Dear Students:
This is the last week before the Second Quarter ends. It has been a quarter with a lot of work, marvelous projects and infinite activities.
Now that we have come to the end of the second quarter, it is a good time to look back at your progress. An ongoing goal for teachers should be to develop a constant process of evaluation to improve student skills. I am asking you to identify areas of improvement and areas you need to work on throughout the rest of the year. Then use the questions below to guide your thoughts.
• What areas/ skills did you focus on this quarter?
• Did you show improvement in these areas/ skills?
• What can you do to continue to improve in Science?
• What is your strength in Science class?
• How can you use your strength to help you in other areas?
We've worked tirelessly to not only teach skills and objectives, but establish relationships. Reflection is the mirror into which we can be honest with ourselves, with our triumphs and defeats and continually strive to be truly outstanding.
This week will still be full of activities and deadlines.
December 13 Work pack Chapter 14 Due
December 15 Test Chapter 14
December 16 Project Hand Prosthesis Due
It has been a pleasure working with you, a group of talented and energized individuals. I look forward to continue in this learning journey in our Second Semester.
Enjoy the Holidays!!!!
Welcome to the Wonderful World of Science. The videos and material posted below are meant to help you with class content and assignments. Please check the CALENDAR at the bottom of the page to stay informed of events coming up in class.
Friday, December 10, 2010
Friday, December 3, 2010
December 6-10
December 6-10
Dear students:
This week we will continue to learn fascinating facts about bones, muscles and skin. Although you have already become knowledgeable in many aspects of this topic, there is still much more to learn.
Don’t forget to continue to work on your project: Hand Prosthesis. Analyze the rubric and do your best!
Important Dates to keep in mind:
December 13 Work pack Chapter 14 Due
December 15 Test Chapter 14
December 16 Project hand Prosthesis Due
Dear students:
This week we will continue to learn fascinating facts about bones, muscles and skin. Although you have already become knowledgeable in many aspects of this topic, there is still much more to learn.
Don’t forget to continue to work on your project: Hand Prosthesis. Analyze the rubric and do your best!
Important Dates to keep in mind:
December 13 Work pack Chapter 14 Due
December 15 Test Chapter 14
December 16 Project hand Prosthesis Due
Wednesday, December 1, 2010
Tuesday, November 30, 2010
November 29- December 03
Dear Students:
We are beginning a new chapter and it will be the first of several that make up our Unit of Human Biology.
Chapter 14: Bones, Muscles and Skin sets the beginning of our study of the Human body. It is divided into four main sections, described below.
Body Organization and Homeostasis
Reading Preview
Key Concepts
• What are the levels of organization in the body?
• What is homeostasis?
Key Terms
• cell
• cell membrane
• nucleus
• cytoplasm
• tissue
• muscle tissue
• nervous tissue
• connective tissue
• epithelial tissue
• organ
• organ system
• homeostasis
• stress
Section 2 The Skeletal System
Reading Preview
Key Concepts
• What are the functions of the skeleton?
• What role do joints play in the body?
• What are the characteristics of bone, and how can you keep your bones strong and healthy?
Key Terms
• skeleton
• vertebrae
• joint
• ligament
• cartilage
• compact bone
• spongy bone
• marrow
• osteoporosis
Section 3 The Muscular System
Reading Preview
Key Concepts
• What types of muscles are found in the body?
• Why do skeletal muscles work in pairs?
Key Terms
• involuntary muscle
• voluntary muscle
• skeletal muscle
• tendon
• striated muscle
• smooth muscle
• cardiac muscle
Section 4 The Skin
Reading Preview
Key Concepts
• What are the functions and the structures of skin?
• What habits can help keep your skin healthy?
Key Terms
• epidermis
• melanin
• dermis
• pore
• follicle
• cancer
Important Dates to Keep in Mind
December 1 Key Terms
December 13 Work pack
December 15 Test Ch 14
Chapter Project
Design and Build a Hand Prosthesis
A prosthesis is an artificial device that replaces a human body part. Designing artificial replacements, such as prosthetic hands, can be a challenging task. This is because even a simple act, such as picking up a pen, involves a complex interaction of body parts.
Your Goal
To design, build, and test a replacement for a human hand
Your prosthesis must
• grasp and lift a variety of objects
• be activated by pulling a cord or string
• spring back when the cord is released
• be built following the safety guidelines in Appendix A
•
Project Directions
Plan It Before you design your prosthetic hand, study the human hand. Watch how the fingers move to pick up objects. Make a list of devices that mimic the ability of the hand to pick up objects. Examples include tongs, tweezers, pliers, and chopsticks. Then, choose materials for your hand and sketch your design. When your teacher has approved your design, build and test your prosthetic hand.
We are beginning a new chapter and it will be the first of several that make up our Unit of Human Biology.
Chapter 14: Bones, Muscles and Skin sets the beginning of our study of the Human body. It is divided into four main sections, described below.
Body Organization and Homeostasis
Reading Preview
Key Concepts
• What are the levels of organization in the body?
• What is homeostasis?
Key Terms
• cell
• cell membrane
• nucleus
• cytoplasm
• tissue
• muscle tissue
• nervous tissue
• connective tissue
• epithelial tissue
• organ
• organ system
• homeostasis
• stress
Section 2 The Skeletal System
Reading Preview
Key Concepts
• What are the functions of the skeleton?
• What role do joints play in the body?
• What are the characteristics of bone, and how can you keep your bones strong and healthy?
Key Terms
• skeleton
• vertebrae
• joint
• ligament
• cartilage
• compact bone
• spongy bone
• marrow
• osteoporosis
Section 3 The Muscular System
Reading Preview
Key Concepts
• What types of muscles are found in the body?
• Why do skeletal muscles work in pairs?
Key Terms
• involuntary muscle
• voluntary muscle
• skeletal muscle
• tendon
• striated muscle
• smooth muscle
• cardiac muscle
Section 4 The Skin
Reading Preview
Key Concepts
• What are the functions and the structures of skin?
• What habits can help keep your skin healthy?
Key Terms
• epidermis
• melanin
• dermis
• pore
• follicle
• cancer
Important Dates to Keep in Mind
December 1 Key Terms
December 13 Work pack
December 15 Test Ch 14
Chapter Project
Design and Build a Hand Prosthesis
A prosthesis is an artificial device that replaces a human body part. Designing artificial replacements, such as prosthetic hands, can be a challenging task. This is because even a simple act, such as picking up a pen, involves a complex interaction of body parts.
Your Goal
To design, build, and test a replacement for a human hand
Your prosthesis must
• grasp and lift a variety of objects
• be activated by pulling a cord or string
• spring back when the cord is released
• be built following the safety guidelines in Appendix A
•
Project Directions
Plan It Before you design your prosthetic hand, study the human hand. Watch how the fingers move to pick up objects. Make a list of devices that mimic the ability of the hand to pick up objects. Examples include tongs, tweezers, pliers, and chopsticks. Then, choose materials for your hand and sketch your design. When your teacher has approved your design, build and test your prosthetic hand.
Tuesday, November 23, 2010
Christmas Baskets
November 23, 2009
Dear Parents (Nursery – 12th):
As another holiday season nears, many of us will enjoy our time with loved ones and celebrate the joyous memories of the past year. As we give thanks for the blessings and gifts in our lives, we also have an opportunity to appreciate those people who make the American School outstanding, but who rarely get the recognition they deserve.
On behalf of all American Schools students, we would like to extend our gratitude to the maintenance workers, the bus drivers, the nannies and their families by preparing food baskets for them as gifts at Christmas. Students in each grade level are asked to contribute the following items:
Nursery Bar Soap
7th grade Ketchup
Pre-Kinder Detergent
8th grade Beans
Kinder Toilet paper
9th grade Cooking Oil
1st grade Rice
10th grade Maseca
2nd grade Pasta
11th grade Soup
3rd grade Sugar
12th grade Oatmeal
4th grade Tomato Paste
5th grade Cereal
6th grade Flour
Thank you for participating in this event, and for involving your children in the charitable activities of the American School. Please send the item with your child to his homeroom teacher (Pre School and Elementary School) and to their Class Advisors (MS / HS) before Friday, December 10. We hope that we can foster in all students a spirit of generosity and compassion which will, in the end, make our world a better place.
Sincerely,
Claudia Pereira
Elcenora Martínez
Ricardo Belgrave
Maria Francisca Motz
Dear Parents (Nursery – 12th):
As another holiday season nears, many of us will enjoy our time with loved ones and celebrate the joyous memories of the past year. As we give thanks for the blessings and gifts in our lives, we also have an opportunity to appreciate those people who make the American School outstanding, but who rarely get the recognition they deserve.
On behalf of all American Schools students, we would like to extend our gratitude to the maintenance workers, the bus drivers, the nannies and their families by preparing food baskets for them as gifts at Christmas. Students in each grade level are asked to contribute the following items:
Nursery Bar Soap
7th grade Ketchup
Pre-Kinder Detergent
8th grade Beans
Kinder Toilet paper
9th grade Cooking Oil
1st grade Rice
10th grade Maseca
2nd grade Pasta
11th grade Soup
3rd grade Sugar
12th grade Oatmeal
4th grade Tomato Paste
5th grade Cereal
6th grade Flour
Thank you for participating in this event, and for involving your children in the charitable activities of the American School. Please send the item with your child to his homeroom teacher (Pre School and Elementary School) and to their Class Advisors (MS / HS) before Friday, December 10. We hope that we can foster in all students a spirit of generosity and compassion which will, in the end, make our world a better place.
Sincerely,
Claudia Pereira
Elcenora Martínez
Ricardo Belgrave
Maria Francisca Motz
Friday, November 19, 2010
November 22-24
Dear Students:
We will be attending school for three days this week; nevertheless, these will be some very busy days. Our test is scheduled for Wednesday. Your work pack to Chapter 6should be finished by that same day. Your project is due Wednesday as well. Don’t forget to turn in your rubric with your project and be creative!!!!!
Please refer to the following web site to help you clarify concepts about Natural selection or Darwin:
http://www.allaboutscience.org/theory-of-natural-selection-faq.htm
Follow the link to the following sites to review with the games we played in class:
Peppered Moth Game:
http://www.sciencenetlinks.com/interactives/Evolution.swf
Caveman Challenge Game:
http://www.sciencenetlinks.com/interactives/Evolution.swf
Enjoy your Thanksgiving break and remember, like Bryan Tracy once said:
“Develop an attitude of gratitude, and give thanks for everything that happens to you, knowing that every step forward is a step toward achieving something bigger and better than your current situation.”
We will be attending school for three days this week; nevertheless, these will be some very busy days. Our test is scheduled for Wednesday. Your work pack to Chapter 6should be finished by that same day. Your project is due Wednesday as well. Don’t forget to turn in your rubric with your project and be creative!!!!!
Please refer to the following web site to help you clarify concepts about Natural selection or Darwin:
http://www.allaboutscience.org/theory-of-natural-selection-faq.htm
Follow the link to the following sites to review with the games we played in class:
Peppered Moth Game:
http://www.sciencenetlinks.com/interactives/Evolution.swf
Caveman Challenge Game:
http://www.sciencenetlinks.com/interactives/Evolution.swf
Enjoy your Thanksgiving break and remember, like Bryan Tracy once said:
“Develop an attitude of gratitude, and give thanks for everything that happens to you, knowing that every step forward is a step toward achieving something bigger and better than your current situation.”
Friday, November 12, 2010
November 15-19
November 15-19
Important Dates to keep in mind.
November 17 Early Dismissal 1:00 pm
November 24 Test Chapter 6
November 24 Work Pack Due
November 24 Project Due
Check these web sites for support:
Earthtrips - A Virtual Journey into Earth's History
http://www.priweb.org/ed/earthtrips/earthtrips.html
Geological Time Online Edition
http://pubs.usgs.gov/gip/geotime/contents.html
Tour of Geologic Time
http://www.ucmp.berkeley.edu/exhibits/geologictime.php
Timeform
http://www.ucmp.berkeley.edu/help/timeform.html
Dear Students:
This week we will continue to learn about the Geologic Time, Fossils and changes over time. We will start to work on our project: “Geologic Timescale”. Make sure you work on your work pack on a daily basis and review the material covered in class.
I am going to give you the rubric Monday, November 15 so you analyze it before beginning your project. Make sure you read through it and plan your project based on the requirements listed. BE CREATIVE!!!!
Important Dates to keep in mind.
November 17 Early Dismissal 1:00 pm
November 24 Test Chapter 6
November 24 Work Pack Due
November 24 Project Due
Check these web sites for support:
Earthtrips - A Virtual Journey into Earth's History
http://www.priweb.org/ed/earthtrips/earthtrips.html
Geological Time Online Edition
http://pubs.usgs.gov/gip/geotime/contents.html
Tour of Geologic Time
http://www.ucmp.berkeley.edu/exhibits/geologictime.php
Timeform
http://www.ucmp.berkeley.edu/help/timeform.html
Dear Students:
This week we will continue to learn about the Geologic Time, Fossils and changes over time. We will start to work on our project: “Geologic Timescale”. Make sure you work on your work pack on a daily basis and review the material covered in class.
I am going to give you the rubric Monday, November 15 so you analyze it before beginning your project. Make sure you read through it and plan your project based on the requirements listed. BE CREATIVE!!!!
Friday, November 5, 2010
November 8-12
November 8-12
Dear Students:
Our test on Chapter 5 is Wednesday, November 10. Please don’t forget to study the Chapter content as well as the Key Terms. There might be a problem or two as well, just like the ones that were in your test last week, so it won’t hurt to review that as well.
We will also begin Chapter 6: Change in Time. As we leave genetics behind for a while, you will now be taken through a journey through Evolution, explaining natural selection and Darwin’s voyages.
Please get familiarized with some of the concepts we will be covering this week.
Section 1 Darwin’s Theory
Reading Preview
Key Concepts
• What important observations did Darwin make on his voyage?
• What hypothesis did Darwin make to explain the differences between similar species?
• How does natural selection lead to evolution?
Key Terms
• species
• fossil
• adaptation
• evolution
• scientific theory
• natural selection
• variation
Evidence of Evolution
Reading Preview
Key Concepts
• What evidence supports the theory of evolution?
• How do scientists infer evolutionary relationships among organisms?
• How do new species form?
Key Terms
• homologous structures
• branching tree
Important dates to keep in mind
November 10 Key Terms Due.
November 17 Project Due. Geologic Timeline
November 24 Chapter Test.
Dear Students:
Our test on Chapter 5 is Wednesday, November 10. Please don’t forget to study the Chapter content as well as the Key Terms. There might be a problem or two as well, just like the ones that were in your test last week, so it won’t hurt to review that as well.
We will also begin Chapter 6: Change in Time. As we leave genetics behind for a while, you will now be taken through a journey through Evolution, explaining natural selection and Darwin’s voyages.
Please get familiarized with some of the concepts we will be covering this week.
Section 1 Darwin’s Theory
Reading Preview
Key Concepts
• What important observations did Darwin make on his voyage?
• What hypothesis did Darwin make to explain the differences between similar species?
• How does natural selection lead to evolution?
Key Terms
• species
• fossil
• adaptation
• evolution
• scientific theory
• natural selection
• variation
Evidence of Evolution
Reading Preview
Key Concepts
• What evidence supports the theory of evolution?
• How do scientists infer evolutionary relationships among organisms?
• How do new species form?
Key Terms
• homologous structures
• branching tree
Important dates to keep in mind
November 10 Key Terms Due.
November 17 Project Due. Geologic Timeline
November 24 Chapter Test.
Thursday, November 4, 2010
Friday, October 29, 2010
November 1-5
November 1-5
Dear Students:
This week we will have a test Wednesday, November 03. Remember this test will only include Problems involving:
• Sex-linked traits
• Pedigree charts
• Dihybrid crosses
Your chapter content test will be until next week. For that one you will study the entire chapter content as well as Key Terms.
Helpful Review on Pedigree Analysis
A pedigree is a diagram of family relationships that uses symbols to represent people and lines to represent genetic relationships. These diagrams make it easier to visualize relationships within families, particularly large extended families. Pedigrees are often used to determine the mode of inheritance (dominant, recessive, etc.) of genetic diseases. A sample pedigree is below.
In a pedigree, squares represent males and circles represent females. Horizontal lines connecting a male and female represent mating. Vertical lines extending downward from a couple represent their children. Subsequent generations are therefore written underneath the parental generations and the oldest individuals are found at the top of the pedigree.
If the purpose of a pedigree is to analyze the pattern of inheritance of a particular trait, it is customary to shade in the symbol of all individuals that possess this trait.
In the pedigree above, the grandparents had two children, a son and a daughter. The son had the trait in question. One of his four children also had the trait.
Use the following link to practice:
GENETICS websites
http://www.svusd.k12.ca.us/schools/lhhs/mccormacks/apbiowebpage/Assignments/genetics%20wkst.pdf
http://biology.clc.uc.edu/courses/bio105/geneprob.htm
1. Punnett Square examples: Complete MONOHYBRID crosses (That means tracking one trait at a time). We will not be doing Dihybrid crosses in class (that means tracking 2 traits on one large punnett square.)
2. Practice Quiz with answers….just for fun!
3. Practicing Punnett Squares
4. Vocabulary Practice (some of the words here we did not use, but you can ignore those and use the ones we did review.)
5. Genetics Practice Problems. Find out how 2 hearing dogs can produce a deaf dog and others. This site also shows dihybrid crosses (which will not be done in class)
6. Interactive Game with punnett Squares
Dear Students:
This week we will have a test Wednesday, November 03. Remember this test will only include Problems involving:
• Sex-linked traits
• Pedigree charts
• Dihybrid crosses
Your chapter content test will be until next week. For that one you will study the entire chapter content as well as Key Terms.
Helpful Review on Pedigree Analysis
A pedigree is a diagram of family relationships that uses symbols to represent people and lines to represent genetic relationships. These diagrams make it easier to visualize relationships within families, particularly large extended families. Pedigrees are often used to determine the mode of inheritance (dominant, recessive, etc.) of genetic diseases. A sample pedigree is below.
In a pedigree, squares represent males and circles represent females. Horizontal lines connecting a male and female represent mating. Vertical lines extending downward from a couple represent their children. Subsequent generations are therefore written underneath the parental generations and the oldest individuals are found at the top of the pedigree.
If the purpose of a pedigree is to analyze the pattern of inheritance of a particular trait, it is customary to shade in the symbol of all individuals that possess this trait.
In the pedigree above, the grandparents had two children, a son and a daughter. The son had the trait in question. One of his four children also had the trait.
Use the following link to practice:
GENETICS websites
http://www.svusd.k12.ca.us/schools/lhhs/mccormacks/apbiowebpage/Assignments/genetics%20wkst.pdf
http://biology.clc.uc.edu/courses/bio105/geneprob.htm
1. Punnett Square examples: Complete MONOHYBRID crosses (That means tracking one trait at a time). We will not be doing Dihybrid crosses in class (that means tracking 2 traits on one large punnett square.)
2. Practice Quiz with answers….just for fun!
3. Practicing Punnett Squares
4. Vocabulary Practice (some of the words here we did not use, but you can ignore those and use the ones we did review.)
5. Genetics Practice Problems. Find out how 2 hearing dogs can produce a deaf dog and others. This site also shows dihybrid crosses (which will not be done in class)
6. Interactive Game with punnett Squares
Picture Authorization Letter
Dear Parents/ Students:
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
Thank you for your attention to this matter.
Tegucigalpa D.C.
October 19, 2010
Dear Parents:
This year the school will renew the publication of newsletters, magazines, and will increase the amount of information presented on the school’s Web Page. Many of the pictures might include your children.
For example, our parent, Mr. Mark Wright currently donated a series of professional photographs he has taken over the school year of our campus, which includes students. However, we do not want to publish them in our Web’s home page without having our parents’ consent. PICTURES will NOT include students’ names.
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
For more information or any concerns don’t hesitate to contact Vicky Díaz at the Development Office, devo@amschool.org
Thank you.
Liliana F. Jenkins
Superintendent
Please refrain from including my son / daughter’s ____________________ picture in any school publication or Web page. My son / daughter is currently in Grade ________________.
_________________________________ ______________________________
Parent’s Name Signature
• The school respects completely parents’ decisions regarding the publication of pictures and will maintain this form confidential.
Tegucigalpa D.C.
19 de octubre de 2010
Estimados Padres de Familia:
Este año la Escuela renovará las publicaciones de periódicos, revistas e incrementará la cantidad de información presentada en la página Web de la Escuela. Muchas de las fotos pueda que incluyan a sus hijos.
Por ejemplo, nuestro padre de familia, el Sr. Mark Wright actualmente donó una serie de fotografías profesionales que ha tomado durante el año escolar en nuestro campus, las cuales incluyen estudiantes. Sin embargo, no queremos publicarlas en nuestra Página de inicio de nuestra Web sin tener el consentimiento de los padres. Las fotos NO incluirán el nombre de los alumnos.
Por favor imprima y complete este formato si usted no desea que la foto de su hijo(a) sea utilizada en ninguna publicación de la Escuela. El formato deberá ser regresado a la Secretaria del Principal de su área a más tardar el viernes 22 de octubre de 2010.
Para más información o cualquier pregunta no dude en contactar a Vicky Díaz en la oficina del Departamento de Desarrollo, devo@amschool.org
Muchas Gracias.
Liliana F. Jenkins
Superintendente
Por favor abstenerse de incluir la foto de mi hijo /hija ____________________ de cualquier publicación de la escuela o en la Página Web. Mi hijo /hija cursa actualmente el __________Grado.
_________________________________ ______________________________
Nombre del Padre Firma
• La escuela respeta completamente las decisiones de los padres en consideración a la publicación de fotos y mantendrá este formato en confidencialidad.
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
Thank you for your attention to this matter.
Tegucigalpa D.C.
October 19, 2010
Dear Parents:
This year the school will renew the publication of newsletters, magazines, and will increase the amount of information presented on the school’s Web Page. Many of the pictures might include your children.
For example, our parent, Mr. Mark Wright currently donated a series of professional photographs he has taken over the school year of our campus, which includes students. However, we do not want to publish them in our Web’s home page without having our parents’ consent. PICTURES will NOT include students’ names.
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
For more information or any concerns don’t hesitate to contact Vicky Díaz at the Development Office, devo@amschool.org
Thank you.
Liliana F. Jenkins
Superintendent
Please refrain from including my son / daughter’s ____________________ picture in any school publication or Web page. My son / daughter is currently in Grade ________________.
_________________________________ ______________________________
Parent’s Name Signature
• The school respects completely parents’ decisions regarding the publication of pictures and will maintain this form confidential.
Tegucigalpa D.C.
19 de octubre de 2010
Estimados Padres de Familia:
Este año la Escuela renovará las publicaciones de periódicos, revistas e incrementará la cantidad de información presentada en la página Web de la Escuela. Muchas de las fotos pueda que incluyan a sus hijos.
Por ejemplo, nuestro padre de familia, el Sr. Mark Wright actualmente donó una serie de fotografías profesionales que ha tomado durante el año escolar en nuestro campus, las cuales incluyen estudiantes. Sin embargo, no queremos publicarlas en nuestra Página de inicio de nuestra Web sin tener el consentimiento de los padres. Las fotos NO incluirán el nombre de los alumnos.
Por favor imprima y complete este formato si usted no desea que la foto de su hijo(a) sea utilizada en ninguna publicación de la Escuela. El formato deberá ser regresado a la Secretaria del Principal de su área a más tardar el viernes 22 de octubre de 2010.
Para más información o cualquier pregunta no dude en contactar a Vicky Díaz en la oficina del Departamento de Desarrollo, devo@amschool.org
Muchas Gracias.
Liliana F. Jenkins
Superintendente
Por favor abstenerse de incluir la foto de mi hijo /hija ____________________ de cualquier publicación de la escuela o en la Página Web. Mi hijo /hija cursa actualmente el __________Grado.
_________________________________ ______________________________
Nombre del Padre Firma
• La escuela respeta completamente las decisiones de los padres en consideración a la publicación de fotos y mantendrá este formato en confidencialidad.
Friday, October 22, 2010
October 25-29
Dear Students:
We will begin Chapter 5 and continue to learn about Genetics. In this Chapter Modern Genetics is covered and we continue to learn how people inherit alleles for traits from their parents.
Section 1
Key Concepts
What are some patterns of inheritance in humans?
What are the functions of the sex chromosomes?
What is the relationship between genes and the environment?
Key Terms
multiple alleles
sex chromosomes
sex-linked gene
carrier
Section 2
Key Concepts
What are two major causes of genetic disorders in humans?
How do geneticists trace the inheritance of traits?
How are genetic disorders diagnosed and treated?
Key Terms
genetic disorder
pedigree
karyotype
Section 3
Key Concepts
What are three ways of producing organisms with desired traits?
What is the goal of the Human Genome Project?
Key Terms
selective breeding
inbreeding
hybridization
clone
genetic engineering
gene therapy
Important Dates to keep in mind
• October 25: Holiday
• October 27: Key Terms Due
• October 29: Band Presentation
• November 3: Test Ch 5(Probelms Only) and Work Pack Due
We will begin Chapter 5 and continue to learn about Genetics. In this Chapter Modern Genetics is covered and we continue to learn how people inherit alleles for traits from their parents.
Section 1
Key Concepts
What are some patterns of inheritance in humans?
What are the functions of the sex chromosomes?
What is the relationship between genes and the environment?
Key Terms
multiple alleles
sex chromosomes
sex-linked gene
carrier
Section 2
Key Concepts
What are two major causes of genetic disorders in humans?
How do geneticists trace the inheritance of traits?
How are genetic disorders diagnosed and treated?
Key Terms
genetic disorder
pedigree
karyotype
Section 3
Key Concepts
What are three ways of producing organisms with desired traits?
What is the goal of the Human Genome Project?
Key Terms
selective breeding
inbreeding
hybridization
clone
genetic engineering
gene therapy
Important Dates to keep in mind
• October 25: Holiday
• October 27: Key Terms Due
• October 29: Band Presentation
• November 3: Test Ch 5(Probelms Only) and Work Pack Due
Friday, October 15, 2010
Practicing Punnett Squares
Practicing Punnett Squares
(Monohybrid Crosses)
--------------------------------------------------------------------------------
Directions: For each of the following problems,
1. List the genotypes of the parents.
2. Diagram and complete a Punnett square
3. Give the phenotype percentages of the offspring.
--------------------------------------------------------------------------------
1. In garden peas, round seed coats (R) is dominant over wrinkled seed coats (r). What will the results be of a cross between a homozygous dominant male and a recessive female.
2. In peas, yellow color (Y) is dominant to green (y). What will be the results of a cross-pollination of a heterozygous female and a heterozygous male?
3. In humans, straight toes (S) is dominant over curled toes (s). What would be the result of a cross between a recessive male and a heterozygous female?
4. In dogs, erect ears (E) is dominate over droopy ears (e). What are the results if two heterozygous dogs have a litter of puppies.
5. The ability to roll the tongue (R) is determined by a dominant gene while the recessive gene results in the inability to roll the tongue (r). A man and his wife can both roll their tongues and are surprised to find that their son cannot. Explain this by showing the genotypes of all three persons. (Note: you do not need to do a Punnett Square for this problem).
6. In humans, wavy hair (CS) results by the co-dominant situation of curly hair (C) and straight hair (S). What are the possible results if a curly-haired man and wavy-haired woman have children.
7. In iris, purple (p) is incompletely dominant over white (w). What would be the results of a cross if both parents were pale lavender (heterozygous-pw)?
8. In crocus flowers, white (W) and purple (P) colors are co-dominant, and result in a purple and white striped flower when both genes are present. What are the possible results from the cross-pollination of a striped crocus with a white crocus?
9. In cattle, red (r) is incompletely dominant over white (w) hides. Roan in the name of the color that results from incomplete dominance. What are the possible results if a white male mates with a roan female?
-------------------------------------------------------------------------------------------------
(Monohybrid Crosses)
--------------------------------------------------------------------------------
Directions: For each of the following problems,
1. List the genotypes of the parents.
2. Diagram and complete a Punnett square
3. Give the phenotype percentages of the offspring.
--------------------------------------------------------------------------------
1. In garden peas, round seed coats (R) is dominant over wrinkled seed coats (r). What will the results be of a cross between a homozygous dominant male and a recessive female.
2. In peas, yellow color (Y) is dominant to green (y). What will be the results of a cross-pollination of a heterozygous female and a heterozygous male?
3. In humans, straight toes (S) is dominant over curled toes (s). What would be the result of a cross between a recessive male and a heterozygous female?
4. In dogs, erect ears (E) is dominate over droopy ears (e). What are the results if two heterozygous dogs have a litter of puppies.
5. The ability to roll the tongue (R) is determined by a dominant gene while the recessive gene results in the inability to roll the tongue (r). A man and his wife can both roll their tongues and are surprised to find that their son cannot. Explain this by showing the genotypes of all three persons. (Note: you do not need to do a Punnett Square for this problem).
6. In humans, wavy hair (CS) results by the co-dominant situation of curly hair (C) and straight hair (S). What are the possible results if a curly-haired man and wavy-haired woman have children.
7. In iris, purple (p) is incompletely dominant over white (w). What would be the results of a cross if both parents were pale lavender (heterozygous-pw)?
8. In crocus flowers, white (W) and purple (P) colors are co-dominant, and result in a purple and white striped flower when both genes are present. What are the possible results from the cross-pollination of a striped crocus with a white crocus?
9. In cattle, red (r) is incompletely dominant over white (w) hides. Roan in the name of the color that results from incomplete dominance. What are the possible results if a white male mates with a roan female?
-------------------------------------------------------------------------------------------------
October 18-22
Dear Students:
We will continue to learn about Genetics and Heredity this week. Practice your Genetic Problems and the Pedigree Charts. Please don't forget to keep your binders organized: file papers, color code and keep important documents in plastic protectors. We are now beginning the Second Quarter and it is a good chance to improve our first Quarter Grade.
Please don't forget that our Science Test for chapter 4 will take place Wednesday, October 20. As you prepare for it, make sure you read the chapter and then study details with the help of your work pack and key terms.
Your final grade for the First Quarter is already posted in Power School. There is always a chance for improvement!!!!
Intelligence without ambition is a bird without wings.
Salvador Dali
Important Dates to keep in mind:
Late Start 9:30: October 19
Chapter Test: October 20
AASCA Tournament: October 20-23
We will continue to learn about Genetics and Heredity this week. Practice your Genetic Problems and the Pedigree Charts. Please don't forget to keep your binders organized: file papers, color code and keep important documents in plastic protectors. We are now beginning the Second Quarter and it is a good chance to improve our first Quarter Grade.
Please don't forget that our Science Test for chapter 4 will take place Wednesday, October 20. As you prepare for it, make sure you read the chapter and then study details with the help of your work pack and key terms.
Your final grade for the First Quarter is already posted in Power School. There is always a chance for improvement!!!!
Intelligence without ambition is a bird without wings.
Salvador Dali
Important Dates to keep in mind:
Late Start 9:30: October 19
Chapter Test: October 20
AASCA Tournament: October 20-23
Friday, October 8, 2010
October 11-15
Dear Students:
This week we will continue practicing our Genetics Problems. We are now ready to add more traits and new terms to our already rich list of key Terms. Remember you will have a Test this Wednesday only Genetic Problem solving!!! Study your Punnett squares, homozygous and heterozygous traits as well as phenotypes and genotypes. Use all the problems done in class to practice.
Important Dates to keep in mind:
October 11: Holiday
October 13: Test Genetics Problems
October 15: Work pack Due
October 14: End of the 1st Quarter
Use the following link to practice at home:
Genetics problems Quiz
http://glencoe.mcgraw-hill.com/sites/0078778066/student_view0/chapter5/math_practice.html
This week we will continue practicing our Genetics Problems. We are now ready to add more traits and new terms to our already rich list of key Terms. Remember you will have a Test this Wednesday only Genetic Problem solving!!! Study your Punnett squares, homozygous and heterozygous traits as well as phenotypes and genotypes. Use all the problems done in class to practice.
Important Dates to keep in mind:
October 11: Holiday
October 13: Test Genetics Problems
October 15: Work pack Due
October 14: End of the 1st Quarter
Use the following link to practice at home:
Genetics problems Quiz
http://glencoe.mcgraw-hill.com/sites/0078778066/student_view0/chapter5/math_practice.html
Friday, October 1, 2010
October 4-8
October 4-8
Dear Students:
This week we are beginning Chapter 4.This Chapter covers many aspects of the science of heredity. We will be learning about
• Mendel’s work
• Probability and heredity
• Inheritance
• The DNA Connection.
Some important dates to keep in mind are:
October 6: Key Terms Ch 6
October 13: Test #1 Chapter 4
October 20: Test #2 Chapter 4
You can notice this chapter is divided into two parts. As we will be taking genetics cases I decided to divide the content in two parts.
Gregor Johann MENDEL was an Austrian monk and biologist whose work on heredity became the basis of the modern theory of genetics. To learn more about him visit:
http://www.zephyrus.co.uk/gregormendel.html
Dear Students:
This week we are beginning Chapter 4.This Chapter covers many aspects of the science of heredity. We will be learning about
• Mendel’s work
• Probability and heredity
• Inheritance
• The DNA Connection.
Some important dates to keep in mind are:
October 6: Key Terms Ch 6
October 13: Test #1 Chapter 4
October 20: Test #2 Chapter 4
You can notice this chapter is divided into two parts. As we will be taking genetics cases I decided to divide the content in two parts.
Gregor Johann MENDEL was an Austrian monk and biologist whose work on heredity became the basis of the modern theory of genetics. To learn more about him visit:
http://www.zephyrus.co.uk/gregormendel.html
Friday, September 24, 2010
September 27 – October 1
Dear Students:
This week you will have a test on Chapter 4. Please read the Chapter first and then use your section summaries to review. Your class notes and work pack are also useful and available for you to review. Your test is Wednesday, September 29.
Your DNA structure project is due Friday, October 1st. DNA (Deoxyribonucleic acid) is a nucleic acid, or large molecule, that contains the genetic code or blueprint used in the creation of all living organisms and some viruses. DNA pieces are called genes. DNA comprises two long polymer strands called nucleotides, each with a backbone of sugars and phosphates. The backbone sugars are joined to rungs of two of four molecules called bases, which pair up as adenine and thymine, and guanine and cytosine. It is this sequence of four bases that actually encodes genetic information. Making DNA models is simple and can be done with household items.
Don’t forget to present your rubric with your project!!
Useful links to review:
Photosynthesis
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.html
DNA
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html
Identify laboratory Devices
http://www.epa.gov/region03/ee/chesapeake/labident.htm
Heredity
http://www.sonic.net/~nbs/projects/anthro201/
This week you will have a test on Chapter 4. Please read the Chapter first and then use your section summaries to review. Your class notes and work pack are also useful and available for you to review. Your test is Wednesday, September 29.
Your DNA structure project is due Friday, October 1st. DNA (Deoxyribonucleic acid) is a nucleic acid, or large molecule, that contains the genetic code or blueprint used in the creation of all living organisms and some viruses. DNA pieces are called genes. DNA comprises two long polymer strands called nucleotides, each with a backbone of sugars and phosphates. The backbone sugars are joined to rungs of two of four molecules called bases, which pair up as adenine and thymine, and guanine and cytosine. It is this sequence of four bases that actually encodes genetic information. Making DNA models is simple and can be done with household items.
Don’t forget to present your rubric with your project!!
Useful links to review:
Photosynthesis
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.html
DNA
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html
Identify laboratory Devices
http://www.epa.gov/region03/ee/chesapeake/labident.htm
Heredity
http://www.sonic.net/~nbs/projects/anthro201/
Monday, September 20, 2010
DNA MODEL
DNA MODEL INSTRUCTIONS
Due Date ____OCT 1st___________ .
You will build a 3-D double helix (twisted) model of DNA, deoxyribonucleic acid.
Dimensions: NO TALLER than 12 inches when mounted on a base. The maximum size of the base is 8 inches by 8 inches. Smaller is better.
Use 3 dimensional objects. (No pieces of paper glued to a form) Items you may use are coat hanger wire, wire, toothpicks, pipe cleaners, beads, tinker toys, soda straws, wood, etc. NO TAPE!!!!! You may not use a purchased DNA model kit. DO NOT USE ANY FOOD PRODUCTS!!!!!!!!! No cereal, candy, pasta, rice, etc. Use of food will result in an immediate 50 point deduction in grade points. You do not have to spend a lot of money on this project. Be creative.
Your model must include a minimum of 5 rungs made up of nucleotides. Each nucleotide must have a sugar, phosphate group, and a nitrogen base represented by different colored objects. Nitrogen bases must be bonded to the appropriate complementary base on the other side of the helix. You must have each of the four bases represented. The two sides should be twisted to look like a double helix. Use Figure 23 on page 101 as a reference.
Hints for color-coding: all 10 sugars should be the same color, all 10 phosphates should be the same color, and each of the four nitrogen bases should have their own color. Together you should have 6 different colors. Again, use Figure 23 on page 101 as a reference.
Include a properly labeled, color-coded key at the base of your double helix along with an example of one complete nucleotide. List the correct names with the correct spelling of the deoxyribose sugar, each nitrogen base and the phosphates. Use NO abbreviations. Neatness AND stability of the model on its base counts. Print your name and class period on the underside of the base.
Project is due October 1.
NOTE: There are two different bases referred to in these instructions. One refers to base pairs and the other is the base of your project. Please be sure you know the difference.
Due Date ____OCT 1st___________ .
You will build a 3-D double helix (twisted) model of DNA, deoxyribonucleic acid.
Dimensions: NO TALLER than 12 inches when mounted on a base. The maximum size of the base is 8 inches by 8 inches. Smaller is better.
Use 3 dimensional objects. (No pieces of paper glued to a form) Items you may use are coat hanger wire, wire, toothpicks, pipe cleaners, beads, tinker toys, soda straws, wood, etc. NO TAPE!!!!! You may not use a purchased DNA model kit. DO NOT USE ANY FOOD PRODUCTS!!!!!!!!! No cereal, candy, pasta, rice, etc. Use of food will result in an immediate 50 point deduction in grade points. You do not have to spend a lot of money on this project. Be creative.
Your model must include a minimum of 5 rungs made up of nucleotides. Each nucleotide must have a sugar, phosphate group, and a nitrogen base represented by different colored objects. Nitrogen bases must be bonded to the appropriate complementary base on the other side of the helix. You must have each of the four bases represented. The two sides should be twisted to look like a double helix. Use Figure 23 on page 101 as a reference.
Hints for color-coding: all 10 sugars should be the same color, all 10 phosphates should be the same color, and each of the four nitrogen bases should have their own color. Together you should have 6 different colors. Again, use Figure 23 on page 101 as a reference.
Include a properly labeled, color-coded key at the base of your double helix along with an example of one complete nucleotide. List the correct names with the correct spelling of the deoxyribose sugar, each nitrogen base and the phosphates. Use NO abbreviations. Neatness AND stability of the model on its base counts. Print your name and class period on the underside of the base.
Project is due October 1.
NOTE: There are two different bases referred to in these instructions. One refers to base pairs and the other is the base of your project. Please be sure you know the difference.
Saturday, September 18, 2010
September 20/ Chapter 3/ Cell Processes and Energy
Dear Students:
This week we will continue to work in Chapter 3: CELL PROCESSES AND ENERGY!!!!We will explore Photosynthesis, Respiration and Cell Division. Our Chapter TEST will be Wednesday, september 29. We will carry out activities in class to get ready for it. Our Lab Activity certainly was a big success. Slowly but surely we will continue to practice our lab skills as well as our class content. Your workpack should be ready by Wednesday, september 22. We will proceed to discuss it in class and to make sure that no questions are left unanswered. I will now list some of the goals you should meet as we approach the end of the chapter:
Explain how the sun supplies living things with the energy they need
Describe what happens during the process of photosynthesis
Describe the events that occur during respitation
Tell what fermentation is
Identify the events that take place during Cell Division
Don't forget to use the links provided in this BLOG to review your material in a daily basis, as well as the class notes.
Now lets take a look at some Effective HABITS
You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:
Take responsibility for yourself
Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources
Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important
Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals
Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges
Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance
First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation
Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center
Look to continually challenge yourself
This week we will continue to work in Chapter 3: CELL PROCESSES AND ENERGY!!!!We will explore Photosynthesis, Respiration and Cell Division. Our Chapter TEST will be Wednesday, september 29. We will carry out activities in class to get ready for it. Our Lab Activity certainly was a big success. Slowly but surely we will continue to practice our lab skills as well as our class content. Your workpack should be ready by Wednesday, september 22. We will proceed to discuss it in class and to make sure that no questions are left unanswered. I will now list some of the goals you should meet as we approach the end of the chapter:
Explain how the sun supplies living things with the energy they need
Describe what happens during the process of photosynthesis
Describe the events that occur during respitation
Tell what fermentation is
Identify the events that take place during Cell Division
Don't forget to use the links provided in this BLOG to review your material in a daily basis, as well as the class notes.
Now lets take a look at some Effective HABITS
You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:
Take responsibility for yourself
Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources
Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important
Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals
Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges
Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance
First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation
Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center
Look to continually challenge yourself
Tuesday, September 7, 2010
Monday, September 6, 2010
Wednesday, September 1, 2010
Tuesday, August 31, 2010
The Cell Project
Cell Project:
Due September 3rd
You will create a 3-D model of a plant or animal cell (your choice) using common materials. You will label the structures on the model with numbers, providing a typewritten key to identify the labels. Also on the key, you will identify the location of the structure in relation to other structures on your particular cell, as well as the function of each structure.
REQUIREMENTS AND LIMITS:
1) The cell can be no smaller than 4" x 6", and no larger than 9" x 12".
2) The cell must be 3-D. Therefore it cannot be a poster or only puffy paint.
3) The model MUST be delivered in a box (shoe box, shirt box, etc...)
4) Use clear drying glue. Avoid tape, pins, and staples. Ideas for materials include: yarn, beads, toothpicks, pipe cleaners, string, straws, Styrofoam, play-doh, etc... Use many types and your imagination, but be sure it will stay together.
5) You must identify all the organelles listed below for whichever cell you choose.
6) The type of cell, your name, and period must be identified somehow on the model and on the key.
7) DO NOT label the organelles on the model. Use ID numbers. The key will identify which organelle is represented by each ID number.
8) You must turn in the scoring sheet, your key, and model together in the box.
Organelles to be included in BOTH CELLS:
cell membrane
vacuole
rough endoplasmic reticulum
smooth endoplasmic reticulum
golgi apparatus
nucleolus
nucleus
ribosomes
mitochondria
Organelles to be included in PLANT CELLS ONLY:
cell wall
chloroplast
Organelles to be included in ANIMAL CELLS ONLY:
lysosomes
centrioles
REMEMBER
Plant and animal cells have different shapes, and this should be reflected in your model.
Due September 3rd
You will create a 3-D model of a plant or animal cell (your choice) using common materials. You will label the structures on the model with numbers, providing a typewritten key to identify the labels. Also on the key, you will identify the location of the structure in relation to other structures on your particular cell, as well as the function of each structure.
REQUIREMENTS AND LIMITS:
1) The cell can be no smaller than 4" x 6", and no larger than 9" x 12".
2) The cell must be 3-D. Therefore it cannot be a poster or only puffy paint.
3) The model MUST be delivered in a box (shoe box, shirt box, etc...)
4) Use clear drying glue. Avoid tape, pins, and staples. Ideas for materials include: yarn, beads, toothpicks, pipe cleaners, string, straws, Styrofoam, play-doh, etc... Use many types and your imagination, but be sure it will stay together.
5) You must identify all the organelles listed below for whichever cell you choose.
6) The type of cell, your name, and period must be identified somehow on the model and on the key.
7) DO NOT label the organelles on the model. Use ID numbers. The key will identify which organelle is represented by each ID number.
8) You must turn in the scoring sheet, your key, and model together in the box.
Organelles to be included in BOTH CELLS:
cell membrane
vacuole
rough endoplasmic reticulum
smooth endoplasmic reticulum
golgi apparatus
nucleolus
nucleus
ribosomes
mitochondria
Organelles to be included in PLANT CELLS ONLY:
cell wall
chloroplast
Organelles to be included in ANIMAL CELLS ONLY:
lysosomes
centrioles
REMEMBER
Plant and animal cells have different shapes, and this should be reflected in your model.
Wednesday, August 11, 2010
How To Write An Abstract
HOW TO WRITE AN ABSTRACT
Each student who does a science project must write an abstract that will be displayed with their project.
Some science project abstracts are placed on the table in a folder while others are attached to the display board. Follow the guidelines for each presentation.
What are science project abstracts?
An abstract is a brief, written discussion of your Science Project.
Each abstract consists of a brief statement of the essential, or most important, thoughts about your project. Abstracts should summarize, clearly and simply, the main points of the experiment and/or the main sections of the report. Syntax, spelling, grammar, and punctuation, neatness, and originality are important. (see details below)
What do you include when writing science fair project abstracts?
1. Project title
School
City, State
2. Purpose of your project / experiment
. An introductory statement of the reason for investigating the topic of the project.
. A statement of the problem or hypothesis being studied.
It also may include any possible research applications.
3. Procedures Used
. Summarization of the key points.
. Overview of the investigation that you conducted.
. Only include procedures that you, the student, did.
. Do not include work done by a mentor (such as surgical procedures), acknowledgements, work done by a university lab or work done prior to your involvement in your project.
. Do not give details about the materials used unless it greatly influenced the procedure or had to be developed to do the investigation.
4. Observation/Data/Results
. State the key results that lead directly to the conclusions you have drawn.
. Do not give too many details about the results nor include tables or graphs.
5. Conclusions
. Describe briefly conclusions that you derived from your investigation.
. In the summary paragraph, reflect on the process and possibly state some applications and extensions of the investigation.
. An abstract does not include a bibliography unless specifically required by your teacher.
More Tips When Writing Science Fair Project Abstracts
• The abstract is printed on one page and is usually between 100 to 250 words long for grades 4 through 12, and between 50 to 250 for grades K through 3
• Judges and the public must have an accurate idea of the project after reading the abstract.
• The abstract must focus on the current year's research and give only minimal reference to previous work. Do not include details and discussions in the abstract, but they may be put in the longer, written research paper (if required), or given on the display board.
Each student who does a science project must write an abstract that will be displayed with their project.
Some science project abstracts are placed on the table in a folder while others are attached to the display board. Follow the guidelines for each presentation.
What are science project abstracts?
An abstract is a brief, written discussion of your Science Project.
Each abstract consists of a brief statement of the essential, or most important, thoughts about your project. Abstracts should summarize, clearly and simply, the main points of the experiment and/or the main sections of the report. Syntax, spelling, grammar, and punctuation, neatness, and originality are important. (see details below)
What do you include when writing science fair project abstracts?
1. Project title
School
City, State
2. Purpose of your project / experiment
. An introductory statement of the reason for investigating the topic of the project.
. A statement of the problem or hypothesis being studied.
It also may include any possible research applications.
3. Procedures Used
. Summarization of the key points.
. Overview of the investigation that you conducted.
. Only include procedures that you, the student, did.
. Do not include work done by a mentor (such as surgical procedures), acknowledgements, work done by a university lab or work done prior to your involvement in your project.
. Do not give details about the materials used unless it greatly influenced the procedure or had to be developed to do the investigation.
4. Observation/Data/Results
. State the key results that lead directly to the conclusions you have drawn.
. Do not give too many details about the results nor include tables or graphs.
5. Conclusions
. Describe briefly conclusions that you derived from your investigation.
. In the summary paragraph, reflect on the process and possibly state some applications and extensions of the investigation.
. An abstract does not include a bibliography unless specifically required by your teacher.
More Tips When Writing Science Fair Project Abstracts
• The abstract is printed on one page and is usually between 100 to 250 words long for grades 4 through 12, and between 50 to 250 for grades K through 3
• Judges and the public must have an accurate idea of the project after reading the abstract.
• The abstract must focus on the current year's research and give only minimal reference to previous work. Do not include details and discussions in the abstract, but they may be put in the longer, written research paper (if required), or given on the display board.
Tuesday, August 10, 2010
Life Science Syllabus
American School of Tegucigalpa
Dear Life Science Students/Parents:
Welcome to the Wonderful World of Science through the Life Science Course for seventh grade. This course is widely described as an in-depth study of the five kingdoms and human biology. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Course Compliance:
The course is designed to meet and/or exceed the requirements of the Ministerio de Educación de la República de Honduras and also the American School Science Benchmarks and Standards, which are based upon those suggested by the U.S. National Science Teachers Association, and the International Baccalaureate Diploma Program.
Course Elements:
The course is supported by a textbook: Pearson Prentice Hall’s Science Explorer; M.Padilla, I. Miaoulis and M. Cyr, and is divided into four quarters:
FIRST QUARTER
CHAPTER 1 INTRODUCTION TO LIFE SCIENCE
CHAPTER 2 LIVING THINGS
CHAPTER 3 CELL PROCESSES AND ENERGY
CHAPTER 4 GENETICS: THE SCIENCE OF HEREDITY
CHAPTER 5 MODERN GENETICS
SECOND QUARTER
CHAPTER 6 CHANGES OVER TIME
CHAPTER 14 BONES, MUSCLES, AND SKIN
CHAPTER 15 FOOD AND DIGESTION
CHAPTER 16 CIRCULATION
THIRD QUARTER
CHAPTER 17 RESPIRATION AND EXCRETION
CHAPTER 18 FIGHTING DISEASE
CHAPTER 19 THE NERVOUS SYSTEM
CHAPTER 20 THE ENDOCRINE SYSTEM AND REPRODUCTION
FOURTH QUARTER
CHAPTER 21 POPULATIONS AND COMMUNITIES
CHAPTER 22 ECOSYSTEMS AND BIOMES
CHAPTER 23 LIVING RESOURCES
Course Implementation:
In order to asses the student’s comprehension, the course requires a grading procedure divided as follows:
• Class Participation 10%
• Homework and Classroom Work 20%
• Tests 25%
• Projects and Lab Activities 30%
• Quizzes 15%
You might have noticed that Class Participation is graded and required. I cannot stress enough the importance of personal attributes such as being prepared, on-time, follow directions, work well with others, show good classroom manners and display a positive attitude and effort all around, as these are roughly the matters that make class participation. Homework and classroom work are obviously graded to encourage completion of the assigned task. You might also have noticed that there are quizzes and tests. In a subject like Science, learning comes predominantly through observation, just like the original discoverers of many scientific processes did; Projects and Lab Activities will be part of the tools used to reinforce lectures, and will also be graded. Tests are chapter evaluations that will be announced and expected at the end of each chapter. Since students are also expected to review the material covered in class on a daily basis, they should be ready for a Quiz at any time, be it announced or unannounced.
Miscellaneous:
It is always important to read the Student/Parent Handbook as it is a good reference as to what is expected, permitted, prohibited and otherwise. If the need arises, you can contact me by making an appointment through the secretary to the Middle School Principal, or via email to the following address: merrazuriz@amschool.org
Best regards,
Marici Errázuriz-Giron
Dear Life Science Students/Parents:
Welcome to the Wonderful World of Science through the Life Science Course for seventh grade. This course is widely described as an in-depth study of the five kingdoms and human biology. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Course Compliance:
The course is designed to meet and/or exceed the requirements of the Ministerio de Educación de la República de Honduras and also the American School Science Benchmarks and Standards, which are based upon those suggested by the U.S. National Science Teachers Association, and the International Baccalaureate Diploma Program.
Course Elements:
The course is supported by a textbook: Pearson Prentice Hall’s Science Explorer; M.Padilla, I. Miaoulis and M. Cyr, and is divided into four quarters:
FIRST QUARTER
CHAPTER 1 INTRODUCTION TO LIFE SCIENCE
CHAPTER 2 LIVING THINGS
CHAPTER 3 CELL PROCESSES AND ENERGY
CHAPTER 4 GENETICS: THE SCIENCE OF HEREDITY
CHAPTER 5 MODERN GENETICS
SECOND QUARTER
CHAPTER 6 CHANGES OVER TIME
CHAPTER 14 BONES, MUSCLES, AND SKIN
CHAPTER 15 FOOD AND DIGESTION
CHAPTER 16 CIRCULATION
THIRD QUARTER
CHAPTER 17 RESPIRATION AND EXCRETION
CHAPTER 18 FIGHTING DISEASE
CHAPTER 19 THE NERVOUS SYSTEM
CHAPTER 20 THE ENDOCRINE SYSTEM AND REPRODUCTION
FOURTH QUARTER
CHAPTER 21 POPULATIONS AND COMMUNITIES
CHAPTER 22 ECOSYSTEMS AND BIOMES
CHAPTER 23 LIVING RESOURCES
Course Implementation:
In order to asses the student’s comprehension, the course requires a grading procedure divided as follows:
• Class Participation 10%
• Homework and Classroom Work 20%
• Tests 25%
• Projects and Lab Activities 30%
• Quizzes 15%
You might have noticed that Class Participation is graded and required. I cannot stress enough the importance of personal attributes such as being prepared, on-time, follow directions, work well with others, show good classroom manners and display a positive attitude and effort all around, as these are roughly the matters that make class participation. Homework and classroom work are obviously graded to encourage completion of the assigned task. You might also have noticed that there are quizzes and tests. In a subject like Science, learning comes predominantly through observation, just like the original discoverers of many scientific processes did; Projects and Lab Activities will be part of the tools used to reinforce lectures, and will also be graded. Tests are chapter evaluations that will be announced and expected at the end of each chapter. Since students are also expected to review the material covered in class on a daily basis, they should be ready for a Quiz at any time, be it announced or unannounced.
Miscellaneous:
It is always important to read the Student/Parent Handbook as it is a good reference as to what is expected, permitted, prohibited and otherwise. If the need arises, you can contact me by making an appointment through the secretary to the Middle School Principal, or via email to the following address: merrazuriz@amschool.org
Best regards,
Marici Errázuriz-Giron
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