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.
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.
Tuesday, August 31, 2010
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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