Blood Types

In class today, we started talking about blood types. There's blood type A, B, AB, and O. All the types are different, but all have the same basic structure. Below is a picture of a blood cell. There are different types of blood cells and different parts of a cell.
Types

-Reb Blood Cells: they transport oxygen to, and remove carbon dioxide from, the body tissues

-White Blood Cells: fight infections

Parts

-Platelet: help the blood clot (Ex. you get a cut and it scabs over)
-Plasma: contains salts and different types of protiens

We also learned that there are different blood grouping systems. As I stated in the beguining, there are four types of blood types which go in to groups. The four groups are A, B, AB, and O. The following will show and tell you how they are in these groups.
Group A
In group A, there's A antigens present and B antibodies.

Group B
In group B, there's B antigens present and A antibodies.

Group AB

In group AB, there's A and B antigens present and NO antibodies.

Group O
In group O, there's NO antigens present and A and B antibodies present.

We also talked about people with certain blood types can only recieve blood from someone with a certain blood type. People with certain blood types can only give to other people with certain blood types. Look below for a better example.

Some people may be asking, "Why do we need to know this?" or "What does this matter? I know I'm not going to become a scientist or a science teacher." Well, what if you do become a scientist. You will have to know which blood type will go to which person after a blood drive. If you don't know what blood type the blood is, the wrong blood will go to the wrong person. That person will then have their original blood cells fighting the new blood causing the red blood cells to break and contents leak out which are toxic.

One thing that may be difficult would be figuring out which blood type will work for which person when they distribute the blood. If you need help with this you can study the table above. If you still need more help, go in and ask for extra help or ask Mr. Finley for help.

For more information you can go to the website we used in class today.

www.nobelprize.org/educational/medicine/landstiener./readmore.html

EM.

5th Blog

April 18, 2011

Welcome back to school! Today we began class when Mr. Finley told us that we were going to be tasting the flavor of new gum! Each person chooses a piece of paper which had the flavoring on it. Everybody put the piece of paper in their mouth and wrote down their description. This was my description...

The flavor tasted bitter. It tasted awful and it had an after taste. The flavor was way too strong and didn't even taste like it was supposed to be a flavor of gum.

Then everybody compared what they tasted. Some people said it was bitter and some didn't taste anything at all. Mr. Finley gave us 2 options:

1) Tasted like nothing or just paper

2) It tasted bitter

Most of the class raised their hand for the second option. Then we found out the truth: we were not tasting the new flavor of gum. It was a special chemical (that would not harm us) that only some people can't taste.

Then we answered these questions with our table:

• What is the phenotype?
• What are the genotypes?
• Which trait is dominate?

For the first question we said that the phenotype was being able to taste it or not taste it.

For the second question our table said that the genotype was either BB, bb, Bb, or bB. The b represents the bitter taste.

For the third question we said that being able to taste the chemical was dominate.

BB was homozygus (same thing) dominate- could taste

bb was homozygus (same thing) recessive- could not taste

Bb and bB were heterozygus (different)- could taste

Then, Mr. Finley showed us 4 test tubes of blood. We all agreed that they looked the same. We listed the 4 blood types which are A, B, AB, and O. We are going to learn more about this tomorrow.

-Sara M. :D

Round 5

Pea Genetics and Heredity

We started class by going over our homework. The big idea is that we inherit physical and personality traits from our parent and other people in our family. We continued with our pea experiment. If you weren't able to get all the peas the same, you have to continue. If you did, you have to start over. In my group, we started with 2 wrinkled peas,one yellow, and one green. The first four times, we breeded two children that were exactly the same and the last time, we self-breeded one pea. Big Question: WHAT ARE WE DOING? Answer: We're developing a model to predict what the next generation will look like. Sample Prediction for breeding a wrinkled green and a smooth yellow: 2 green, 2 yellow, 2 wrinkled, and 2 smooth.

Science is about:

• Elimanating the wrong answers


• Finding a pattern


• Sharing ideas

It's NOT about being right.

Nobody created all of science.

CC Blog #4

Splitting Up Into Groups

Mr. Finley is splitting us into different groups.

Group 1: Complete pg. 97

Group 2: At the front reviewing worksheet and look at cells.

Group 3: Completing simulation and taking notes. - 1. go to cellsalive.com 2. click on mitosis 3. write important steps for each stage write key terms

I am in group 1 right now...

1) How long does the growth phase of the cell cycle take?

2)How much time does the cell cycle spend in Interphase?

3)What total length of time it takes for the skin cell to complete 1 full cell cycle?

4) What phase of the cell cycle takes about 8 hours?

5)Suppose another type of skin cell takes 44 hours to complete one cell cycle. If all of the phases are proportional to the length of time shown in the diagram, how long will the preperation for the cell division phase last?

6) According to the diagram, what is the 2nd stage of mitosis?

Answer Key:

1) D- 10 hours

2) C- 21 hours

3) D- 22 hours

4) A- DNA Replication

5) B- 6 hours

6) B- Metaphase

7) We can account for these numbers because the cell spends the most time in interphase. So more cells will be in inter[hase. Then since it takes less time for mitosis to happen less cells will be in mitosis.

8) You could use an onion root and put it in different temperatures.

Now I am in group 2...

1) Why would we expect the onion root to be dividing?

We said the onion root would be dividing because it needs to grow so it can gather more water for the plant.

2)What are the dyed objects inside the cell?

Chromosomes.

3) Is there evidence of cellular division?

Yes because you see that the chromosomes are in different phases and in different places and that means that they are going through the different cycles and in the different phases they look different.

We didn't finish all of it so the other info on the other group will be posted tomorrow...

R.K. (4th time)

Period 4 Microscopes Friday, March 4

Do you know who your group leader is?
Mr. Finley started something new and now each group MUST have a group leader!!!

We went over the questions we did on Tuesday.

Question answers
3.1

1. Cell division is important becasue it helps multi-cellular orgainisms to grow develop and repair. Single-celled organisms use cell division to reproduce.
2. Genetic material in cells is orgainized and contained in the DNA in the nucleus. It contains the cells information for the organisms growth and functions.
3. Cell division is involved in growth, development ,and repair of an organism. In growth the cells grow until they no longer can and split off to create new cells. In develompment the cells develop special characteristics from the cell it split from. When cells repair they replace the old ones with the new ones.
4. DNA compacts before eukaryotic cells divide. The chromosones get compacted around a spool. The chromosones compact more and more and once they've compacted a lot they can be visible under a microscope.
5. Injuries to the skin heal faster because the skin cells heal faster than the cells in your brain.
6. MR. FINLEY DIDN'T GO OVER!!
   

3.2

1. The two main parts of the cell cycle are interphase and mitosis.
2. The cell is growing for mitosis preperation.
3. The genetic material in 2 daughter cells is similar to the genetic material in 2 parent cells because the the daughter cell broke from the parent cells causing them to both have the same genetic materials and characteristics. Ex. Mother and father dog compared to their litter of puppies.
4. First, prophase. Second, metaphase. Third, anaphase. And fourth, telophase.
5. Animal Both Plant
   *Membrane pinches *Divide *Wall splits
6. MR.FINLEY DIDN'T GO OVER THIS ONE!!
   

We then used the microscopes. We looked at the tip of an onion root. Here is an example of what we saw:

Mr. Finley then gave us a sheet to do about what we saw. Here are the questions asked on the sheet.

1. You are looking at cross-sectional slices of the tip of an onion root. Why might you expect an onion root tip have cells that are dividing?
2. Find and look at all three of the slices briefly. What are the dyded objects inside the cell?
3. Is there evidence of cellular division? Explain.
4. Draw at least 4 different cells at what you will call "different stages". Only draw ONE cell in each box and label the stage.
5. Explain why you believe the cell is in each stage.

The bell rang while we were still working but Mr. Finley said we didn't have to finish it. You could if you want to.

E.M. 4th time around

March 3,2011

Today we began class by answering the following questions. (I included my goup and classes responses)
Example of a Eukaryotic One Celled Organism-1) paramecuim
2) euglena
Example of Multi Celled-
1) Sunflower
2) Sara
3) Dog
* be specific about your examples

Which of the examples above would use mitoses to grow/develop/repair/cells? Why?
Only multi cellular organisms use mitoses because if a single celled organism splits and creates more then it isn't a single celled organism anymore because SINGLE celled means only one cell. Mitoses is the process of the nucleus divideing. If we destroy every cell in our body then we can't survive becuase we are designed to have multi cells and single celled organisms are metn to have 1 cell. A dog will use mitoses to grow and repair itself if it gets hurt. Also, humans will repair themselves if they get cut. They use it to grow too. ex. newborn--> toddler--> child--> tween--> teenager--> adult-->senior
How would the other use mitoses?
The single cell organism would use it to reproduce.
What would be true about the two resulting cells?
They all are exactly the same. If we looked at multiple cheek cells they would look the same.

Extra notes
*differeent types of cells look different becuase they are designed to do different things
4 stages of mitoses
1) prophase
2)metaphase
3)anaphase
4)telophase
3 big parts of the cell cycle
1) interphase (longest stage)
2) mitoses
3) cytokenisis (shortest stage)
cytokenisis is the actually process of splitting
chromosome is coiled up DNA(if it was uncoiled it would be called cromotin)
****************CHROMATID- EACH OF THE SIDES OF A CROMOSOME***********
-SARA M 4th round blog

Protein Synthesis-Translation+Transcription

Hello! Today we took out our homework and Mr.Finley looked it over. Make sure you looked at the transcription video for homework!!! If you watched the wrong video, make sure you go back and watch the right video and take any notes you might need!
GUESS WHAT!!!! MR.FINLEY MOVED OUR TEST TO FRIDAY!! YAYAYAYAYYAYAYAY THANK YOU! BUT: The Study Session is going to stay THURSDAY morning at 7:00-7:40!! Don't get the days confused!
NOW lets start the SCIENCE!

The homework Video Summary:

Transcription is the process in which RNA is assembled from a DNA’s template. The double helix is joined together by bonds between complementary based pairs. DNA encodes genetic information in the sequence of bases on one strand. The portion of the DNA molecule that is a single gene, or coding region, is founded by termination promoter sites. A molecule of RNA and race binds to the promoter site. It moves along the DNA separating the two strands of the double helix. Each unpaired base, now will bind to a nuclei tide in the vicinity witch each has the appropriate, complementary base. In the synthesis of RNA Uracil is the nuclei tide complementary to adenine. This process stops when the RNA and races reaches the termination site. The DNA strands bind together once again as the new RNA molecule moves away. This RNA is a copy or a transcript of the message carried in the gene.

Process Map From Homework:

Part 1:
In the nucleus...
(Transcription)

1. DNA unzips


2. Nuceotides(floating around) connect to one side of the unzipped DNA


3. mRNA is made(copy of gene)


4. mRNA leaves and DNA re zips


5. Leaves the nucleus through pores

Part 2:

mRNA heads to Ribosomes on Endoplasmic Reticulum...

(Translation)

1. mRNA joins with Ribosomes


2. Ribosomes needs message. 1 codon at a time. CODON-3 nucleotides.


3. tRNA(that match the codon from mRNA) brings the amino acids to ribosomes.


4. Takes the amino acids


5. Repeats the process and connects all the amino acids to form a protein.

Class discussions:

-When your replicating a DNA then your copying all of the DNA, the whole DNA.

-When your transcribing a DNA then your copying one part of the DNA; like the gene that colors your hair.

-We use mRNA to make proteins and we use proteins for EVERYTHING.

Why do we need to replicate our DNA?
We need to replicate our DNA because when you have new cells they need new DNA and they need that new DNA to know what to do like healing a wound.

-We break down proteins in to amino acids. We need the amino acids to create new proteins.

-Molecules make up amino acids

After we wrote everything on the smart board and had our class discussions about DNA the bell rang and we were off to lunch!

Vocabulary you might want to know:

• mRNA-Messenger RNA


• tRNA-transfer RNA


• Codon-3 nucleotides

CL<3>

2/16/11

Test Tube Respiration

We started by observing our test tubes ( today is Day 4). Mr.Finley drew four graphs on the board and asked us which one we thinks best represents how respiration works: A,B,C, or D. Graphs C,A, and D show change because overtime, the results showed a change. B, on the other hand, will always stay constant because it's a straight line. The way to see who's on the right track is to test our predictions.

We added 1 ml of yeast, and 1 ml of sugar into three test tubes. Our dependent variable is temperature. We want to find out if the temperature of the test tube will affect cellular respiration. Mr.Finley topped each test tube with a balloon, so we'll know which test tube has the most respiration going on. We poured room temperature, ice, and hot water into a beaker and put it on top of a burner. The ice water is blue, hot water is red, and the room temperature water is yellow. He shook up the first test tube and put it into the room temperature water. Our experiment is to be continued.......
PS. Lab Reports are due Monday!!!!
CC

Period 4 blog

Today, we are looking at the results of our experiments. One thing that we talk about is how to view the results. We created a table and Mr. Finley created one that shows the observations of the outside and inside of the tube. We also explained about what we should write when making our lab report. We asked what the background was. What got us here? Why did we do this experiment? This helps with the reason for doing it. Similar to the bacteria and cell unit.Take an example. Some TV shows tell you what happens before the episode. Say to friends got into a fight. Later The friends group get into a fight. It is cause and effect.
We also had 5-10 minutes to to finish our quiz for all the people that didn't finish it or wanted to touch up their consept map.
One conclusion that our group came up with is that a test tube with more glucose in it will have more oxygen at the top than a tube with less glucose. The respiration would kepp on going until there is no more sugar. The more sugar, the longer the yeast would take to absorb the glucose.

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.

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

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

From the Structures To the Functions

Today in class we first discussed what we should do if we needed help in science, brought up by one of the students. Some ways to get help would be to

1. Ask Mr. Finley
2. Post questions on discussion board
3. Post a question on the blog
4. Text or email Mr. Finley
5. Text or call your friends with the question
6. LAST OPTION: Ask Mr. Finley for a tutor that could tutor you

Once we discussed the ways to possibly get help, we started to move on. We're moving on to functions of the cell parts. We used the 2 original simulations to get our answers

• www.cellsalive.com/cells/3dcell.htm
  
• www.learn.genetics.utah.edu/content/cells/insideacell/

We were trying to find the functions of the:

• Cell Wall
• Cell Membrane
• Ribosomes
• Rough Endoplasmic Reticulum
• Smooth Endoplasmic Reticulum
• Mitochondria
• Nucleus
• Vacuole
• Cytoplasm
• Chloroplasts
• Lysosomes
• Golgi Apparatus

Mr. Finley made it very clear to PUT THE DEFINITIONS IN OUR OWN WORDS. Soon after we found all the definitions and put them in our own words we had to go. If we didn't find all the definitions we had to do them for homework.

We are also having a test on Tuesday on the cells. The study guide for the test is posted on the Cell Reproduction page. (Link: http://http//www.npsd.k12.nj.us/20222069133223760/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=59029) It would be awesome if someone did an eather pad for the test like the one Claudia made last time. Here's a link to the site to make an eather pad: http://www.eatherpad.com/

We also discussed Mr.Finley's birthday, he said it was horrible. His printer wouldn't work. Hopefully it works today. But anyway, HAPPY BELATED BIRTHDAY MR. FINLEY!!! :)

E.M.

Eukaryotic and Prokaryotic Differences

We started class by finishing the Mythbusters video from yesterday. Then we labeled the parts of a plant, animal( both are eukaryotic cells), and bacterial cells (a prokaryotic cell). We discussed the parts of a bacterial cell. The parts are: cell wall, cell membrane, flagella, DNA, and pili.
Mr. Finley showed us a euglena and asked us if it was a prokaryotic or eukaryotic cell. He also asked us, "what makes a cell prokaryotic? Shape vs. structure." The answer was a lot different from what I expected it to be . You might think it's a prokaryotic cell because it looks like a bacterial cell. Or you might think it's a eukaryotic cell because it has some of the same cell parts as an animal or plant cell. It's an animal cell (eukaryotic cell) because it has a cell membrane, but it also has chloroplasts like a plant cell. Since it has animal and plant cell parts, a euglena is a one-of-a kind organism. It can eat (animal characteristic), but it can also make its own food (plant characteristic). A eukarotic cell can be single celled or multicellular. A euglena is a single celled organism with both plant and animal characteristics, which makes it one-of -a kind. It was interesting because I thought it would be a prokaryotic cell.
By the way.....today is Mr. Finley's birthday!!!

CC

November 30

Today Mr. Finley was very nice and let us redo our cell labeling quiz. On the homework last night the first thing he said was to go over the things you don't know. He expected us to do that so it could help us on the quiz! He is the best!

We then opened our homework which was to make a slide for our activity. Everyone opened their slide and put it into one presentation. To add each slide to one presentation you have to open each slide seperately. You can just drag the slide onto the whole presentation.
The basic thing we are doing today is putting all the slides togather and looking at them and making them readable and understandable for 3rd graders.

He also showed us tricks to do on notebook.....
If you bring up a shape you can change the colors.
You can animate it by going to properties. There you can look at all the things you can to with it.
If you go to page recording you can make it record and when the presentation comes up it will play just as you draw/type it.
If you draw on the smart board you can right click and recognize it and it will show up as if you had typed it. It you had a question and answer you could send the answer to the back and that is where your answer would be.

You click the picture tab on the side and then it gives you the list. In the Lesson Activity tool kit it has a lot of cool things in it. You would go to activities like multiple choice
Ther is image match where you can draw words in and swee if you are correct.
Ther is note reveal where you can pull to see the answer. YOu can use all of these tools to make quiz things for your presentation. THEY ARE VERY COOL!!!

The picture that is up is an example of a multiple choice quiz that you could use

RK

Animal and Plant Cells

Today in class we first went over the science questions we did in class on Friday and for homework over the weekend. With our groups we went over the questions. the questions were, for the grass lab, why did our grass have to be very thin? And what is a cell? Why is it considered building blocks? Our group got the answer for why did our grass had to be very thin, because if the piece of grass was very thin, you wouldn't be able to see all of the cells as well as you did with the thin piece of grass. Our group answer for what is a cell? And why is it considered a building block, is a cell is what makes up all living things, and the reason why it is concidered a building block is that if you see a group of cells in the microscope, it looks like bricks holding the specimen you are looking at togeather. For the onion lab the questions were, why didn't we see any chloroplasts in the onion? Our answer for that was because the onion was grown underground, it doesn't need the chloroplasts because chloroplasts need the sun to produsce the energy into that cell, and underground there is no sun. For the second question, we were told to make a table compareing animal and plant cells.

My table's table was,
Animal: nucleus, mitochondria, and it has a cell membrane.

Plant: has a cell wall, chloroplasts, and a vacuole.

Both: are living things, and both are cells.

We wrote all of our combined answers on a white board and shared it with the class. We found out that we needed to add that, cells are also building blocks because they all work as one unit and that every thing depends on every thing else. Next we went over the charts that we made to compare and contrasting the animal and plant cells.

Our Class' chart was:

Animal: Had to dye the cheek cell, are bigger than plant cells, were more circular.

Plant: had cell wall, viens were seen, most plants have chloroplasts.

Both: had nucleus, have cell membrane, have mitochondria.

We have just discovered that the reason there was no chloroplasts in the onion skin because the skin is underground, oppose to the onion leaves, which means that the chloroplastsare in the onion leaves.

By: VF!!

Period 4 November 16, 2010

We are working on our cheek cell lab. We had to make a new slide because they had dried out.
Answer the following questions in your notebook once you have found something on your microscope-
-Draw the cells at high and low power
-Why is the blue methylene necessary?
-Why can the dye get inside the cell?
-Is the cell made up of parts? How do you know? Do you know the names of any parts?(If yes, label your diagrams)
After viewing the cheek cell some of the groups were able to go outside and find a piece of grass. They came inside and ripped the grass into a smaller piece. (above: cheek cells)

They put it on a slide, and with a transfer pipette they put one drop of water on the grass. They put the glass cover slip on top and observed it. The groups drew what they saw on high and low power.

-Sara Misiukiewicz

Microscopes

Today in Mr.Finley's Science class (Period 4) we got in deeper detail with MICROSCOPES! When we came in to class today we took out our microscope homework so Mr.Finley could check if we did it. Then Mr.Finley asked us to rate ourselves on a scale from 1-10 (with 1 being bad and 10 being the best) of the confidence you had in your answers for homework. Then we had to also rate ourselves on our skills on microscopes.
After we rated ourselves Mr.Finley said "For those of you who rated yourself 6 or lower you are going to do a virtual lab on microscopes. But for the others you are going to use the real microscopes and present your knowledge to the class on Thursday or Friday."
So, then the beginners did a Microscope simulation on the computer where they went over the different parts of the microscope and learned how to use them. After that, they answered questions on what they learned, but what ever they didn't finish they must do for homework!(DUE THURSDAY!)
For the more advanced group they actually worked with microscopes! The people in that group made a DRY SLIDE by taking a slide and cut a tiny piece of paper out with writing/print on it, from the recycling and put it on the SLIDE. Then they took some LENS PAPER and cleaned off the COVER LENS so that they could see clearer through the cover lens and also, so there were no smudges. After they cleaned the cover lens they put the cover lens on top of the piece of paper with writing. But, they had to be very careful and only grab the sides of the cover lens and of the slide, so they wouldn't get any finger prints or smudges which would ruin the observations. What made this SLIDE and DRY SLIDE was that after they put their piece of paper down, they didn't put any water or liquid to see the thing your observing better and to keep the cover lens on the slide and prevent it from slipping off. They had NO liquid and made it a dry slide! So then, the group made their DRY SLIDES and put them under the microscopes and observed with first the SMALLER MAGNIFICATION LENS and then the BIGGER MAGNIFICATION LENS and see the difference. Also they adjusted the diaphragm light source to get more light, or less light shining from under the slide. That group observed, took notes and drew pictures of what they saw through the microscopes

CL<3

The Universe and Organisms

We started class off by watching a video. The video was about the solar system and what it's made up of - in song. After the video, we had to answer a few questions about the video. What is the main ideas(s) behind the video and how can this concept explain the structure of multicellular organisms? The main idea of the video live is that we live in a giant universe and our "huge" universe may be only part of space that is never-ending. Our concept of multicellular organisms is that everything comes from something smaller, just like us. For example, we are made up of cells, which are made up of atoms, and so on. As a class, we came up with a ton of complex diagrams as to how everything is broken down from the human body to cells. But what comes in between them? I think that's the real question. We broke down the human body starting with organisms and talked about your bodily systems, including organs, tissues, and ending with cells.