November 30, 2010

First we all came to class. The agenda for the day was to combine or class slides. Then the groups members would help change each others slide. While everyone was doing that Mr. Finley had three mini lesson one on combining all of the slides, uses the basic features of smart notebook, and using the advanced graphics of smart note book. Then we broke up into our groups and worked on our projects. To combine each slide you have to open each slide. Then drag the little page thing on the right onto the side of one Smart Note Book. The last tab on the right on the bottom has everything you can do to a picture or anything that is grouped. You can add animation to it. You can also had a background color. Also you can go to the second tab and you can get some interactive things. Mr. Finley told us that we should make it kid friendly and almost have a story that goes with it. It should have lots of pictures and big words. With ten minutes left we got or quizzes back and we got to change some answers if we had a hard time finishing the quiz. It was a good day. No one got any detentions. Here is the link for the Characteristics of life slide show.http://www.slideshare.net/cgales/characteristics-of-life


Johnny S

Today in class we got called up to check for our homework, took a quiz, and some of us started our project. On the homework i said in order to be classified as living you need to reproduce, move(in a ceratin way), grow, eat, needs to have energy, responds to stimuli( react), adapt to new enviroments, heredity, cells, and it needs to digest. All of these things humans can do and humans are alive so another living thing could all of those things. We may not be exactly alike ohter living things but we are alive just like those things so they should be able to do them.I was unable to post a link so I found this information from the slideshow which we worked on last wedensday. For the bottom of the homework I put leaves, algae, plankton, grass, and trees. I put these down because these things do not move but they reproduce, eat, and adapt to different seasons(only for trees and lkeaves if they live in a place with for seasons)All of these can be classified as living living things.

-Jake.P

Mr.Finley went around checking if everybody did their home work.The people in the regular track are doing the homework of the advanced track from last night.The info we are getting is from this slide show.
www.slideshare.net/cgales/characteristics-of-life
The characteristics of life:

1. Cellular Organazation
2. Reproduction
3. Metabolism
4. Homeostasis
5. Heredity
6. Responsivness
7. Growth and Development
8. Adapt Through Evolution

(USE THE LINK BECAUSE IT HAS ALL THE INFORMATION)

VP PERIOD 7

Today we talked about our blogs. We have to comment 2 times a month on someones blog. Animal cells DO NOT have a cell wall only plant cells have cell walls and they basically protect the cell from harmful things. They are like the base of the cell. I think the simulation that is better and that taught me more was the other simulation that we did last week the one that talked. The cells alive didn't talk so it didn't mention words that we might not know or that we might need to learn. The other simulation actually took us inside the parts of the cell and it showed us what happens inside those parts.

In the beginning of the class we talked about the new rule and how if you disrupt class you get a five minute detention and loose half of your class participation for the day then if it happens again you loose all your credit for the day and you get ten minutes of detention an then fifteen and so on. Then we discussed how some people if they choose can be excellerated and they work ahead of every body else. Then we went over the home work and wrote the answers to the home work on the dry erase boards. After that we went over what we put on the white board. during the discussion we talked about why the onion didn't have any chloroplasts. They don't have them because they are on the part that gets chopped off.

Todays Work

Ok so first thing that we did was go over last nights homework, the lists on the plants and animals, and just plants. We are talking about the cells that was on last nights homework. We are going to each groups and saying one thing on the list that the group has to see if one group is missing something. So the things that were in the Plants and Animals were: Cell membrane, nueclus, ribosome-er, cytoskeleton/cytopasm, endoplasmic reticulum, mitochondra, golgi appararus, lysomes. The things that were just on the plant cell were: cell wall, chloroplasts, vacuoles. So now he is telling us to go back and look at the cells. So in the animal cells we saw the nuecleus, and on both we saw the cell me mbrame. The things that filled up the rest of the cells were cyroplasm. Now we are going to go back to the onion cell from yesterday.



kk

november 18th 2010

today in class we started off with reviewing our homework with our tables and adding any new info to our lists. both animal and plant cells have a cell membrane, a nucleus, a ribosome, cytoskeleton, endoplasmic reticulum, mitochodria, golgi aparatus, lysosomes, and some animal cells along with plant cells have vacuoles. plant cells only have a cell wall and chloroplasts.

then, we labeled the parts of the grass specimen and the cheek cell specimen. for the animal cells, we saw the nucleus, cell membrane (both animal and plant cells). on both cells, the clear inside is a jelly-like part called the cytoplasm (cytoskeleton).

afterwards, we worked on our onion specimens. we cut off a tiny, tiny, thin piece of onion with a razor blade, cutting off one layer of onion about the size of a crumb. we put it on a slide, and put it under the microscope. it looked like a bunch of overlapped ovals or bricks that were different shades of green and brown. then, we ran out of time, so go to mr. finley for extra help on this lab.

-nm

11/17/10 cells labs

We started the class by making questions for the plant microscope experiment. Mr. Finley

introduced to us that we would be getting different samples for the microscope experiment. Then representatives from each table went outside to get a new sample of grass. Next we went over the procedure for making a slide. We remembered that we should only use ond drop of water and only a tiny piece of grass. While the people from each group were outside the others set up the microscope. We made a slide and looked at the piece of grass. We got ours perfect in focus from low power. We drew the picture of our grass next under low power. We say that the grass under low power had little dots on it and they looked like cells or water. Then we

set the microscope to high power and drew a picture of that in our notebook. Under high power the grass looked like it had dots too. The dots looked like they were dark on the outside and lighter on the inside. They looked like they were in a row. There was also a line in the middle of the grass. the dots were close to get her. After we drew our pictures we went on and answered questions about what we saw while Mr. finley called us up to see our grades. When the gr

oup finished the grass experiment we moved on to an onion experiment where we looked at a tiny piece of an onion and put iodine on it to make the cells darker when we put it under the microscope. The onion cells were in a line and linked together under low power. Also

under low power the onion cells were long and and looked thin. We didnt get to get to high

power with the onion but we finished the grass lab from yesterday. I think that class today

was very interesting and it was pretty interesting. The microscopes really help us see things that are very hard to see. Todays class was great and we got to see where some of the parts

of a cell can be located. Here are some pictures of what the grass and onion cells looked like from under the microscope.

PH

microscpoe lab

We are going over the questions from fridays lab. We're writeing our anwers on a white bord. So far my group has :
Methylene blue is necessary because... we think that that the cells are clear, so the methylene blue will make it blue. It made the cells visible and the air bubbles are completly white.
The dye can get inside of the cell because... it's like a sifter, the mythylene blue is small enough to get inside the cell.
Yes we do think the cell is made up of parts, because it had small lines, and a decent size circle.
Next we went over the anwers. Mr. Finely took another sample of his cheek cells and put it under the microscope that is atached to the smart bored. He put no methylene blue in the sample and all we could see were air bubbles. Next he put the methylene blue in as it was still under the microscope. The cells started to show up as the methylene blue went through the sample avouding the air bubbles and the cells showing up as it went.
Now Mr. Finely is sending people out to get 2 samples of grass. Next he made everybody that wasn't getting grass samples get microscopes and set it up. Then he said to break the grass in two so both groups could have one. we put one drop of water on the slide and then we put the grass on the slide. Next we put the cover slip on and put it under the microscope. We observed that it had little craks on it . We will comtinue tomorrow.

BB

Cell Lab

Low Objective (Cheek Cells) High Objective (Cheek Cells)


Today we started class by hearing a bad report from the sub. We were very bad and Mr. Finley told us he was very embarresed because she is a friend of his. He then told us to take out a peice of paper and write a letter apologizing to him. He also told us we will not be doing the lab we were supposed to do. After he collected the letters he told us about the biology test we will have to take to pass 9th grade biology. He told us we had 7th and half of 9th grade to learn everything we need to know. He then read something from an older sample test. He then told us we had to watch the lab be done on video and our expert microscope group did not have a great presentation yesterday. He showed us notes/tips 4th period wrote about microscopes, using them, adjusting things, and slide plates and coverslips. Nect we talked about the lab. We were supposed to do it using our own cells but we had to use Mr. Finley's cells. The best cells to look at are cheek cells. These are the best to use because they are big and they constantly come off. To get the cells we gently rub the flat tip of a toothpick inside our cheeks and gently rub it on a slide. We were also supposed to use methylene blue. This is used for many things. We would use it to dye the cells to see them easier. We also learned that using it would make the slide a wet mount slide. If you happen to use a little too much methylene blue you can put a tissue on it but don't rub, gently place it on top to absorb some. This is the process of making a wet mount slide. We then learned about filters and what they are used for; seperating bigger and smaller things. Then Mr. Finley showed us the slide of dyed cells on the computer. They look like little small flower petals from far away but as they get closer they look more like petals from flowers. To finish up we sketched the cells and answered question.
IW BLOG 2

Tread Under a Microscope

Today we started off class reviewing homework. Then we looked under a microscope. The image under the microscope was on the smart board. There were three pieces of thread that intersected each other. We turned the microscope onto the higher objective, it was hard to see so tried to focus the image and we learned that if we focused in too much the matter got onto the lens. After we focused it, we could see little cords that make up the thread. This lesson was to show that the microscopes can be used to see deeper(inside, what makes up) of the thing you are looking at. We kind of see through the blue thread and see the yellow thread under it. Afterward, the experts explained what they were doing the other day. They got a piece of letter on a slide. They had to use the objective lenses to find the letter and use to course focus and the fine focus to adjust the microscope. The fine focus makes the image sharper or duller. When they zoomed in, you could only see part of the image. It was blurry when you zoomed in too much and the fine focus couldn't help that much. The higher objectives were too strong and it made the image harder to see. I think that this lesson is meaningful because we would probably need it for when we use the microscopes on our own. When we start to look at cells under a microscope we would need to know how to use the microscope. This lesson is very meaningful.

Sophie-2

When we first got into class we sat down and got our homework out. We discussed a little about the homework. Then Mr. Finley yelled at us for not being able to focus and be quiet. Then we went over the answers to the homework and gave ourselves two numbers. One was how comfortable we felt with using microscopes. The other was how comfortable you were with answering the questions for homework. After that we worked on a lab with a microscope. If you had trouble with the homework then you went to the big tables in the middle of the room. He talked to us a little and then we got started on the online lab. There were questions that we had to answer on the lab. We used the virtual microscope to find the answers to the questions given. We continued working on the lab until the end of the class.

New Unit Introduction

When we first got into the room, all of the tables moved to a lab table. Then when we got settled down Mr.Finley told us about the study session that will be on wednsday at 7 o'clock for the test. Next, Mr.Finley told us that we are going to begin our new unit. After that we watched a silly video that we used to answer two questions. Which are "What is the main idea(s) behind the video?" And "How can this concept explain the structure of multicellular organism?"
We thought back to the beggining of the video when it said that everyone lives in house in a block in a town or a villiage. Which makes a city in a state that creates a country that lies on a continet and the continent lies on a planet like earth With this we found the main idea which is that everything is made up of something smaller. Examples were that galaxies are made of star systems that are made of planets that are made of continents, etc. With this we found out that humans are made of organs which are made of tissues which are made up of cells etc. This then led us to a discussion to figure out if organs are made up of tissue of muscels. We agreed that if the organ has muscels it has to have tissue as well because muscels are made up of tissues. In addition, we found labeled some of the systems of the human body which are- circulatory, nervous, immune, digestive, respiratory, circulatory, skelatory, muscleatory etc. After that we said that the systems are made up of organs like the heart, liver, kidney, stomach etc. Then we said that organs are made up of tissues which are groups of cells working together. Lastly, we said that tissue is made up of cells. And Mr. Finley told us that in this unit we will learn about what cells are made up of.

LB

Wednsday Fun Day

Today, we started class by getting our study guide for the upcoming test. Then we played a review game.

Bacteria Reproduction

When we first came into class we handed in our lab reports if you finished them. They are do on Tuesday at 11:59 P.M. You can email it to Mr. Finley, but if your computer is not working Mr. Finley will not accept any excuses. Once the people who did their lab reports had them in, we started talking about how the bacteria reproduces. The equation you should use to find the amount of bacteria produced is two times whatever power you put in. For example, two to the second power equals four. Two to the third power equals eight and so on... We also came up with the statement, the more bacteria the faster they multiply. We call this binary fission. Binary fission means bacteria reproduces by splitting. Then, after all this we got our quizzes and graphs back. The grades were pretty good. The graph has the same pattern as the equation. Towards the end of the class, we started a mini project about different types of bacteria and there shapes. The different types were cocci, spirillum, diplo, strepto, and staphlyo. My group had cocci. We had to go on to smart notebook paste a picture and write a short description of what it looks like and the definition. Also, we had to describe how it is grouped. It should be short and just explain what needs to be explained. Tomorrow in class, we are suppose to present it to the class so they could learn what you learned

Stephen Ferraro

Period7