At first we talked about how Mr. Finley knows about all the tricks we do with the homework and extra credit where we say my computer isnt working. He said that he knows that we are lying and that he isnt going to fall for it. for extra credit Mr. Finley wants us to come to him and tell him what we did. he also wanted to make sure that we remember to put our initials on our blog and blog comments, so that he can give us credit. we have to at least 1 blog comment now, but 2 blog comments next blog round.





today we talked more about cellular resperation:


Carbon dioxide comes from glucose.


when you breathe in oxygen, you breathe out the same amout of carbon dioxide.


we get the carbon dioxide from the food that we eat and the glucose in our food and the glucose goes to the miticondria in the cell and the glucose uses the oxgen and produces ATP.


when this happens our body gets rid of water and CO2 and water. we breathe out the CO2 and when we are not sweating, we "waste" the water by using the bathroom.





when you run 5 Ks, you dont only use the food that you ate that morning, you also use the glucose that you store. that is why people who work out a lot are skinny because they burn off the stored glucose.





ATP- a form of energy that we use. It is when the glucose breaks down and creats energy which is ATP.





We planned our labs.


you would need to provide this organism with food and water.


the food that you would need to give it is something with glucose.


with organisms that are in water we would need to out it in water because that is how it is going to get the oxygen because of the equation H2O.


there is plenty of oxygen in water for us to breathe, so why cant we breathe underwater?


we cant because we cant seperate water from the oxygen.





our dependent variable in the experiment is how big the clump of bubbles is.


the independent variable in the experiment is amount of organisms (for our group)


Possible independent varables:


-amout of glucose


-temperature


-light


-color surroundings


-amount of organisms

A.D.M. (Alysse Machalek)

Jan. 26 2011

Today in class, Mr. Finley checked our homework. Then, he asked us about the formula from yesteray. it's C6 H12 O6+O2=co2+energy=H2o. then he asked was the equation balanced? one student said, no its not balanced. so, the new balanced would be (6H12 06+602=602+6H20=ATP. he also asked the class if this formula looks fimilar, which it does, its the same as photosynthesis but only backwards. Remember photosynthesis is 6CO2+6H2O+light energy=C6H12O6+602! mr finley asked a question, can we surive without the sun? my group saids no because there will be no photosynthesis for the plants to get oxgen for us to breath in. then, how about eating animals? we said no because animals also eats plants and the plants have the light energy. the last one was, can we eat lions then the lions cant eat us? i said no because in the circle of light, we cant skip a step, also the animals need to eat plants to get energy form the gulcose. also, do we get energy from sun? yes! of course we do! without gulcose, we cant get energy from the sun. why should we eat before a sport event? because the sugar gets disoved said one student in the class we finaly went over our homework, the question was, what is the purpose for photosynthesis? i said to create gulcose which was the correct answer. what is the form of energy we can use? A.T.P! the other question on the homework was, whats the organelle for photosynthesis it was chlorplasts and cellular respiration which is mitochondria. the products in cellular respiration is gulcose and energy. thats what we did in class today! =)

-J.B period 4 =)

January 25

GLUCOSE

Today in class we started out by answering some questions in our notebook, while Mr. Finley checked our homework from last night. These are the questions:

Imagine that we just landed on a new planet. Scientists suggest that we start planting green plants as soon as possible.

1) Why would they suggest it?

2) What would we need to know about the planet before we wentwith this plan?

3) Could plants survive in an enviroment with no oxygen?

*Homework quality improved, keep up the good work :)

This is what our class disscusion came up with:

1) Scientists would suggest this so the plants could start photosynthesizing, so the humans there would get the oxygen-glucose that they don't need, so that we could breathe.

2) We would need to know if the planet had water, co2 and sunlight so the plants could perform photosynthesis. You would also need to know if the surface had fetile soil, the plants could grow.

3)Plants could live on a planet without oxygen, because they don't need it for photosynthesis. (the gas not water) But Mr. Finley says plants COULD NOT survive without oxygen.

When we looked back at our notes from last night, we realized cellular respiration is how we get energy. The glucose and oxygen forms a chemical reaction producing energy.

Mr. Finley built "glucose" out of a stick of expo markers. He asked us what we needed to break it down, and it is oxygen. The point of breaking it down is to help you power your cells, its energy. The form of energy is ATP. It is an element.

So back to the question: Plants need oxygen to break down glucose !!!

Another question: Do plants use glucose like we do? Yes they do because they make it.

We are different from plants because they make glucose, and we eat glucose, that we get from food.

To get most of our glucose, we should eat fruits and vegetables and pasta( or bread) because they are from wheat, which is a plant! DING DING DING (lightbulb pops up in your head)

* anyword that ends in "cose" is SUGAR

for cellular respiration we need: OXYGEN AND GLUCOSE

C6 H12 06 +02->C02+ Energy H20 In cellular respiration we end with the reversed result of Photosynthesis.

Also the month is coming to an end so don't forget to make your blog comments.

N.Z

January 24,2011

The beginning of the solution of photosynthesis are called reactants and the ending solution are called the by-products. The byproducts are oxygen and sugar. The solution is C6+H6+O6 yields C6+H12+O6. It has to equal in the end because you have to come out with the same mass in the beginning as in the end. What makes up the mass of a plant: The food, water, and the carbon dioxide.



Now we will split up into three groups.



In my group Mark, Carolina, and Chloe are the leaders. Me, Natalie, Alysse, Laryssa, and Corrina are participants. We had to front back up for this experiment.



We had to do push ups, sit ups, and to run in place for a solid 3 minutes. it was very tiring.



That is all that we did in science class today.

1/20/11- Light Experiment

Elodea

First, we discussed the problems we had in the experiment yesterday to make sure that it didn't happen again today. The problems that we had were that the Elodea wasn't big enough and it floated, oxygen bubbles were counted even if they weren't coming from the stem, and the amount of sodium bicarbonate in each test tube was different in each group, which caused different results. Also, if you crushed the sodium bicarbonate on the table instead of a peice of paper, it lost mass because some was left on the table when it was swept into the test tube.

Next, we did the experiment. These were the steps in the light experiment;

1. Set up the experiment. Put .3g of crushed sodium bicarbonate and 20ml. of water into the test tube. Crush the end of the Elodea and place it in the test tube with the stem facing up. Plug in the lightbulb. After that, use tape to mark 10, 20, and 30 cm away from the light source. Place the test tube 10 cm away from the light.

2. Start the timer and count the oxygen bubbles coming from the crushed stem for 4 minutes. Record the results.

3. Repeat step 2 but at 20cm. away from the light. Record the results.

4. Repeat step 2 but at 30cm. away from the light. Record the results.

The results for the experiment were....

10cm- 1 oxygen bubble

20cm- 3 oxygen bubbles

30cm- 6 oxygen bubbles

M.K.B.

things are moving under the microscope!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

First today Mr. Finley asked us about our homework and people asked questions like were the questions for your group or the group that did it right and it was for your group.
Mr. Finley also gave us back our quiz's.
He also said that it you hav extra credit to come to him and make sure that it is up to date and you are getting all of your points you earned.

Today what we did was look at an elodea under a microscope. Under the microscope my group and I saw green, scales, and some veins in the leaf and a black line. MAKE SURE YOU START ON LOW FOCUS WHEN YOU ARE USING A MICROSCOPE. Even on low power we saw someething that looked like building blocks on it.
When we looked at another group there was some paramecium.

Also when I looked at Mark's microscope there was some moving things called Paramecium it was soooo cool!!!!!!

R.K.

1/14 A Little Late...

Sorry guys, I'm a little late. This is for friday the 14th 1/14.

We talked about our homework wich was review on balancing equations. These are the answers to the homework if you need to correct it:

1. 2Na+2H2O -->2NaOH+H2


2. Zn+2HCl -->ZnCl2+H2


3. 4Fe+3O2 -->2Fe2O3


4. 2Al+3FeO -->Al2O3+3Fe


5. 2K+Br2 -->2KBr


6. C10H16+8Cl2 -->10C+16HCl


7. P4+5O2 -->2P2O5


8. C7H16+15O2 -->7Co2+8H2O

By now everyone should understand how to do that. If anyone needs help with balancing equations here are somethings you can do:

• Talk to Mr. Finley for extra help during homeroom, studyhall, and before or after school.


• Ask a student that understands how to do it to help you with them in front of Mr. Finley during studyhall or homeroom.

Then we talked about the equation for photosynthesis.

• sunlight+6Co2(carbon dioxide)+6H2O(water) -->C6H12O6 (sugar)+6O2(oxygen)

Then Mr. Finley asked us "What are plants made of?".(According to "You are what you eat".) We replied that ,according to the equation, plants use gases and liquids. Then Mr. Finley went around and handed some students the eleodea we were going to test. He asked if it was solid, they said yes. But how could something that in takes a liquid and gas be solid? The plant takes in carbon dioxide and water, but produces sugar and oxygen. So the sugar helps the plant grow and to be solid. The plant just lets out the oxygen just like humans and animals let out carbon dioxide.

Mr. Finley gaves us a packet for the experiment we are going to do. We answered questions 1-5 on the first page. After we finished and went over the questions, we talked about the experiment we are going to do. Once we finished discussing it the bell rang and we had to go to lunch.

E.M.

ATTENTION ALL CLASS MATES! you have to comment on any blogs in our class period in by Jan.31 for homework! we also got our test back and i would like to congrats TIM AND MARK for having over 100% SARA for having 100% and TORI,COLIN,GARRETTE, AND ELIZABTH. CONGRATS GUYS AWESOME JOB!!!!



Anyways today in class we started our ELODEA experiment. Are materials that we used in the experiment was 20 m. of water and codiun bicarbonate some part of the class has less amount of tablets then other people,so that we can see who's plant can see how many bubbles come out of the plant. the order that we did the experiment is that we did:



First: weigh the tablet



Second: we crush up the tablet until it turns into dust( make sure to crush the tablet on paper or something that wont change the weight)



Third: after u crushed up the tablet weight it again so that u have the same amount as you had before.



Fourth: we ruins out our test tube then dry it, after that Finley gave use a special water to put the tablet and plant in.



Five: then we but the tablet in the test tube before the water.



sixth: poor in the special water CAREFULLY if you have a big amount of tablets it might be fizzy



eight: put the plant in the test tub....wait a min. then start counting the bubbles for 5 min.

and thats how we did the exparment!

please comment! <3



L.C

First, we talked about photosynthesis. We said how plants use it to make food, how it absorbs energy for light, and how it converts sugar to air. We also said how clorophyl and chloroplasts give plants green color, how the energy stored in sugar breaks it down, and how once oxygen is done it pairs in two. We also talked about some elements like H2O which means water, but more specifically 2 hydrogen and 1 oxygen. Also, Fe2 which is 2 irons, Si02 which is 1 sillicon and 2 oxygen, and Cl5 which is 5 chlorines. We also talked about how in order for it to be a particle it must be a capital letter. We made it a little more difficult by adding a number to the front of an element. For example, 3 H2O which I thought meant you multiply the amount of hydrogen and oxygen by the number in front of the element. Some other people thought it was 3 sets of H2O. It turns out we were both right because there are 6 hydrogen and 3 oxygen, but there are also 3 sets of H2O. To figure this out we made a model of an element with Legos. We made 3 to prove our theories. We watched this in 6th Grade and it really helped us learn in a fun way:http://www.youtube.com/watch?v=C1_uez5WX1o
-Timpi

January 7,2010

(picture above-photosynthesis)

Today we began class looking at our homework. Everybody thought it was pretty simple to understand. We had to summarize the main points about a website we looked at on Mr. Finley's website under Thursday's homework. We went around the room and shared one main points

here is what we had...

PHOTOSYNTHESIS- is the process in which plants make food

GUARD CELLS around the stoma help it open and close and let things in and out

-Using the suns enery and carbon dioxide to make energy

-the cell needs water, sunlight, and carbon dioxide

-plants use photosynthesis to make food

-small opening at the bottom of the leaf is the stoma

-chlorophyll make the plants green

-photosynthesis helps us too by giving us oxegen

-part of photosynthesis takes place in the chloroplasts

-chlorophyll absorbs energy from the light

-water goes through the roots and the tubes in the stem

-chemical reaction occurs between the water and carbon dioxide creating sugar and oxegen

-the energy is stored in the sugar and can be broken down later

-water is stored in vacuoles

-plant dosn't need oxegen so it releases it

Experiment-

Mr. Finley filled up a graduated cylinder with water. It weighed 244.5 grams. The second graduated cylindar 50.3 grams. He put the sugar in the second graduated cylindar and it weight 80.7 grams. The sugar weighs 8.7 grams. (80.7 grams of sugar and cylindar-50.3 grams of cylindar= 8.7 grams of sugar) The the sugar in the cylindar with water will weigh approx 253.2 grams with sugar.(244.5 grams of water and cylindar+80.7 grams of sugar=253.2 grams of cylinder, water, and sugar) When we weighed it it was exact!!!

MASS- is the value of the amount of stuff (particles)

-Sara Misiukiewicz

First, we talked about technology help. Because they changed the website halfway through the year, people have been having alot of trouble. Mr. Finley said the first thing to try would try different brousers. There are many free browsers out there that could work for you. Also, he said to try signing in. He has told many people reciently to try this and it has worked. Mr.Finley said that he will always try to reply to an email or a txt message. If he doesn't, he said to try because he wont take pionts off. Finally he said to have someone that hasnt had tech. trouble to help you if you ever get stuck on something.



Before we began going over our homework we talked about our graph. we talked about each cell and what it did in the water and what it looked like. In the isotonic solution, the cell stayed the same and the appearence stayed the same too. In the hyoptonic solution, water went into the cells and the cells looked like they expanded. In the hypertonic solution the red blood cell and the paramecium cells water went in and the cells shrunk and shriveled. The plant cell was different. The inside of the cell shrunk when the cell wall stayed the same. Water went out of the cell as well. Also, we talked about a pattern. This pattern was that in a hypertonic solution, animal cells shrink and shrivel where as only the inside of the plant cell shrunk. When a cell shrivels up, it means that water is going out. The last thing mr. Finley brought up before going our homework was an extra credit project. He said thet we could take a cereal high in iron and mash it up into a fine powder. Then using a strong magnet, go across the cereal. If you do this repeatidly, iron will begin to collect on the magnet. Mr. Finley said that if you make a video of this, he will give you extra credit if done correctly.


Finally, we began to go over our homework. We went over each question quickly and finished right before the bell rang.

-Colin F()r83$

1/5/11

First off, we went over last night's homework "Troubles with Concentration". The cells were isotonic to each other. A would isotonic to the cells because they had the same concentration. B would be hypertonic to the cells because it has a higher concentration than the cells. C would be hyoptonic because it has less concentration than the cells.

On the bottom, the oval with the nucleus inside of it was the cell and anywhere outdside of it was the cell environment. A was hypertonic because there was 5% of something in the cell environment compared to the cell which had 2% of something. B was isotonic because the cell and the cell environment had the same concentration. ( 2% of something in the cell and the cell environment) C was hypotonic because compared to the cell, the cell environment had less concentration of something than the cell. (o% to 2%)

Then, we did a lab to see what would happen when we placed cells in liquids that were isotonic, hypotonic, and hypertonic compared to the cells on this website -http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS03/LS03.html

Lab Above ^

Be sure to fill out the table/graph and the seven questions (clipboard icon).

Key Terms

Isotonic- Solution has an equal concentration compared to something.

Hypotonic- Solution has a lower concentration compared to something.

Hypertonic- Solution has a higher concentration compared to something.

Concentration- Amount of a material in an area.

Tim S.

Period 4

Isotonic. Hypertonic. Hypotonic.

Now we are back on track at school and i hope everyone had a great vacation! When we came in today Mr.Finley told us about the new website updates! If you look over at the school website somethings have changed. Its not a big deal but the URLs have changed. So if you put Mr.Finley's(or any other teacher's) web page as a favorite/bookmark, you are going to need to change them. Sorry for the inconvenience. Now lets start the science!

Yesterday we talked about ACTIVE TRANSPORT and some of us were lost because we don't recall learning about ACTIVE TRANSPORT. So today in class we read page 60 in the Science Text books. We read a little bit about ACTIVE TRANSPORT. What is ACTIVE TRANSPORT you ask? Well ACTIVE TRANSPORT is the process of using energy to move materials through a membrane. After we read one page and took notes we put the books away. Afterward, Mr.Finley told us to take out our homework. Last nights homework was to explain/draw examples of ISOTONIC, HYPERTONIC, and HYPOTONIC.

What do those words mean highlighted in blue??!!?Well here are the definitions of ISOTONIC HYPERTONIC and HYPOTONIC.

Isotonic-a liquid solution that has an equal concentration compared to something.

Hypertonic-more concentration; higher concentration than something else

Hypotonic-low concentration compared to something else.

Remember when you are talking about the 3 new words above they are ALL LIQUIDS!!!!!!!!!

Now, an example of hypertonic and hyptonic is when you don't mix ice tea correctly. When you don't put enough ice tea mix/powder then it is hypotonic because it has less concentration and it just tastes like water. But then, if you put too much powder/mix then its hypertonic because it has more and tastes super sweet! An example of isotonic would be the perfect ice tea that isn't too sweet and isn't too bland. Its equal!!

Here is an example of ISOTONIC. Lets say you have two cups of tap water and one was in a big cup and another was in a small cup. The big cup of water had 0.2 grams of salt per 1 ounce. Then if you pour the same water into a smaller cup its isotonic because it has the same concentration, nothing has changed about the ratio of 0.2 grams of salt per 1 ounce.

After explaining isotonic, hypertonic, and hypotonic and hopefully almost everyone got it, we were dismissed.

C.L <3

Finley Period 4 (1/03/11)

We made a concept map on diffusion. We learned about how active and passive diffusion are different or alike. We also gave many examples. We also learned what hypotonic, isotonic, and hypertonic means and how you could remember the difference between hypo and hypertonic.