Accelerated+Science+8th+Grade+2016-17

=//__ Welcome to Accelerated Science 8th Grade 2016-17 __//= =//__ Online Resources for Science to use throughout the year! __//=
 * =//__**These are often used in class**__//=
 * **[|Quia] online quizzes, review materials, games, etc used in class**
 * **Guide for self-enrolling into new Quia classes**
 * [[file:Quia Self-enrollment Guide.docx]]
 * **Google Classroom**
 * **Interactive Science Simulations. - A great site with a lot of cool things to do that are organized by subject area. We use this site in class.**
 * ===// __ For fun and additional knowledge and interest- __ //===
 * ** [|Sporcle] - quiz yourself on content of your choice. It's fun and you actually can learn a lot! **
 * ** NASA ** - Visit the NASA site for current topics and recent news related to earth and space science.
 * **[|News in Science?]**
 * **[|Science Picture of the Day]**
 * **[|Amazing Science Pictures]**

=//**__Daily Posts__**//= These will be open all day today. You can use your notes.
 * 5-30 Tue** - Final Tests on Quia
 * [|Final - Chemistry]
 * [|Final - Old Stuff]
 * [|Final - Really Old Stuff]


 * If you are willing to do something that I would greatly appreciate, please send me an email and share with me your perception of Accelerated Science. What was good? What would you think could have been done better or done more of? I would certainly like to know what was good and valuable, but I would also like to know what can be improved upon to keep things challenging and interesting for students.

HAVE A GREAT, RELAXING AND SAFE SUMMER!!!

**5-23 Tue**

 * [|Lasting effects of U.S. nuclear bombing]

__**5-18 Thu**__
[|Moon Phases Animation 1] Draw the phase of the moon that is related to its position in its orbit around the earth. Shade in the moon phase for each position, with the shading representing the dark portion of the moon and leaving the white of your paper to represent the illuminated portion that we would see in the night sky. Name each moon phase that you draw. Draw the relative moon phase that we see in the sky that pertains to what the moon looks like at each position of its orbit.


 * How does a solar eclipse occur? How does a lunar eclipse occur?**
 * Draw a representation of the a solar eclipse, showing the relative positions of the sun, moon and earth as well as the shadows that contribute to the effect
 * Draw a representation of the a lunar eclipse, showing the relative positions of the sun, moon and earth as well as the shadows that contribute to the effect
 * Add any labels to your drawings that might help clarify things to a viewer
 * Use the resources below
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 * __Focus for Today__ - What are tides and what causes them?**
 * View the following resources and write a short paper that covers the following:
 * What are tides are and what causes them?
 * Compare the sun's effect on the tides and the moon's effect on the tides.
 * What are spring tides and what are neap tides
 * media type="youtube" key="9rkfk9TJ52I" height="510" width="854"
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 * Here is a bit about the origin of the moon as we know of today
 * media type="youtube" key="m8P5ujNwEwM" height="360" width="640"

__**5-16 Tue**__
 * Check out the nice videos on atomic structure that have been posted on the 9th Grade Physical Science page for 5-16 Tue**

__**5-10 Wed**__ Start checking out the [|__**Virtual Rock ID** Lab__]. Make sure it working on your computer and start reading the instructions to prepare for later.
 * Today**
 * Discuss the Rock Cycle worksheet from yesterday
 * Hand in Rocks From Reefs GR today when completed
 * A few interesting videos and history related to rocks, volcanoes, etc. are posted below.
 * After watching the videos, check out the Rock ID Lab and start to explore and familiarize yourself with it to prepare for the next activity.
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__**5-9 Tue**__
 * Today**
 * Hand in the **Rock Cycle Interactive** activity today, if not already in.
 * Work on the [[file:Rock Cycle Diagram Blank.pdf]] handed out in class and hand it into the Daily tray when completed
 * Draw arrows from one concept image to the next and label the process that occurs between the stages in the rock cycle. Arrows can be draw from any one image to any other. The //**processes**// that should accompany the arrows are: **//Compaction/Cementation, Heat/Pressure, Melting, Cooling, Weathering and Erosion.//** These labels can be used more than once.
 * Pick up a copy of the [[file:Rocks from Reefs GR.pdf]] Go to the online textbook and start it today. Some class time will be given to finish it tomorrow.

__**5-8 Mon**__
 * Today**
 * Complete the Rock Cycle Interactive activity and hand it in today

__**5-5 Fri**__
 * Today**
 * Discover the rock cycle and the role of plate tectonics in the rock cycle. Follow this interactive to complete the guided worksheet: [|"The Rock Cycle Interactive"].
 * [[file:Rock Cycle Review Interactive.PDF]]

__**5-4 Thu**__
> media type="youtube" key="wbNeIn3vVKM" width="420" height="315" > > > media type="youtube" key="5d3qie3jbHk" width="420" height="315"
 * "Rocks from Reefs GR" due FRIDAY (Change of plan for today - NO ASSIGNMENT)
 * We checked the Sedimentary Rocks GR and the Minerals Test today
 * Still feel free to check out the videos below
 * Watch corals "bloom": [|"ReefVid Coral Clips"]
 * Indiana Jones visits __Petra__. //**__This is a real place!__**//
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 * 5-3 Wed**
 * **HAND in the Sedimentary Rocks GR today!**
 * Work on the [[file:Metamorphic Rocks GR.pdf]] in class today. It is the third one in our series of rock types we are looking at in the online textbook. It is due on Thursday!


 * 5-2 Tue**
 * **HAND in the Igneous Rocks GR today!**
 * Work on the [[file:Sedimentary Roks GR.pdf]] in class today. It is due on Wednesday!


 * 5-1 Mon**
 * Complete the test on minerals today.
 * Pick up the [[file:Igneous Rocks GR.pdf]] and start on it in class today. It is due on Tuesday!


 * 4-28 Fri**
 * **TEST on Minerals today!**


 * 4-26 Wed**
 * **HAND in the mineral ID lab today!**
 * Start the "Classifying Rocks Gr" that is handed out in class today.


 * 4-25 Tue**
 * **Complete the mineral ID lab by listing the minerals 1 - 15 (except for 9 and 14) and their properties on Data Table 1.**
 * //__**This lab is due at the start of class tomorrow.**__//
 * **To the left of the number of each mineral, write the identity of that mineral. You can use the Virtual Hardness Lab that you have done online earlier and the additional resources I have added on today's post. The list of minerals, you need to ID are: Calcite, Halite, Fluorite, Pyrite, Biotite Mica, Muscovite Mica, Hematite, Magnetite, Talc, Gypsum, Quartz, Feldspar, and Graphite.**
 * [|Minerals Flash Cards]
 * Here is site with [|lots of mineral stuff]!
 * In case you are interested: [|How do diamonds form?]


 * 4-20 Thu**
 * Check out the following resources on minerals
 * media type="youtube" key="wgUFb_l4DLE" width="420" height="315"
 * media type="youtube" key="WnpMJfPNvfQ" height="360" width="640"
 * Discover the many ways we use minerals with this internet activity: "Mineral Mania" [[file:Mineral Mania.PDF]] (This sheet is given in class)
 * Here are some links you will need to complete the activity: [|"Mineral Uses"], [|"Fireworks"], and [|"Mineral Groups"]


 * 4-18 Tue**
 * Check the GR from last week


 * Hand out the [[file:Moh's Virtual Hardness Lab.PDF]] sheet
 * Go to the [|Virtual Mineral Hardness Lab] online and do the activity.


 * 4-13 Thu**
 * Check the Properties of Minerals GR
 * Hand out the guided reading assignment and worked on it in class today. It is due on TUESDAY!
 * [[file:How Minerals Form GR.pdf]]

**3-27 Mon**

 * __Focus for Today__ - What is the structure and composition of Earth and its atmosphere?**
 * View this video in class and discuss as we do so.
 * media type="youtube" key="HrKTuCDierM" height="360" width="640"

**3-24 Fri**

 * __Focus for Today__ - What is the structure and composition of Earth and its atmosphere?**
 * Answer the questions handed out in class about the earth cross-section diagram
 * the layers of the atmosphere
 * the composition (% of different gases) of the air we breathe at the surface each day
 * typical air pressure at sea level
 * temperature changes through the layers
 * placement of special features such as the ozone layer and the ionosphere, etc as well as what the significance of each is.
 * Here are some resources that may help, IF NEEDED.
 * [[file:Atmosphere Profile.pdf]]
 * [|Atmosphere Basics 2]
 * [|Comparing Earth's inner layers to its atmosphere]
 * [|A picture of the atmosphere disappearing into space]

3-22
Continue to work on __The Earth__ web guide

3-22 Wed
Hand out The Earth web guide. Use the link posted at the end of today's wiki notes to take to the starting point Here is the link to [|The Dynamic Earth]
 * For people who are absent today
 * Here is The Earth web guide - Word version [[file:The Earth.doc]]
 * Here is the Google version of [|The Earth web guide]

__**Assignment**__ **- Do these as forced reviews of what we did last year. This will be graded.**

 * [|Properties Review]
 * [|States of Matter]
 * [|States of Matter]

3-20 Mon
Alternative Energy Presentations

**3-16 Thu**
__**Announcement**__
 * Put a link in the Alternative Energy Presentation assignment in Google Classroom that I created so it is there and ready for Monday! Rehearse it! Go through it a couple of times to make sure you fit within the acceptable time window.
 * Simple Machines Test Corrections should be done and turned in!
 * Anyone who missed the Waves Basics Quiz last Friday needs to get that completed

__**Today**__
 * Complete the Alternative Energy Presentations for Monday and practice them!
 * A list of __Physical and Chemical Properties__ is given in class today. Work on those for __next Tuesday__.
 * Here is a copy of that list [[file:P n C Props list.pdf]]
 * Use these tools to review and boost your knowledge of properties
 * Quia [|Word Wall-Propertie]s
 * [|physical and chemical propertie]s
 * media type="youtube" key="Z5L2NOMEWT0" height="360" width="640"
 * And... (drum roll please) here is the wave machine created by Lindsey and others. NICE JOB!
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 * media type="youtube" key="eSwQDyjd8hE" height="360" width="640"

**3-15 Wed**

 * __Announcements__**
 * Simple Machines Test Corrections should be done and turned in!
 * Anyone who missed the Waves Basics Quiz last Friday needs to get that completed

__Today__

 * Work on the Alternative Energy Presentations to be ready for Monday.
 * Make sure you follow the guide of requirements that are posted below

3-14 Tue

 * __Announcements__**
 * Simple Machines Test Corrections should be done and turned in this week
 * Anyone who missed the Waves Basics Quiz last Friday needs to get that completed

__Today__

 * Review the alternative energy presentation task for this week
 * Form groups
 * Pick numbers to choose type of energy
 * GET STARTED!
 * Here are the guidelines discussed in class
 * [|Alternative Energy Presentation Guidelines]

3-13 Mon
Today
 * Simple Machines Test Corrections should be done and turned in this week
 * Anyone who missed the Waves Basics Quiz last Friday needs to get that completed
 * Discuss the Energy Questions 2 sheet given last week
 * Discuss alternative energies and set up the Alternative Energy Presentations

__**Quiz on waves today !!!**__

 * Briefly discuss the Work, Power and Simple Machines Test results and potential retests
 * To be eligible for a retest a you must:
 * Thoroughly review what you did wrong on the ones that were incorrect. If you cannot figure that out for yourself, you should sign up for a science test reteach session next week in E-Period.
 * Title it **__WPSM Test Corrections__** and **put your name and hour in the upper right hand corner**
 * Start with the first item you missed, number it and then make the correction as described below
 * For the matching, you must put the description/definition and the correct answer together in a complete true sentence.
 * For the problems, write what you did wrong and work the problem correctly, showing all your work and circling your answer.
 * Repeat the appropriate process all items you missed
 * Staple your corrections on TOP of your test paper and hand it into the Test tray. I will look it over and decide if your effort in corrections earns you a retest.
 * Copies of the test key will be posted here later today.
 * Any questions before today's quiz?
 * Here is the Wave Basics Quiz for today.
 * __**After the quiz:**__
 * Make sure you have the **__Energy Questions 2__** sheet done and ready for Monday. We will discuss it then. It is on the back of the **Electromagnetic Spectrum** notes given in class a while back.
 * View the following videos that you might find interesting.
 * media type="youtube" key="dmuyLIrSjxI" height="360" width="640"
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 * [|Light]

**3-9 Thu (Day 119)**

 * __**We will have a quiz on waves tomorrow (FRIDAY) !!!**__
 * Discuss the wave questions on the back of the Electromagnetic Spectrum notes given out earlier this week. This is great review for tomorrow's quiz!
 * A sheet with longitudinal waves and transverse waves was is given in class today to use to prepare for the quiz.
 * Put as many wave terms on those diagrams as possible WITHOUT using notes. Then, use your notes to add terms you could not think of. If you cannot put many terms without notes, you have some serious review to do!
 * The other page given in class, Energy Questions 2, has should be done after viewing the video below. Some of the questions will be easier after the video and some of the questions are old stuff that we have already covered.


 * media type="youtube" key="26_GN-uL4Jc" height="480" width="854"

**3-8 Wed (Day 118)**

 * Start with students sharing the wave behaviors of ** transmission, reflection, refraction, diffraction and absorption **
 * Draw/take notes on what a longitudinal wave is - define it, draw it, and discuss compression and rarefaction
 * Do demonstration of longitudinal and transverse waves with a slinky
 * Review what a transverse wave is with this video
 * media type="youtube" key="VE520z_ugcU" height="480" width="854"
 * Discuss sound waves as an example of longitudinal waves while viewing this [|sound wave animation]
 * Demonstrate longitudinal and transverse waves using this [|Simple Wave Generator]
 * __**Assignment**__ - **Do the worksheet on the back of electromagnetic spectrum notes that were given in class. Due for Thursday**

**3-7 Tue**
__**For Today**__
 * Announcements**
 * Last call for the "Political" Science writing assignment!
 * Any test completions or make-ups should be done in E-Period or let me know of you have a study hall that will work.
 * Review conduction, convection and radiation
 * ** __Focus for Today__ - What does it mean when waves show each of the following behaviors: transmission, reflection, refraction, diffraction and absorption **
 * The following video does a nice job of explaining how waves interact with substances. __**Draw on paper a representation of the 5 wave behaviors listed above**__
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3-6 Mon

 * __Announcements__**
 * Anyone who missed last Friday's test or did not finish it needs to get that done!
 * The "Political" Science writing assignment for the two articles I posted two weeks ago should be done and turned in through Google by now.

__**For Today - How does energy move from place to** place?__
 * Discuss the __Heat and Temperature__ reading and questions that were handed out of Friday.
 * View the following video. __**In your notes, describe and draw examples of conduction, convection and radiation.**__
 * media type="youtube" key="O3N9XyTkSBI" height="480" width="854"


 * __Announcements__**


 * **__NOTE: There has been an apparent problem with the "Political Science" doc I thought I had given to each student. If you started your own doc and turned that in, that is fine. If you haven't done it yet, GET IT DONE!__**
 * == The __TEST__ on the work, power and simple machines __this week ON FRIDAY__ - FOR SURE! __REVIEW! REVIEW! REVIEW!__ ==

__**For Today**__ -


 * Check and discuss side 2 (with all the problems) of the test review sheet handed out last week.
 * Continue the __**Tool Lab**__


 * __Announcements__**


 * **__NOTE: There has been an apparent problem with the "Political Science" doc I thought I had given to each student. If you started your own doc and turned that in, that is fine. If you haven't done it yet, GET IT DONE!__**
 * **We will be having a test on the work, power and simple machines this week.**
 * **The __test will probably be on Thursday__!**

__**For Today**__ -


 * Check and discuss side 1 (with the matching list) of the test review sheet handed out last week.
 * Continue the __**Tool Lab**__

**>>>>>>>>>>>>>>> 2-27 Mon (Day 111) **
__**For Today**__ - Hand out, explain and start the __**Tool Lab**__
 * __Announcements__**
 * The "political" science articles **writing assignment is due today! I HAVE GIVEN EACH STUDENT A DOCUMENT THROUGH GOOGLE CLASSROOM TO USE FOR YOUR WRITING ASSIGNMENT. TURN THAT DOCUMENT BACK INTO THROUGH GOOGLE CLASSROOM WHEN IT IS COMPLETED.**
 * **__NOTE: There has been an apparent problem with the "Political Science" doc I thought I had given to each student. If you started your own doc and turned that in, that is fine. If you haven't done it yet, GET IT DONE!__**
 * **We will be having a test on the work, power and simple machines this week.**
 * **Have the first side of the review sheet (with the matching on it) done for Tuesday and we will check it.**
 * **The __test will probably be on Thursday__!**


 * __Announcements__**


 * The "political" science articles assignment that was due for tomorrow (Wed) is pushed to next Monday. **__The writing assignment is now due on Monday!__**


 * __For Today__**


 * Continue working on the Pulley Lab today.


 * __Announcements__**


 * Inclined Plane Labs should be completed and handed in by now!
 * Check grades and discuss any issues you may have with mid-term grades!
 * **__Parent-Teacher Conferences are this__ week!** High School - Monday 3:45 - 6:15 and **__Thursday 1:00 - 6:00. NOTE:__** **I sincerely apologize that I will not be here for Thursday conferences due to family medical business. Parents can feel free to contact me via email or phone message and I will be happy to communicate with them or even meet with them at a later date that is convenient.**
 * There is a writing assignment due next Wednesday! See yesterday's post. **(__Now pushed to next Monday)__**

**>>>>>>>>>>>>>>> 2-17 Fri (Day 107) **

 * **__Parent-Teacher Conferences are next__ week!** High School - Monday 3:45 - 6:15 and Thursday 1:00 - 6:00


 * __For Today__**
 * Complete the Inclined Plane Lab and...
 * Write your group members on your paper
 * Staple your group's papers together
 * Hand it into the Daily tray


 * //__**"POLITICAL" SCIENCE!**__//
 * This is the first installment of my "political" science series for second semester. There is no denying that politics can impact the connection between scientific study and public access to the results of scientific study, resulting in a lack of public understanding of natural consequences to those political actions. I am not sure how often we will do this or to what extent we will pursue this, but we will get started for now.
 * Read the following two articles and write a response to them. This is primarily for your awareness an it is an open-ended assignment, but here are some aspects that should be part of what will be considered a top level paper. Start by meeting the requirements from the top of the list below and work your way down to the bottom to earn the grade you want.
 * **For a "C"**
 * Include your name, hour and title at the top of your paper
 * Summarize the articles and what you learned from them. Include some reference(s) to the articles, however, **__do not copy and paste segments of text__** into your paper!
 * **For a "B"**
 * Offer some analysis throughout the paper. That would be what you think of what you have read
 * Make a connection between the two articles
 * Color code your writing __in a manner consistent with the color coding guide from English (It is also posted on my wiki page)__
 * **For an "A"**
 * Make a connection between the articles and something covered in class
 * Describe what you envision as long-term potential consequence(s) resulting from what you read in the articles
 * The **due date** will be next week **Wednesday, Feb. 22**
 * **The articles [[file:Science of building The Wall.pdf]] [[file:Science Squelched.pdf]]**

If the ramp seems too high, or you are not getting a smooth enough transition from the ramp to the floor without the disk bouncing and going off course, then you can decide as a class what you think if the best height to make it work the most smoothly. Remember though, that you are going for __distance__ as well as going straight. If you have questions, frustrations, or concerns, please discuss them as a group and someone in the class relay that information to me via an email. Thank you.
 * __1-27 Fri__**

(We will roll this plan into Thursday) If the simple machines assignment from yesterday is completed, group up 3-3-3-4 and get started on the the mini motion engineering project. There are those 3 Hr Mint containers you saw me holding on Monday in the 3rd or 4th cabinet door on the wall starting from the end behind the safety shower. As you know, your groups will be graded against each other. To make it fair (control variables), each disk will be rolled down a ramp that will have the upper end propped on the lowest red chair in the room. Compare and measure them to determine this. Also, look around the room and see if you can find a special ramp with high sides on it. I believe I may still have a ramp with high cardboard sides somewhere in the room or in the back prep room. You can use that one to practice, or any other ramp for now to get started. This is a design and develop project in which you will keep working it and changing it to make it perform progressively better.
 * __1-25 Wed - SNOW DAY__**
 * __**Your task is to make it roll as far and as straight as possible. We will score 5 trials each and all trials will count**__
 * So... how are you allowed to alter the disk?
 * **You can add material to the inside of it for additional mass**
 * **You can add to the outside of it, BUT it must be able to fit within and roll down the special ramp with the cardboard sides, so you cannot make the disk much thicker than it originally is.**
 * One advantage you have is that you will see how your competitors' disks are performing throughout the process, so you will know how well your are doing by comparison in the race for the A+
 * HINT: Look into some things known as angular momentum, rotational inertia, and the flywheel effect. These concepts could help with success.
 * You have the rest of the week to work on this, all work will be done in class, and we will score them on Monday. GOOD LUCK!

Since I had a bit of an emergency and could not be there today, I will have you do the following assignment so we'll have it out of the way for later.
 * __1-24 Tue__**

Use this as an overview of work, power and simple machines. View it and answer the corresponding questions.
 * 1) What is a simple machine?
 * 2) What is compound machine?
 * 3) Define work and how is it calculated?
 * 4) Define power and how is it calculated?
 * 5) List the six types of simple machines and draw a graphic representation of them
 * 6) Draw an example of each class of lever.
 * 7) What is IMA and how do you determine it for a given simple machine?
 * 8) What is AMA and how do you determine it for a given simple machine?
 * 9) What is mechanical efficiency and how do you calculate it?
 * 10) What does it mean when it is said that no machine makes less work?
 * 11) What is the trade-off when a machine multiplies the input effort force? (In other words, what will you have to do more of when you get away with having to put in less force?)

[|Work, Power and Simple Machines power point] Here is a Google version if there are any issues with the one above.


 * 1-19 Thu**
 * We are wrapping up the geologic timeline and the semester in this manner.**
 * **Each student needs to write a 15 question multiple choice quiz with 3 or 4 answers choices for each question on a Google doc.**
 * **The questions should be clear concise questions with distinct correction answers. Do NOT write question for which you do not have a clear and accurate answer!**
 * **You can use item from the webquest we did on class and whatever questions that were generated and compiled on the Walk of Life Google doc the class collaborated on.**
 * **Title the doc __Earth History Quiz__**
 * **Have your name in the upper right hand corner of the doc**
 * **Include an answer key to your quiz**
 * __**This is due by noon on Friday**__ **- Make sure your share it with me, allowing me to edit it, AND please check the email notification so I get an email automatically sent to me. That gives me a message with a handy button that I can click to go directly to your doc without having to dig it out of my Google files.**

= = Complete the Geologic Timeline Webquest today Decide if there are item from the webquest that should be added to the timeline you have been working on. What could be used to represent the events in the timeline. Keep in mind that these should be feasible and realistically achievable. = =
 * 1-9 Mon**

We will shift gears a bit today and investigate the history of the earth in a different manner. This can tie in with the geologic timeline stuff you have been doing.
 * 1-6 Fri**
 * Go to [|Geologic Timeline Webquest] and complete the [[file:Geologic Time Webquest.PDF]] as you do this activity.

Continue working on the Google Doc "Walk of Life" that we have been working on before break. Continue to find the answers to the questions and review/scrutinize the questions in terms of how relevant and worthwhile they are to what we are trying to accomplish.
 * 1-3 Tue**

After completing the DNA to protein activity in class is completed and handed on, try this [|DNA to Protein Order] activity on Quia
 * 12-14 Wed**


 * 12-6 Tue **
 * Finish the discussion of the DNA to protein questions from last Thursday.
 * View the following videos to see what the 4 levels of protein structure are. List and describe the 4 levels in your notes. This will be handed in for points.
 * media type="youtube" key="-a6JPEFg3lg" height="360" width="640"
 * media type="youtube" key="gWM7S0Mpvtg" height="360" width="640"
 * To get a good sense of different types of proteins and their functions, check out this site and explore it! [|Types of Proteins]

Discuss the answers from last week's DNA to protein questions.
 * 12-5 Mon**
 * Do this [|DNA to Protein Order] activity. You get only so many tries to get it correct before you get kicked out of the activity.
 * To get the flow of how DNA genes make proteins, check out this site and do some transcription and translation of your own. Transcription and Translation Interactive

media type="youtube" key="Y6E5Euli2Fc" height="360" width="640" media type="youtube" key="2FY9Yg85JHM" height="360" width="640"
 * 12-2 Fri**
 * This is a little on vaccines for your interest**

media type="youtube" key="41_Ne5mS2ls" width="420" height="315" media type="youtube" key="Ynmxwqiv7j8" height="360" width="640"
 * 12-1 Thu**
 * DNA to protein: Learn about how the message held in DNA eventually become molecules that make up a body and allow bodily processes to occur.
 * View the presentations linked below. Write and answer the following related questions in your notebook as well.
 * 1) What is DNA and what is its main purpose?
 * 2) What are the types of RNA mentioned in these presentations and what is the role of each?
 * 3) What is transcription?
 * 4) What does it mean to say the DNA and RNA strands are complimentary?
 * 5) What is translation?
 * 6) What are the four letters that are represented in the strands of DNA and RNA, and what do those letters represent?
 * 7) What is a codon?
 * 8) What is an anti-codon?
 * 9) What is an amino acid?
 * 10) What make up the “sides of the ladder” in the DNA and RNA structures respectively?
 * 11) What make up the “steps of the ladder” in the DNA and RNA structures respectively?
 * 12) What is the role of the ribosomes?

Here is another link that has a lot of supplemental information on it. []

Do the following [|Cell Quiz 2] After the quiz, do the following to add to today's discussion.
 * 11.29 Tue **
 * Discussion**
 * Quickly review what we discussed yesterday - Questions?
 * Briefly discuss mitosis and cancer
 * View the following videos as a basic background
 * media type="youtube" key="IeUANxFVXKc" height="360" width="640"
 * media type="youtube" key="8LhQllh46yI" height="360" width="640"


 * 11.28 Mon **
 * We had a discussion today about the stages of mitosis and drew them on the board.
 * We continued the discussion with the following
 * compared/contrasted mitosis and meiosis
 * body cells v. gametes
 * diploid v. haploid


 * THANKSGIVING BREAK!**


 * 11.23 Wed **
 * You will work on how one cell becomes another. This should be a bit of a review from 6th grade science and Human Growth and Development. Read the short descriptions, view the illustrations and ultimately draw the progression of cell division for mitosis and meiosis. The video posted below gives a rather detailed version that may be helpful. There is audio with it, so you will need earbuds/headphones.
 * [|Cell Divsio]n
 * media type="youtube" key="zGVBAHAsjJM" height="510" width="854"
 * Here is a nice animation of mitosis in which the viewer can control to speed of the sequence.
 * [|Mitosis Animation]


 * Here is a nice review game for cell division. You have to put the correct description and diagram together and then "Evaluate". [|Division Stages and Descriptions]

__** 11-22-16 Tue **__

 * Hand in cell tutorial notes
 * List of cell structures and their functions
 * Drawings of animal and plant cells
 * Here is a [|3D Cell] See if you can identify the structures and describe their functions before you click on them and get the answers
 * Play cell games today
 * [|Help Gabrielle]
 * [|Cell Turnover]
 * [|Build an Organ]

__**11-16-16 Wed**__ Start to review and build on your understanding of cells
 * View the following [|Cell Tutorial] site and read about prokaryotes v. eukaryotes. List and describe the main characteristics of each. Then look at plant v. animal cells. Draw a diagram of a plant cell and an animal cell and label the position, form and function of each structure in each cell. You can omit the extra structures that are not on your main structure list that you already have. Try constructing a cell at the end of the activity. Keep your cell notes and diagrams for review and discussion.

__** 11-15-16 Tue **__ Several papers are handed back today and discussed There will be a quiz on Monday on the following:
 * Leaf terminology
 * Using a dichotomous key to ID a leaf
 * 7 characteristics of living things (our list)
 * 7 levels of taxa

__**11-14-16 Mon**__
 * Use the following [] website to do the worksheet __//Classification-Practice with Taxa//__ given in class.
 * Here is the [[file:Taxonomy-Practice w Taxa.pdf]] worksheet

__**11-2-16 Wed**__
 * **Start the ID process today by learning some important terminology**
 * **Visit the following sites and take notes (including drawings) on the information that will help you distinguish among the various types of leaves**
 * **[|Basic Leaf Terminology]**
 * **[|Types of evergreen leaves/needles]**
 * **Check out [|more leaf stuff] to see what whorled arrangement is and the terms for the vein patterns in leaves**
 * **This site focuses on the difference between [|serrated and smooth margins]**
 * **Number the leaves we gathered and start identifying them. Use the following resources to help you do so.**
 * [|Tree Leaf ID Guide]
 * [|Quick general guide to evergreens]

__**11-1-16 Tue**__
 * **Go outside to gather leaf samples for identification**
 * **Explain how to process the samples by pressing leaves. Process the leaf samples**

__**10-31-16 Mon**__
 * **Discuss taxonomy and the answers to the items posted below for the taxonomy assignment.**
 * **Use the concept of a "dolphin" to show how confusing a name can be**
 * **Review vectors and do one vector hunt for extra credit**
 * **After the vector hunt, do the following for tomorrow**
 * **Read the following page and consider the characteristics of living things to determine your position on whether or not a virus is alive (Even top scientists have an ongoing debate about this)**
 * [|Is this virus thing alive?]
 * Write a well-organized paragraph that gives some examples of why a virus might be considered alive, why it might not be considered alive paragraph. Also, give your position and your most convincing reasons to support your position. **This is due tomorrow!**

__**10-28-16 Fri**__
 * **Before we begin today's stuff on taxonomy, exchange dichotomous keys with another group and run 3 items through the other group's key. Give the other group feedback on how effective their key is - strengths, weaknesses, or other helpful observations.**
 * **Related to classification is the concept of taxonomy. Do the following exercise to familiarize yourself with taxonomy and taxa**
 * Be able to answer these questions about taxonomy.
 * Why do we need a system of classification?
 * What is a hierarchy?
 * What is a taxon?
 * Read some background on the development of scientific classification. Take notes on the important points for future discussion. Background on scientific classification
 * Be able to list the levels of classification in order from most general to most specific Here is link that summarizes levels of taxonomy
 * (For later?) Go to the following site and complete the worksheet given in class.
 * Practice with Taxonomy

__**10-26-16 Wed**__
 * **The final stage of the Life Essay has been posted on Google Classroom. There is a little extra that I am asking for before the document is turned in, so pay attention to the instructions. __The deadline has been extended because of this addition.__**
 * **Check the** **Pamishan Creatures ID activity**
 * **Hand out and discuss the Biology Lab Utensil Key activity**

__**10-25-16 Tue**__ > feel free to print this off to do and hand in tomorrow. Clearly number and record your identification answers on the back of the key or on your own paper.)
 * __Today__ - We will be discussing and using a dichotomous key to classify some items**
 * **View this video of the basics of a dichotomous key**
 * media type="youtube" key="hQZ09SkmZe4" height="480" width="854"
 * **Do this activity in class and hand into the daily tray. (**For students who are absent today,
 * [[file:Dichot key-Pamishan.pdf]]
 * View following video for reinforcement before our next activity
 * media type="youtube" key="1MaY4SsOGdE" height="480" width="854"

__**10-20-16 Thu**__ > [] > [|http://glencoe.mcgraw-hill.com/sites/983409339/student_view0/chapter26/animation_-_miller-urey_experiment.html] > [] > > 1. Describe some important people and/or events that helped launch the early study of cells and the further development of cell theory. (Include a time reference with your answers) > 2. Describe the procedure and significance of Louis Pasteur’s classic experiment. > 3. What is abiogenesis and why was it a controversy? > 4. What was the Miller-Urey experiment about and what is its significance in the studying life?
 * Reminder: Bring in footwear and clothing for going outside! IT WILL BE GETTING COLDER!**
 * __Today__**
 * Finish discussing "Is This Thing Alive?" (The corn kernel)
 * Do Specimen ID Lab 1
 * You will start on a 1 page essay that answers the items numbered below and summarizes the key ideas related to the information presented in the links provided. Do not merely answer the questions! You will continue this the following class period..
 * You will start on a 1 page essay that answers the items numbered below and summarizes the key ideas related to the information presented in the links provided. Do not merely answer the questions! You will continue this the following class period..

__**10-12-16 Wed**__ 1. Finish checking the chemistry test 2. Revisit the items we gathered from outside and make updated observations about them. Observations to your Google doc from before. 3. View this image and answer the survey question about it. The link is below the picture. 4. [|Corn survey question]

5. Your Life Essay should be complete and shared with me, allowing me to comment. Visit the following sites and generate a list in your notes of the __ main __ characteristics of living things. What makes something "living"? [|Characteristics of Living Things] [|More Characteristics of Living Things] [|Still More on Characteristics of Living Things] [|The Last Link on Characteristics of Living Things]

__**Fri 10-7-16**__ 1) Watch these videos then work together to balance the nuclear equations on your worksheet media type="youtube" key="CjmUiovLMKQ" height="360" width="640" media type="youtube" key="HkfCGYDR8VI" height="360" width="640"

2) Do the worksheet on balancing nuclear equations 3) When you are done ask the teacher to display the answers on the overhead for you to check your own 4) Watch this video on doing half-life problems media type="youtube" key="ekoQTOI_9js" height="360" width="640" 5) Ask the teacher for the Half-life problems worksheet and work on them together for Monday 6) Ask the teacher for the "Potsdam" handout and read it for Monday

__**Thu 9.22.16**__ These sheets have been handed out over the past 2 days


 * Thu 10.5.16**
 * Nuclear stability and nuclear decay
 * View the following video and discuss
 * media type="youtube" key="dIYXu7QsplQ" height="360" width="640"
 * Hand out the following notes and worksheet about nuclear decay. Discuss balancing nuclear equations
 * Do the worksheet in balancing nuclear equations for Friday
 * Additional viewing
 * media type="youtube" key="ZZPZfDnJaGM" height="360" width="640"