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.