INSIDE A CELL!!! by caroline schlobohm

today were watching a video so here are a few notes

Kind of animals/plants that each kind of cells are in

Eukaryotic- plants, animals, fungi, protoctista.

Prokaryotic- monera

cheek cells have only a membrane, obviously not a plant cell.

-membrane is the boundry of the cell, it protects the cell, doesnt let alot of thing into the cell.

often more than 1 membrane

Nucleas

2 membranes, membrane envolope. (inner membrane, outer membrane)

Nucleas creates RNA that ribisomes turn into proteins

cytolsol takes up mmore than half of the cell

-mitochondria the respotory system-

chloroplasts absorbes light energy

cells requiring alot of energy have alot of mitochondria

mitochondria- cellular resperation occures here

Rough Endoplasmic riticulum isolates and transports proteins

smooth endoplasimic riticulum protects cell from harmful compounds

mitochondria has 2 membranes

golgi apparatus consits of flatened vesicles, like a proccesing station in the cell.

in most plant cells, a single large vacuole is present

Garrett Pope December 17,2010

Today we are going over the parts of a cell... here they are!!

Cell Wall- Keeps the cells shape and acts as protective barrier.

Cell Membrane- Lets certain things in and certain things out. It is like a filter. Every cell has a cell membrane.

Mitochondria- provides the energy that the cell needs to move, divide, and contract. Power center of the cell. Dividing means reproducing. Bacteria cells don't have mitochondria.

Ribosomes- Creates proteins for the cell. Does protein synthesis. Has RNA.

Chloroplasts- Are in plant cells and makes it green and has color. Uses energy from the sun to make food for the cell. Converts Carbon Dioxide in water to sugar. This could also be called hydrosynthesis.

The rough endoplasmic reticulum- transports proteins from the cell.

Vacuole- stores nutrients, waste products, and adds water. Also releases all of these things.

Smooth endoplasmic reticulum- breaks down of toxins.

Golgi apparatus- packets macromolecules and transports them into the cell. Tags the macromolecules. (Tells it were to go).

Nucleus- It is the most obvious organelle. Is were the DNA is stored. Supplies the cell with unique charecteristics.

Cytoplasm- Makes up the cell. It keeps the organelles in the same place.

Lysosomes- Contains enzymes for digesttion and kills viruses, bacteria, and breaks stuff down.

Synthesis- Synthesis means to create.

Dehydration Synthesis- to create something by loosing water.

Mr. Finley put blue dye into a cup of water. It is turning the water blue. Going slowly. Spreading. Going were there is less dye. Doesnt want to be so packed together.
This is what happens in a cell membrane.

Garrett Pope

12/16/10

Paramecium


Today in class, we watched a video on the smartboard. We saw a paramecium cell moving around and spinning. We knew that i he paramecium cell was a bacteria cell because we believe that we saw capsules and cillia( cillia are tiny hair-like structure on the outside of the cell to help it with motion), which are characteristics of bacteria cells. We also knew that it could not be a plant cell because a plant cells don't move. We also thought that it was a prokaryotic cell (unicellular and doesn't have membrane bound organelles). The paramecium in the video was eating a red substance, which enabled us to see it because they are clear (like our cheek cells that we tested in November). The red stuff that it was eating was similar to the methyene blue that we used on our cheek cells because they both helped us to see the cells.

***Also, remember tto print out the study guide for Tuesday's test!!***

M.K.B.

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

Samantha Caggiano's Blog

Today in class we had a sub. He left use a packet to read and answer questions on the back. So we had to read the article and take notes about it.
Notes-

• Cells are amazing, variable, beauitiful, functionally superd, a consept of genious; they work alone or in groups with equal ease.
• Cells are the basic unit of life, all living things, -------- are made up of one or more cells.
• Organisms that exists as single cells are called multi-cellular.
• All living things are divided into two major groups depending on how their cells are set up, these two groups are Prokaryotes, and the Eukaryotes.
• Eukaryotes have areas inside the cell separated off from the rest of the cell by membranes, like the cell membrane.
• Prokaryotes do not have a nucleus, mitocondria or any other membrane bound organalles.
• All the Prokaryotes (bacteria and Archaea) are unicellular, only Eukaryotes: - the protista, some Fungi and some Plants are multi- cellular.

Small Cells------- Big Organisms

• Most cells are tiny, too small to be seen with the naked eye, yet we can easily see the trees and elephants ect.

What is a cell-

• The simplest answer is that a cell is a container, like a box or a bottle or a jar.
• It has an inside and outside, and something like a wall in between to let us know where the outside begins and the inside ends.

Not finished do not grade still more to write

Comparing Cells

Today in class we went over homework. Our assignment was to compare three cells (bacteria,animal,and plant) and say the differences and similarities.

Observations:

-That the bacteria cell was magnified because it was smaller
-Bacteria cell was thinner
-Bacateria and plant cell have cell walls (animal doesn't)
-The bacteria cell had strings on it which are callled Pili
-The bacteria was the only one without a nuecleus
-The dark area in the bacteria cell is the DNA it is dark because there is more DNA in that area
-Each cell has a cytoplasm or a sytoskelton
-Each cell has a cell membrane
-Each cell also has ribosomes

The prokaryotic cell is the bacteria cell and the plant cell has the eukaryotic cell

Prokaryotic

-Single cellular
-Smaller than eukaryotic cell
-Bacteria
-More organized than the eukaryotic cells

We agreed that the eukaryotic cells are more complex and organized because all the organels are organized and the prokaryotic cells are all messy and not grouped.

Mr.Finley asked us which cell cames first eukaryotic cells or prokaryotic cells. In our groups.
Some groups said that the eukaryotic cells came first because it was more organized and other groups said the prokaryotic cells came first because they weren't as complex. My group said that the eukaryotic cells came first.

-Allie Mansfield

Is it Alive

First we talked about the homework and what was living or not. With most of the plants, it depends. If the plant is picked or chopped down then it is slowly dying, but if the plant is not alive, then it is living.
Things that are living:
-Tree
-boy
-rabbit
-grass
-egg
-bacteria
-cell
-mushroom
-potato
-leaf
-butterfly
-pupae
Things that are non-living:
-rock
-wind
-cloud
-feather
-sun
-river

-fossil

Things that are dormant:
-seed
-hibernating bear
Things that are dead:


most will thik that a river was living, but it is not. The things that are inside of the river are living, but the river itself is notliving.

things that are inside a cell going smaller and smaller
Cell -> comes from other cells

Organells

molecules -> h20 (water)

types of elements -> categories
(atoms) +Hydrogen
+Oxegen
structures
tiny spheres or particles

-Living things are made up of things that are not living

Q: are other things made up of molocules?
A: yes everthing has molecules even if it is living or non-living

A.M.

from the homework we thought that the cells are alive when you die until there are no more neutrons. then form that we said that if you want to salad for lunch is it alive. we said that it is a live but it is slowly. when you eat it you get the neutrons. some parts are alive but some are not. but some said that if it is die how dose it give you neutrons. that it is not alive when you are eating it because it had died but at one point. some said that it still has neutrons but it stops growing. it will die and it will have neutrons but it can not have more neutrons so it is dormant. the cells are dieing but the are not died. they start to changing color and dieing. when you pick a flower they are not died but they are dieing. they will die some day but not right away. as the plant start dieing the cell wall starts dieing too. then it gets ruder like. the refrigerate slows down the dieing broses. out of all of this i think cells are alive but they are dieing.

-AC-

Dec. 3rd 2010

• Today in class, what we did is we took out our homework. then, mr finley handed out our quizes from moday. he told us that alot did mad and a few did ok. he said we can correct them but you wont get extra point. this weekend, if you did bad, you have to study them! so in the future, you know what the cells part are. to the right, you see a picture of a picture of an image that was on the test. afterwards, a student in a different class, made a problem about the characterist of live. it was living, nonliving, and brother's dog. the students brother dogs died so he doesnt know what catorgy to put it in. so people were making ideas about where should it go. instead of brother's dog, we put dead. then, we talked about limabeans were would it go. we said the limabean would go into dormont catogory which has an arrow od potential to corve alive/living. an arrow to dead is was once living. so brothers dog goes to the dead catorgy and the limabean goes to the dormint catorgy. then we talk about a substance catorgy. we said dog. then under that we said puggle and beagle. after that we talk about the two terms, biotic and abiotic. biotic goes with the living catorgey and the abiotic goes with the nonliving catorgy. abiotic kills certain things alife. then, we talked about how cant an abiotic cant kill a virus? well a virus is alive and an a abitic is alive. after that little group talk, we talked about the homework. i think that the 1st student was right because an organisms are made up of cekks and so can cells. an other student said the 1st student wasnt wrong but wasnt right because depending on the cell area, it cant be made up of an organism. another student said said they do agree with each other. for example, if you take down a tree branch, you dont know if the cells in the tree are alive. a student said that when mr finley said when you scartch yourself, dead cells are coming off. which was right. then we talked about student two on the homework, we said they were on the right track. after we finish talking about the homework, we talked about a sing-cell. we studied a single-cell before which was bacteria and a parasite. are all cells organims. no there not because the red blood cells are not an organims. can a redblood cell survive by itself? yes it can and so can bacteria. thats what we talked/ did in class today! :)

-J.B :)

Thursday December 2nd

Today in class we got right to work with finishing our characteristics of life slide show. My group put in our quiz on our smart notebook presentation, which Mr. Finley kindly gave us a mini lesson on. It was really helpful and adds to the presentation. When all of the groups were finished, we saved our presentations on Mr. Finley's flash drive, so that they can be graded and sent to the third grade class.

Next, We started an activity at the bottom of the cells and structures page of Mr. Finley's web page. Some groups started, but if your group didn't, or did not finish it, it will become homework due on Friday. The assignment was this: Organism versus a Cell - Discuss with a partner your thought on the following argument and pick a side. If you and your partner don't agree, you should both write down your answers.The argument is linked on the assignment page. ( I tried linking it here but i am not sure if it works)

http://www.npsd.k12.nj.us/20222069133223760/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=58718

NZ :D

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

11/29/10

In class today, Mr. Finley checked our homework and we had time to study for the quiz. After that,we took the quiz on the parts of the cell. After we took the quiz, we got together in groups to create a smartnotebook presentation on the characteristics of life.

*** This isn't my graded blog!!! ***

M.K.B.

Charateristics of Life

Sadly Mr. Finley could not give us a pop quiz today :( But the good news is that we have a quiz on Monday that's harder! The quiz is on labeling cells and knowing where they are. Today in science class Mr. Finley lit a candle and tyred to prove that fire can reproduce, and he proved it right that fire can reproduce. Today we looked at a slide show and took notes on it. a lot of us did not finish so it is now homework yay! In the slides it talked about how all living things share some basic properties. for instance, all living things share Cellular Organization, reproduction, Metabolism (obtain and Use energy), Homeostasis, Heredity, Responsiveness, Growth and Development, and Adapt through evolution. the slide also gives examples and definition of each part of characteristics of life.
Mr. Finley said something about are homework that we did on wed. He said something like "for your homework you did last night on seeing if you agree with the book and you think the facts, and that there are only 4 characteristics in living things, but if you didn't agree with the book and you think there are more then 4 characteristics then ,you had to give me more examples and reasons why." He also said to think about the 4 characteristics because we are doing more with them on Monday after the "Pop Quiz"
*REMEMBER WE HAVE A POP QUIZ ON MONDAY ON LABELLING CELLS AND KNOWING WHAT THEY ARE. THE CELLS YOU HAVE TO LABEL ARE THE ANIMAL CELL AND THE PLANT CELL SO STUDY HARD AND GOOD LUCK ON MONDAY!*

Tuesday, November 23 2010

At first today Mr. Finley told us about the blog rubric. It is now up and running so bloggers should use that to help with blogging. If you think your blog does not correct, you can change before the November. Also, we now have to write two comments on the blog. This does not mean that we need paragraphs. You can ask questions, answer questions, and/or add information forgotten by author. Sentences like, "I like this blog," is not allowed. November and December have been grouped together so you need two comments during the rest of this month and next month.


We then talked about the two websites we had to write the critique on. If you did not write down any new parts in either of the websites then that is something you would want to do. We then went around the room and listened to what people liked or disliked about the two sites.

Some things they said were:

• The cells alive gave a good dicription of the different parts
• The cells alive broke it down
• Cells alive was eye catching
• some people liked how Inside of a cell zoomed in with a video

These sites are now resources we should use. These are located in the cells page on the school website.

We then got books dealing with the characteristics of life. The book is "Cells and Heredity." We went to pages 9 and 10. We read them and then answer this question:

• We argue that four characteristics of life is not enough (the books states so). Through your own research, see if you need to add any to the list they have. If you do, list what they are and what they mean.

Most people did not finish so Mr. Finley is going to scan these pages onto the computer and post them on his website so that we can complete it for homework.

Blog by: Mark J Van der Merwe

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!!

Today in class we worked on Onions cells. Then once you had finished finding the cells you had to answer two questions for grass cells, and one question for onion, and then you had to make a graph based on the animal, and the plant cell. In my group i had so much trouble trying to find cell, when Mr. Finley came over he told to make sure that the measurment for the hieght was as high as your pinkie finger. When we did that we noticed that it was so much better t0 see the cells. As the process for the clips with the onions, you have to have a very small sliced piece of the onion, and then you had to put one small drop of iodine, and then we put it under the microscope, and explored looking for cells.

Onion Cell

The first thing we did in class today was we discussed our homework. Our homework was to make a list of the same and different things that are in a cell. We did a plant cell and animal cell. Here are some of the things that are in common: Lysosomes, Necleus, Cytoskeleton, Ribsomes, Cell membranes, Mitochondria, Golgi appalatus, and Endoplasmic reticulum.The just plant things are cell wall chloroplasts vacuole. The next thing we did was we labled our grass sketches from yesterday. We noticed that we can see the middle of the piece of grass (the line down the middle) and when we switched to high power we saw it alot bigger. You could see the water droplets on it. Then we re-drew what we noticed.

Something I learned was we didn't fully click in the high power, therefore I couldn't see anything. I also learned the difference between plant cells and animal cells. Animal cells don't have cell walls. Finally, I noticed that I could see more on low focus than on high focus.

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

Friday Period 4

Today during class, we started off by having our microscope experts share their knowledge with us. Caroline, Claudia, Chloe, and I shared vocab and how to use the microscope properly. We told them everything from starting on the lowest magnification to what the different parts are and how to use them.

After the people presented, we talked about the order of multi cellular organisms. We looked back into our notes to to try to figure out the correct order again. Below is what we configured.

Multi Cellular Organisms

Organ System

Organs

Tissues

Cells

After reviewing this, Mr. Finley taugh us how to make a wet mount slide for our experiment for the day. Before he made the example, he said we would be studying our cheek cells under the microscope today. He told us that we are always loosing cells in our mouth when we eat of scratch our skin. Mr. Finley also told us that most of the thing that float in the air are dead cells. Next, Mr. Finley made the example He made it in the following order.

-He swabbed his cheek and put it on the slide

He dropped one drop of methionine

-Then he put on the cover slip.

- Finally he put it under the microscope to focus it and observe it.

When he was finished with the slide, it was our turn to make one. Unfortunately, because of time, class ended before we could really get into looking at our cells under the microscope. People also voted to do it again on Monday instead of trying to catch up. What a shame. Lucky for us, one group was able to focus it rally quickly so we could take a look. (see pic. above) This was a great learning experiment for us about how to use dry mount slides.


By, C()L!N F()R83S

Period 4 Blog-

Today in class we finished our tests and discussed the HW and continued learning about microscopes. We also viewed looked at pieces of string under a microscope connected to the SmartBoard.

In reviewing the online microscope lab homework, we discussed several important points. When you looked into the microscope you saw a backwards, upside down "e" with a red ring on it. When you zoom in, you would see less of the of the backwards, upside down "e" with a red ring on it. When you try to move the slide away, the slide moves towards you and when you try move the slide towards you, it moves away from you . When trying to move the slide to the right, it goes to the left, and when trying to move the slide to the left, it goes right. Also, remember when looking at a specimen object through a microscope, always start on the lowest objective power first, then you may increase the power. Also, there are four objectives on our online microscope; 4, 10, 40, and 100.

^^The online microscope we used.^^

After we went over the important microscope things and the homework for the normal microscope users, we viewed three pieces of thread under under a microscope connected to the SmartBoard. We were able to see what you would see through the oculars of a microscope, on the SmartBoard screen.Matt demonstrated how to move the slide and adjust the coarse adjustments on a microscope. We saw that the string that we thought was a single string, was actually composed of twisted string. We proved that you can focus on different layers of a specimen, however you cannot look through.

If you were absent and need to view the online microscope lab again, this URL will there. http://www.udel.edu/biology/ketcham/microscope/scope.html

Tim S.

Period 4

11/11/10

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.

Lab Reports

Today during class, we disscussed our lab repots. We watched a how-to video on creating tables on Microsoft Word. Mr.Finley told us that the lab reports are due on Thursday by 11:59 pm, so don't forget to e-mail your lab reports to him. After that, we played a game in class.

-C.C.

Blog

Today in class we went over the pop quiz that we took with the sub a long time ago. Then we started to talk about what a stereoscope was. A stereoscope is a devise that magnifies and looks at Macroscopic objects. Macro means large objects or things you can already see with your eye. People use stereoscope also to look at bacteria colonies or mold/fungal colonies. Each circle would count as a colony in a Stereoscope. After we talked about a Stereoscope we are going to watch a movie. He wants use to describe what we see and how does bacteria reproduce.

What do i see- I see bacteria growing and growing. It is splitting in 1/2 again and again, before it splits up it gets bigger, they are reproducing/ making more. Also the more bacteria the faster they multiply. In 1 second the bacteria increased by 2.

How does bacteria reproduce- Bacteria reproduces by doubling and making more.

Binary Fission- Binary means two and Fission means to split.
OK so after that we started to talk about bacteria shapes[3] and arrangements[3]. That was what we are going to start in class tomorrow. So in conclusion we are going to be starting a weird project tomorrow.

Today in class, we talked about our graphs we did for home work based on the data from the bacteria lab video we watched in class. We discussed that you don't have to connect the dots in your graph which a few people did, including me. You just keep them plotted, except for the trend line then you connect the first and last dot only.

In class we discussed things to help us write our conclusion about our graphs for homework. Three key terms that should be incorporated are claim,evidence, and reasoning.

We also looked at our petri dish. In my group we have a big mold spot. It slightly grew bigger. I noticed that the fire alarm had a lot of bacteria because no one pulls the fire alarm, so it has a lot of dust on it. We took our perti dishes and we calculated the fraction and percent of bacteria it covered in it's area.

We then took our petri dish and took it to a stereoscope.(another word for microscope.) When I looked I saw the mold spot that was in the center of the dish. I knew it was the mold because it looked fuzzy,it was white and big.

In class today, We talked about claims, evidence, and reasoning. That will help us write are conclusion about our graph. We also talked about things your conclusion could include, Which are differences any increases, and predictions. And we looked at our petire dishes under microscopes. We calculated the percents and fractions of what grew. A microscope is also called a steroscope.

Trend Lines

In class we were elaborating more on things in graphs. We rediscussed what need to be in the geaph wich we reviewed on the 26th. today we learned what a trend line is. We also dinfined these terms.

Trend Line- a line that traces a pattern, even if the dots arent connected. the line shows around the average of the data.

Trend- a pattern.

we put a trend line in our growth of plants graph, and there was dots on the top and the bottom. seeing that we realized that the trend line shows the average of the data. remember not to draw a straight line connecting the dots but draw a general pattern of the data.

10/27/10

the blog for 10/27/10 will be posted shortly

period4

in class we frist we looked at they pastery dishes. they had grown a little and then you have to find the percent. to find the percent I would mouch the amount that you have and estumat the number. then divide and you came get the answer. Then we worked on graghs. The thinks we need to make a good gragh we have to incloud like labels,a comstant sale[regular interval],title,units,don't have to number every tick. you can use a breake. breack are when you start at a lowe number and sckipe to a high number.but it depends on the data to determine whether to start at zero or use a break. dependendant goes on x-axix

Period 4

Today in class, what we did was we were talking about what we did on Friday, the graphs. then Mr. Finley asked us, how much bacteria is in this area? (the petridish.) The answer came out to be for just one book is 1/9 of 1 box. The answer is 1/9 of 1 box is that 1/9/7 so u do 1/9*1/7=1/63...20.015 so you move the decimal 2 places so it would be 2001.5. So the percent would be 1.5%. then we did 1 1/2 which equals the amount of spaces the bacteria holds up divide by 7 equals 3/14 or 21.4%. Once we were done with that, we got out our perridish. In my group i had Elizabeth, Mary-Kate, and Ariel, so we got a marker and drew the outline of where the bacteria is. once we were done with that we had to copy a graph that Mr. Finley drew on the board the days and the height of something (he didnt tell us) then what we had to do was calcuate the percents of the aamountof spots of bacteria.

October 22nd

Today In class we started by getting back our corrected tests, and our Malaria case study homework notes. (after the delay caused by fire drill.)The next thing we did was went over the first part of our lab report. We learned how to correctly write the background, and compared it to a background of a real-life scientist. Next, we made sure that our hypotheses made sense, and was supported by the background. We made our hypothesis more detailed by answering these questions: Where? Why? and What did we learn? For example: My hypothesis is people have unsanitary hands because they cough on them and spread germs. My prediction would be When I test the finger scanner it should come up full of bacteria, because it was touched by many dirty germ filled hands. After, we made sure that we all knew what we were testing: Location. Lastly, we created a data table for our results.
NATALIE

Swabbing Day!

Today in class we are going around the school trying to find were the most and least amount of bacteria is found. In my group, we think that the place to find the most bacteria is in the cafeteria on the finger scan. The second place were we think that we will find the most bacteria is in the Middle School Hallways on the ground. The two places that we think won't have a lot of bacteria is the nurses office and the ceiling in the middle school hallways.





After we got our bacteria on the petri dish, we put the petri dishes in the inubator. An incubator keeps things at a nice temperature so that they can grow. We put the bacteria in there because the incubator will help the bacteria grow and it will make it go faster. We also learned wat range of tolerance is. Range of tolerance is the maximum and minimum limits something needs to maintain to survive. An example of range of tolerance is the timberline on mountains. The timber line is the point on a mountain were trees can no longer survive.

October 20, 2010

Mr. Finley went around and checked that we did our homework; the places where we would find less and more bacteria and the video we took notes on. Louis Pasteur's one container grew bacteria because the broth was food for the bacteria. The bacteria grows once it starts feeding on the broth. The other one didn;t get any growth because the swan neck was not broke. Things were not just growing out of no where something had to go into it for it to be able to grow.
Areas with more contact have a more better chance of having a lot of bacteria on it.
Places in school with a lot of bacteria would include: door handle, and finger scan
Places in school with not a lot of bacteria would include: door handle when you come OUT of the bathroom.
A petridish is a round dish you can test things in.
An agar is a stubtance bacteria grows on.
We labled our petridish and put it into 4 differnt sections. We got a swab that is sterilized which means it is CLEAN.
Then we tested!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Period 4 Science- 10/15

Today in class, we read about Louis Pasteur. In the 1800s people believed that organisms could spontaneosly arise without parent organims.He tested that hypothesis. He was not the first to test this hypothesis. In 1668, Italian physican Francesco Redi proved that maggots were found on meat because the meat was left out for a few days and attracted flys. The flys layed eggs on the meat and they formed into maggots. After we read, we took the online quiz on the topic.
Next, we discussed where bacteria grows. We came up with a lot of things, such as tables, water fountains, and other places, too.

Spontanious Generation

Today in class we talked about people in the 15oos-1800s and how they thought people got sick. We all said that back then they thought that bacteria, viruses, parasites,germs etc. just came out of no where, just magically appear and began to get you sick. For example if they left out meat for 4 days outside it will attracted flies which will lay eggs and then the eggs that the flies put in the meat become maggots. Then the maggots will have put bacteria, and germs on the meat. But back then they thought maggots spontaneously appeared out of the meat. But what really happens is that the flies laid the eggs on the meat,which then turn in to maggots. That's how it really happens, but back then they didn't know what to think.

We also talked a little bit about how fungus and chemicals can also get you vary sick. And that back then they didn't know about it so they didn't really wash there food vary well, and then that's when the fungi's starts to grow all over the food. As you eat the food with fungus on it you become to get sick and that's not good at all.

Another thing we did in class today was a little activate but sadly we didn't really start it, but most of my class mates began to read the article to begin the activate. The article was mostly about bacteria what i was talking about before about the maggots, flies, and meat and how it really happens.

Spontanious Generation

Blog for October 12, 2010

Today in class we finished up our teaching for the different diseases. Here are some notes on the diseases.

Cholera: is a bacteria, effects mostly babies and children, can be fatal, causes dehydration, caused by unsanitary water, symptoms are diarrhea, vomiting, cramps, and fevers, "cure" (is a way to treat the disease, not stop it completely) is made with sugar, salt, and clean water

HIV/AIDS: Human Immunodeficiency Virus / Acquired Immune Deficiency Syndrome
Virus that affects your immune system, No cure for for HIV/AIDS as of 2010, AIDS shuts down the immune system so you can't fight any illnesses, if you get sick, you cannot fight the disease and you will die, these days they give you drugs to fight the disease. HIV leads to AIDS. No visible symptoms. Transmitted by blood and body fluids.

Smallpox: is a virus, no known cure, vaccine developed in 1796, can only be spread by direct contact, easy to diagnose because shows spots on skins, is easy to trace because of this, is not known to be spread by insects or animals, global campaign against it in 1967 by World Health Organization, vaccinated people exposed to the disease, they invented a special needle that could be used over and over again for vaccination, became first major disease to be wiped out completely.

Posted by Mark Van der Merwe

Period 4, Being the Teachers

Today in class we read articles in a group and then presented it to the class. The articles we read were either about bacterium or viruses. My group read about cholera, which is posted above. Once we read the article with our groups, we presented it to the class. In our class only one group got to go, my group. When my group and I went up, we talked about the questions that we had for homework and some other important facts. For example:
* The cause of the disease.
* Any other name it is called by.(Ex. Swine flu = H1N1)
* Some symptoms of the disease
When we were up we also made a concept map on the board. We showed the causes, the possible symptoms, and a easy way to cure the disease. (Shown to the left.) Some words that were hard for our group and the class to under stand were:
1. Vibrio Cholerae: another name for cholera
2. Feces: poop


E.M.

Period 4, Presenting to the Class

Today

Period 4, Presenting to the Class

Period 4, Virus Bacteria, Germs, and parasites.

Period 4

Virus, bacteria, Parasites.
We made a venn diagram of virus, bacteria, and parasites. Are parasites germs? A germ is a micro-organism that can cause a disease, and a definiton for virus and bacteria is that they are both types of germs.A germ is a very general term our class found.A parasite is possibly a germ, tecnically a organism along with parasites. A parasite could cause Malaria by mosquitos who take in the parasite, then insert it into the human it bites. But not all parasites are small, like lice and ticks are visible from the naked eye. then a common question comes up are they alive? A virus is not living so it cannot become a organism. A parasite can, so can bacteria. but not germs. You can not use both virus and bacteria, because they are both interchangeable. They are different sizes and Bacteria is living.

V.F.

Concept Maps

Today in class were learning about the differences between bacteria, parasites,and more things like that. Such as how germs in bodies, and that bacteria is already in your body. Also we talked aout concept maps and how they branch out to out things like the giants, their coached by Coughlin, they are the best team, they practice in the Meadow lands. That kind of thing. Also how an illness connected to a disease, and how a disease connected to a parasite because each have a way of going into your system except the difference is that a parasite comes from a very small bug that go into you body.

Dimi

Epidemics

I think the majority of the kids went to Cheep chicken hut when they were done because alot of kids after the battle of the bands could have eaten bad food and spread the disese around. Also kids spend alot of time being in contacts in other schools. I don't think it could have been the lake water because not all the kids swam, so alot less kids could have not gotten sick. I'm pretty sure that it was the resturants food because alot of kids complained that thier stomach and head ached.Thet were with other people so the kids from the concert who went to cheep chicken hut were interacting with other students who got sick as well.

Period 4 - Epidemics

We started off with sharing our ideas on how the band class got sick on May 20 and 21. Here are some of our ideas:

• The effect of food poisoning lasts for 2 days and after the battle of the bands, the bands were out for about 2 days.


• Some parents thought their kids had the flu or food poisoning.


• One school possibly got a disease from a recent college field trip


• A student came home from band and complained of a head and stomach ache.


• The students may have healthy immune systems and faught the virus quickly

Some people wanted some information from Mr. Finley's friend. Here is what they wanted:

• I want to know where they went after the battle of the bands.


• I want to know where th battle of the bands was held.


• Who got sick and what they did that was different from anyone else.

Mr. Finley liked our ideas and will try to get back to us on our questions.

After that, we continued figuring outwhat got the kids sick. A lot of people think it's the West Nile Virus. I am one of those people. I think it is the West Nile Virus because the symptoms match. Some other people think it is food poisoning. They believe that because the sickness lasted for the same amount as food poisoning would.

We just got a list of the places the kids ate and what they did. Most of the people went to Cheep Chicken Hut or Biff's Restaurant. Nobody got sick from Biff's, but a lot of people got sick from Cheep Chicken Hut.

Period 4

Observations on Websites-
-Alot of kids in band class were absent
-classes with more people had more people absent
-going back to school before fully cured
-the majoritry of the kids were out ssick on May 20th
-Potentially West Nile Virus
-from 4/24 to5/26 Jackson Middle school had the most people out
-besides the 33.3% all the percents seemeed to be the same as the other schools
-out of the entire time fram, Jackson and Truman had the most amountof students absent from class
-in the band class at Truman the highest amount of people absent was 33.3% and 3 days later there was 0% of absents so all of the sick kids were back
-Assumptions: were kids really sick
-The food at some of the resturaunts could be caussing some of the sickness

Did we see a pattern between the schools?

Period 4

Our last nights home work was to read an article about World of War Craft. There was a glitch that caused a disease to spread just like a real disease in the real world. Scientists were able to study how the disease spread and what people did about it. They used this to figure out what to do in the real world if an epidemic was to actually break out. For example, it gave the scientists an idea of what kind of curfew people would kneed to get better and how much quarentine they should institute. The scientists are epidemeology scientists which means that they are scientists that study epidemics.The scientists used how the players reacted to the disease and compared it to what would happen in the real world. On the plus side, The scientists had no control over anything other than observing. Since it is a game, some people act and talk meanly or shyly. This makes it even more like the real world because there are people who act like that. All in all this this game was just like every other game until there was a glitch that helped scientists understand more about epidemics.

Many people in the class had many technical dificulties or computer issues with theri home work. Mr. Finley has told us multiple times that there are many things we can do to fix it. Since Mr. Finley is the best science teacher ever, he has provided a page on his webpage for just the problem. On his webpage, he has put a tab called thechnology help. On this page and different internet browsers, if you are having trouble with the one you have, and there areflash players so we can watch our homework one way or another by just downloading either adobe java or quick time. Also, Mr. Finley added a free microsoft word download so you can open the files. It is called open office instead of microsoft office but basically does the same thing. If that doesnt work than you can always phone a friend or email Mr. Finley about your problem and see what he has to say to help you.

Whenever you kneed extra help you can just email Mr. Finley and set up an appointment. If he is not there when you get to his room whether before or after school, feel free to text him and ask him where he is. He might be stuck in traffic or in another room. If you are ever questioning some science related or not just run by Mr. Finley and ask for help or advise.

Today durring class, we began investigating a possible epidemic at one of Mr. Finley's friends school. They gave us limited acess to their school website and a link to community health center that is researching the disease. We had to pull anything interesting we read and try to use it to figure out if there actually was a disease or not. Not many people got very far but we know that we have to make up a hypothesis, prediction, write down our evidence and other questions we might have. This is a very cool experiment beacuse it is an actual school with this problem not a simulation.

Period 4 Science 9/28/10

Transmission tree- a diagram used to organize data with branches and circles or squares. Transmission trees can be used to display facts and to show cause and effect. They help us solve problems. See above for image. An example of using a transmission tree - Let's say I am an infected person and share the disease with 4 people. I would make branches to the four other people who are now infected and write the order I shared with them. If i shared with Matt first, then the branch going to Matt's circle would have a 1 next to it, closer to my circle.

Patient Zero- the person who started the disease

Today in class we continued working on finding "patient zero". To find "patient zero" we used transmission trees to find who started the disease. We also extended yesterdays list of the none "patient zero" people. We extended our list to 15 people that could not have been patient zero. Our list includes:

Colin
Garett
Caroline
Rachel
"Lelo"
Alysse
Chloe
Carolina
Sam
Ally
MaryKate
Ariel
Elizabeth
Jodi
Tori

We did not check to see if these people were possibly patient zero:

Tim
Mark
Laryssa
Claudia
Natalie
Matt
Sara
Corina

The clean people who were not infected at all:

Colin
Ally
Caroline
Sammantha
Corina
possibly more...

Eventually, after working on this Mr. Finley told us that I ( Tim) was "Patient Zero" and started the whole disease. I felt so proud.

By T.S. Period 4

Period 4 - Patient Zero... Who could it be?!?!

PATIENT ZERO-Who could it be?!! No one knows!!! 9/27/10

Today in class we tried to figure out who the patient zero was from our experiment the other day transferring your water from your valve to 2-9 people other people. But, before i go on, let me tell you what Patient Zero is! Patient Zero is the person that started the virus from the beginning and who had it first;the origin. So, in class we wanted to find out who started it all, who gave most of us this terrible virus!!! Well lets find out...

BUT FIRST-What are we going to do with all the information we find out?!! How will we keep it neat and organized?!! I have a solution!! We will use a TRANSMISSION TREE DIAGRAM!! OOOHHHH LLLAA LAAA!! Sounds fantsy! Well actually a transmission tree diagram is like a web. Its an easier way to organize things. It connects one thing to another thing to keep your information clearer to read and study. Now enough definitions-lets find out who is problem to the virus!!!

To find out in class who our Patient Zero was we had to ask some questions. We first started with Garrett, he was our first suspect. We asked him who he gave his water to and if his valve of water turned pink, in the end. Garrett exchanged water with Colin, Matt, Corina and Claudia.(me) Also, Garrett's valve in the end, turned pink. Could it be Garrett who started it all?!! Lets check! After that, we asked Colin who he exchanged water with and if his valve of water turned pink! The people Colin exchanged water with was Caroline, Rachel, and Lilo.(Plus Garrett) In the end, Colin's water didn't turn pink!! You want something unusual, check that out!!! So on our list of people who aren't Patient Zero are Garrett because he didn't get Colin in his track and its not Colin because his water didn't even turn PINK!

Then, we kept going with the process. We asked Rachel, from Colin's group who she passed it on to and if her valve became pink. She passed her water on with Alysse and Alysse passed her water to Sam and Chloe. Then Sam and Chloe passed it on to Mary Kate and Carolina. Then Carolina passes it to Elizabeth and Ariel. That's all we got to in class, but this is the process we will keep using. Who exchanged water with who?! Who's water turned pink?!Who started all of this?!

We know that these people are NOT Patient Zero:

1. Colin
2. Garrett
3. Caroline
4. Rachel
5. Lilo
6. Alysse
7. Chloe
8. Carolina
9. Sam
10. Allie
11. Mary Kate
12. Elizabeth
13. Ariel.

We still have to finish up all of our questions to the rest of the people in the class tomorrow.

We haven't found out the mystery of who started this terrible virus, but we will find out soon!!!

By: C.L. <333