We reviewed the statement from last day: "Scientist should not be permitted to combine genetic information from different organisms to create new life forms. This kind of research should be banned in Canada." We started the video, "The Clone Age" (click here for the movie link) and discussed ethical issues behind cloning and students took notes on pros/cons. We will finish the video next class.
Students handed in their graph for the osmosis experiment using carrots in different salt concentrations.
We reviewed the statement from last day: "Scientist should not be permitted to combine genetic information from different organisms to create new life forms. This kind of research should be banned in Canada." We started the video, "The Clone Age" (click here for the movie link) and discussed ethical issues behind cloning and students took notes on pros/cons. We will finish the video next class.
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Mr. Tenisci was covering for Mrs. Arcuri for the beginning of this block while Mrs. Arcuri was finishing her senior buddy visit with the 8-3 class. Mrs. Tenisci
We reviewed the experiment data that we discussed last day on the osmosis through carrot plant tissue. Students reviewed the data table from last day and then graphed the average change of mass from osmosis through carrots vs salt concentration. HW = complete the Osmosis in Carrots vs Different Salt Solutions Graph, due Thurs We discussed the answers to the Osmosis and Diffusion Inquiry from last day. We then looked at osmosis through carrot plant tissue. Thanks Haley for doing the experiment for us and giving us the data. We discussed trial data and averaging trial data, using Haley's data. Students created their own data table with just the average data from the experiment. Students will be given more class time to finish the graph for the averaged data of osmosis through carrot plant tissue next class.
We reviewed the terms diffusion and osmosis and discussed examples of both. We read page 29 in the textbook and had a brief discussion on how kidney dialysis is an example of diffusion - molecules moving from high concentration (a lot) to low concentration (not a lot).
Students completed the lab 1.9 Observing Diffusion and Osmosis (page 29-31 in textbook), click here for a copy of the lab. The big question we were looking at in this lab: Which molecules move through a dialysis membrane? HW = complete the questions and identify the three types of variables (at least 5 controlled) for the lab 1.9 Observing Diffusion and Osmosis. Due Wednesday. Students read page 25-27 from their textbook and then defined the term osmosis, in their own words. Partners then worked in the lab and completed the Osmosis in Potato demonstration and question sheet. Click here for the answers to the potato demonstration questions. Partners also started the Inquiry on Diffusion and Osmosis from the textbook, see page 29-31.
If you are looking for a detailed description on how nutrients, waste, and water get in and out of the cell, click here. Students completed a self assessment for the Yeast Reproduction Inquiry Experiment and then handed it in. Please make sure your experiment is handed in.
Today students redid their data table and made their graph for the yeast reproduction inquiry experiment. Students then wrote their discussion and conclusion for the experiment.
HW = Yeast Reproduction Inquiry Experiment completed for Tuesday's class. Students worked with their partners from last day and their data for the yeast inquiry (see last day). Our inquiry question: What makes yeast reproduce? Students will work on their discussion/conclusion for this experiment next class.
Many students were absent today, due to all that snow! Mrs. Arcuri handed back the Living Things/Cell test that students wrote before the break. We used this class for students to go through their test and if they needed review they used an app on the IPADS (I Cell) to review.
If you are needing to rewrite the test then you need to do your corrections and study. Rewrite test will be next Tuesday at lunch. |
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