practice test questions for Friday’s exam.

OUT: Study for Friday’s exam!

Assignment Guide

Date: Wed. 2/14

IN: Unit 3 Review

Through: Practice Questions

OUT: Study for exam