BIOLOGY

COURSE DESCRIPTION
Biology I is a //laboratory science course // that investigates the relationship between structure and function from molecules to organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment, and mechanisms that maintain continuity and lead to changes in populations over time. Students explore biological concepts through an inquiry approach. Embedded standards for Inquiry, Technology & Engineering, and Mathematics are taught in the context of the content standards for Cells, Interdependence, Flow of Matter and Energy, Heredity, and Biodiversity and Change.

= Biology = New Generation Life Science Standards The performance expectations in LS1: From Molecules to Organisms: Structure and Process help students formulate an answer to the question, "How do organisms live and grow?" The LS1 Disciplinary Core Idea from the NRC Framework is presented as three sub-ideas: Structure and Function, Growth and Development pf Organisms, and Organization for Matter and Energy Flow in Organisms In these performance expectations, students demonstrate that they can use investigations and gather evidence to support explanations of cell function and reproduction. they understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesis, respiration and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding o the hierarchical organization of organisms. Cross-cutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the structures and processes of organisms.

COMMON CORE

10.RST.2 Determine the central ideas or conclusions of a text;trace the text’s explanation or depiction of a complex process,phenomenon, or concept; provide an accurate summary of the text. (Cell processes)

State Standard

9-12.L.1.1. (Analysis) Relate cellullar functions and processes to specialized structures within cells

=National Science Education Standards = LSMat 4 The complexity and organization of organisms. LSMat 6 As matter and energy flow through different levels of organization UCP1 Systems UCP5 Form and functionST2 Understandings about science and technology

Work on human vital organs in silhouette || March 24 Identify organs on mannequin || March 25 Work on silhouette || March 26 Work on silhouette || March 27 TEST on Vital Organs ||
 * March 23

Design Wanted poster for human organ || March 31 Work on poster and reward || April 1 Complete human body assignments || April 2 Finish poster and any silhouette missing parts || April 3 GOOD FRIDAY ||
 * March 30

GOOD MONDAY || April 7 Design Green house || April 8 Finish Green House || April 9 Prepare trays for planting || April 10 finish trays ||
 * April 6

KNOW (facts, details, dates, definitions, places, people)
 * April 13 || April 14 || April 5 || April 16 || April 17 ||
 * Define vocabulary
 * Define animal habitats, reproduction,
 * Complete directed readings on animal characteristics
 * Define Human Systems

UNDERSTAND (I want the students to understand that...)
 * animal life cycle
 * animal habitation
 * placement of human systems

BE ABLE TO DO (specific skills; __start__ with verb; NOT the activity)
 * Draw a spider map
 * Draw cell structures
 * identify cells
 * Draw human systems on a model
 * Explain the functions of human systems





PHOTOSYNTHESIS WEB SITES www.emc.maricopa.edu/faculty/farabeewww.biology.clc.uc.edu/courses www.en-wikipedia.org/wiki/photosynthesis

Regulation of Human Heart Rate Part 1 Introduction ★ Why do you need to have a heart? Why do you need to have blood circulate to all the parts of your body? ★ How does your heart pump blood? What is a heart beat? ★ Does your heart always beat at the same rate? ★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">List some activities or stimuli that you think may increase a person's heart rate. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">An activity is something a person does, and a stimulus is an input from the environment around a person. ★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Are there any activities or stimuli that you think may decrease a person's heart rate? <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Today, after you learn how to measure heart rate accurately, your group will design an experiment to test how a stimulus or activity affects heart rate. During the next laboratory period, you will carry out your experiment, analyze your data, and prepare a poster describing your experiment.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Measuring Heart Rate Accurately <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Each time the heart beats, blood is pumped into the <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">arteries. As the blood surges into the arteries during a heart beat, each artery stretches and bulges. This brief bulge of the artery is called a pulse. To measure heart rate you will count the number of pulses in the artery in the wrist in a 30second interval.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">To feel the pulse, find the artery in your partner's wrist. Place the tips of the first two fingers of one hand on the palm side of your partner's wrist, over toward the thumb side of his or her wrist. You may need to press quite firmly in order to feel the pulse of blood which each heart beat sends through the artery. Don't use your thumb to feel the pulse in the wrist, because your thumb has a pulse of its own. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Practice counting the number of pulses in 30 seconds. Multiply that number by 2 to get heart rate (number of heart beats per minute). <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">After you have practiced, it is important to check the accuracy of your heart rate measurements. Work in a group of four using the following procedure to test and improve the accuracy of heart rate measurements <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(1) Choose one person in your group to be the subject, one person to measure the pulse count in the left arm, and one person to measure the pulse count in the right arm. The fourth person in the group will use the stop watch to time a 30 second interval, and will indicate when the count of beats should begin and end. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(2) Both people who are measuring pulse count should write down the number of beats for the 30 second interval before saying the number out loud. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Pulse count in 30 seconds __<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Next, compare the results found by the two different people who were measuring pulse counts. Did you both count about the same number of pulses in the 30 second interval? If you got different results, can you figure out why? __ __<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(3) Try to improve your technique, and repeat step __ __<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">2 until both people who are measuring pulse counts get the same number of pulses in the 30 second interval (or within 1 or 2 of the same number). __ __<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(4) Once you have accurate readings, use the final, accurate set of measurements to calculate the heart rate for this subject (beats __ __<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">per minute). Heart rate = _____ beats per minute <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(5) After this, you should switch roles. The people who were measuring pulse counts should now be the subject and the timer, and the people who were the subject and the timer should now measure pulse counts. Repeat steps 2-3 until the heart rate measurements are accurate. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Designing Your Experiment ★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Discuss how you could test your ideas concerning activities or stimuli which may increase or decrease heart rate. Choose a hypothesis that your group would like to test in your next lab class. Write your hypothesis.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Plan your experimental procedure. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Try to keep everything constant, except for the one stimulus or activity you want to test. This will allow you to measure the effect <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">of the stimulus or activity you are testing, and minimize confounding effects due to any other factors that may influence heart rate. For example, unless you are measuring the effects of <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">physical activity try to avoid any physical activity that could influence your results (e.g. changing seats or change in posture). <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Plan to have each person in the group be a subject in the experiment, in order to see whether different people have the same heart rate response to your stimulus or activity.

★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> describe the procedure for your experiment <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Be specific about what you plan to do to your subjects (the stimulus) or what you want your subjects to do (the activity). Specify when and how often you will measure heart rate; you will need to measure resting heart rate two or three times before your stimulus or activity, and you will need to measure heart rate during and/or after our stimulus or activity. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">List of Specific Numbered Steps in Your Procedure <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Your teacher will check your plan for your experiment, and make any suggestions that could improve the experimental procedure. Discuss these suggestions and, if you decide to make any changes in your experimental procedure, incorporate these changes in your description of your procedure <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Getting Ready to Do the Experiment <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">If you need to bring anything to do your experiment <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Plan to bring the necessary materials or equipment.

★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Make a data sheet to collect the data during your experiment next time. The data sheet should include places to record the <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">•names of each student in the group <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">•resting heart rates (pulse counts) for each subject before the stimulus or activity, and the heart rates during and/or after the stimulus or activity <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">•anything you notice which might affect the results,for example, other things which may be happening in the room during your experiment or changes in each subject's mood during the experiment. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">If you complete these activities before the end of the period, you can begin the Hypothesis and Methods sections of your poster. (See below.) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Part 2 <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Doing Your Heart Rate Experiment ★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Review your experimental plan from last time, and carry out the experiment for each subject in your group. Record your data in the data sheets you prepared. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analyzing Your Results <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Discuss the best way to analyze your data in order to test your hypothesis. You may want to use one of the following methods of analysis. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(1) For each subject, calculate the change in heart rate (difference between the resting heart rate and the heart rate during or after the stimulus or activity). <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Calculate the average change in heart rate for all subjects in the experiment. Make a table to show the individual values and the <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">average change in heart rate. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(2) For each subject, graph the resting heart rate and the heart rate during and/or after the stimulus or activity. Calculate the average resting heart rate and the average heart rate during and/or after the stimulus or activity. Graph these averages. Be sure to label both axes of any graph that you make. ★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Each student should analyze the data and attach your table or graphs. ★ <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Do your results support your hypothesis? What conclusions can you draw from your experiment? <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Poster <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Each group should prepare a poster on their heart rate experiment. This poster should explain your hypothesis, the basic procedures you used, your main results (summarized in a graph and/or table)


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Write an informative essay about an animal of your choice. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Don’t forget the “hook” and the “clincher”! **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">(at least five paragraphs—introduction, body and conclusion) **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Biological Name **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Diet **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Population **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Range **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Behavior **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Reproduction **

Organelles and Their Functions
In this lab you will look at the **eukaryotic** **cells** of plants and animals. Eukaryotic cells are distinguished from the more primitive **prokaryotic cells** by the presence of **1) cytoplasmic membranous organelles**, **2) a nuclear membrane** (i.e. a true nucleus), and **3) chromosomal proteins**. In this lab we will focus primarily on organelles, their functions within the cell and how they differ between plant and animal cells. Think of the cell as a microscopic city. Like a real city it requires many services to keep it clean and running smoothly. Think of some of the services a real city needs: traffic control, waste disposal, and authority figure just to name a few. Like our imagined city a cell needs the same services. Organelles are the “workers” that provide these services. The following is a list describing the various functions of some common organelles.

The NUCLEUS (“mayor of city hall”)
> The nucleus houses the majority of genetic material of a cell. The nucleus is the “brain” of the cell and controls all activity within the cell. Using **DNA** as a blueprint > (like the blueprints of a city) the nucleus directs the production of proteins. You will learn about this process in the DNA Transcription and Translation lab. > > A nucleus with the DNA coiled into chromatin. Electron microscope picture of a nucleus

RIBOSOMES (“lumber or brick yard”)
> The ribosomes carry out manual labor in the form of protein synthesis for the nucleus. They bring together all the raw ingredients such as **RNA** (copies of the original DNA blueprints) and amino acids to assemble proteins. The proteins created are essential to cell and organismal function. Think of proteins as machinery for cell functions much like electricity and plumbing are essential in a real city. For example, enzymes are a type of protein without which life could not exist. > > The large and small subunits of ribosomal RNA translating an mRNA strand into a polypeptide chain.

> Refer to DNA Transcription and Translation for further reading.

**The ENDOPLASMIC RETICULUM (“highways and road systems”)**
> There are two types of endoplasmic reticulum (ER) – **Smooth ER** and **Rough ER**. This extensive network makes up approximately one half of all membranous tissue of the cell and is the site of membrane and protein synthesis. The ER system is much like a road system along which industry can be found. Goods are manufactured and shipped to needed areas via the road system. Rough ER is named for the presence of ribosomes along its membrane and is the source of proteins. Smooth ER lacks ribosomes and is responsible for lipid synthesis and processes a variety of metabolic processes such as drug detoxification. > > Can you tell the difference between the smooth and rough ER?

**CELL MEMBRANE (“City Border”) and CELL WALL (“City Wall”)**
> Cell membranes are found in animal cells whereas cell walls are found in plant cells. Cell walls and membranes have similar functions. Like a city perimeter, cell membranes surround the cell and have the ability to regulate entrance and exit of substances, thereby maintaining internal balance. These membranes also protect the inner cell from outside forces. Cell walls, as the city analogy implies, are much stronger than cell membranes and protect cells from lysing (exploding) in extremely hypotonic (diluted) solutions. You will learn more about these concepts in the Biological Membranes lab. > > Artist rendition of an animal cell membrane. Artist rendition of a plant cell wall.

**CYTOSKELETON (“steel girders”)**
> The cytoskeleton makes up the internal framework, like the steel girders that are the framework for buildings in a city that gives each cell its distinctive shape and high level of organization. It is important for cell movement and cell division (**mitosis**). > > Picture of a cell’s cytoskeleton- a complex network of tubules and filaments.

**CYTOPLASM (“lawns and parks”)**
> Cytoplasm is a semi-fluid substance (think gelatin) found inside the cell. The cytoplasm encases, cushions and protects the internal organelles. It is the cell landscape found in any space where organelles are not and therefore is much like the lawns and parks of our city. > > The cytoplasm is the substance surrounding the visible vacuoles in this cell.

**GOLGI APPARATUS (“post office”)**
> Like a post office, the golgi apparatus is used for shipping those goods created by the ER and ribosomes to the rest of cell. > > EM picture of a golgi apparatus Artist rendition of the Golgi Complex

**CHLOROPLASTS (“solar energy plant”)**
> Chloroplasts are organelles found only in plant cells. Like a solar energy plant they use sunlight to create energy for the city. Chloroplasts are the site of photosynthesis a process in which the plant uses carbon dioxide, water and sunlight to create energy in the form of glucose for the plant cell as well as heterotrophs that consume the plant. > > Artist rendition of a chloroplast- site of photosynthesis in plant cells.

**MITOCHONDRIA (“energy plant”)**
> Mitochondria are found in both plant and animal cells and is the site of cellular respiration. Through this process that will be covered in the Photosynthesis and Respiration lab **ATP** is created which is used for energy by the cell. > > Electron microscope picture of a mitochondria.

**LYSOSOMES (“waste disposal and recycling”)**
> The lysosomes are digestive sacs that can break down macromolecules in the cell using the process of hydrolysis. The digestion is carried out with lysosomal enzymes found in the lysosome. Like waste disposal in a city, lysosomes help keep excessive or bulky macromolecules from building up in the cell. > d > Electron microscope picture of a lysosome.

**VACUOLES and VESICLES (“warehouses, water towers or garbage dumps”)**
> Think of these membrane sacs that have a variety of functions as containment units for anything in excess in a city. They can hold many substances from organic molecules to simple excess water. Plant cells have a **central vacuole** that is important in maintaining plant **turgidity**. You can read more about this phenomenon in the Biological Membranes Lab. > > Central vacuole of a plant cell.

**Plant versus Animal Cells**
Now that you know some important cell organelles let us identify those that distinguish plant cells from animal cells. From the descriptions above, we can identify three organelles unique to plant cells: **1) cell wall** (versus a cell membrane in animal cells), **2) central vacuole** (regular vacuoles are found in animal cells) and **3) chloroplasts** (animals do not perform photosynthesis. This is what makes plants autotrophs and animals heterotrophs.)

Bacterial Cell Review Plant Cell Review Animal Cell Review

Review Questions
- List 3 differences between plant and animal cells. - What is the function of the cytoskeleton? - Explain the Endosymbiotic Theory, give one example, and name the scientist who discovered it. - Besides the nucleus, list another organelle in an animal cell and 2 organelles from a plant cell that contain DNA. - Are there cells in the human body that lack nuclei, if so which ones? - Explain the Sodium Potassium pump. - Which processes listed below use energy? Passive diffusion Facilitated diffusion Active transport - We saw plasmolysis occur when salt solution (10% NaCl) was added to the //Elodea// plant cells. Describe what happened to the plant cell and explain why. - Why does active transport require energy from the cell? - What organelles do plants have that animals lack? - What organelles do animals have the plants lack? - Be able to give the functions for all cell organelles identified in lab. - Since osmosis is a type of diffusion, water must by moving from an area of __concentration to an area of__ concentration. - Pure water is hypertonic or isotonic or hypotonic to 0.1M saline solution? - Explain what happened to the potato when you placed it in the distilled water and in 10% NaCl. - Some white blood cells (phagocytes) use a process called phagocytosis. What is this? - T/F 1. Lysosomes can be called "suicide sacs" 2. Red blood cells have a life span of about 500 days - What type of blood cells make up the majority of human blood? - Structure bound in membrane packages within a eukaryotic cell are called - Name an organelle found in animal cells that is not the nucleus. - What kind of cell is an animal cell? - Red blood cells are also called, while white blood cells are also called __.__ __- Which type of blood cell is small and lacks a nucleus?__ __- What is the function of red blood cells?__ __- What is the function of white blood cells?__ __- What prevents a plant cell from undergoing lysis when placed in a highly hypotonic solution?__ __- What class contains the largest white blood cells?__ __- What is the function of the mitochondria?__ __-__ ___ and__ ___ are found in plant cells, but now in animal cells.__ __- The organelles in eukaryotic cells are surrounded by__ ___.__ __- The video mentioned that a__ _ is sometimes caleed a "suicide sac" because it is involved in killing non-functional or harmful parts.

=Science Anatomy Project= ** 1. ****__ DRAWING: __** You will draw a __life size__ human body that contains assigned systems of the human body. **REQUIREMENTS FOR THE SKELETAL SYSTEM**: · In detail, the axial and appendicular skeletal bones in the body. · The names, structure and function of types of joints – including the range of motion allowed by each type of joint. · Primary muscles · Organs ** 2. ****__ WRITTEN REPORT __** You will write a paper describing a disease that interests you that affects the bones, joints, muscles, or organs. You must also include the following information:
 * Purpose**: Students will have an understanding of the structure and function of the human anatomy---bones, joints, muscles, and organs.
 * __ Requirements __**__ : __

*what system the disease affects *one disease *work cited 3. **__ ORAL PRESENTATION __** – Briefly explain your findings to the other students in your class. ** (20 points) ** || 1 or 2 required elements are missing from report (not including additional facts**).** ** (30 points) ** || All required information is present, but no additional information is given. ** (40 points) ** || All required information is present in report, including two additional facts. ** (50 points) ** ||  || ** (5 points) ** || Information clearly relates to topic, but some sections are lacking detail and explanation. ** (10 points) ** || Information clearly relates to main topic and all sections include some __supporting detail and explanation.__ ** (15 points) ** || Information clearly relates to main topic **and** all sections include significant __supporting details and explanation.__ ** (20 points) ** ||  || ** (5 points) ** || Report has improperly formatted cover page **AND/OR** body of report is less than two full pages in length. ** (8 points) ** || Report has incorrectly formatted cover page but report is double spaced and typed in black __ink, in no larger than size 12 font throughout report **AND** is at least two full pages in length.__ ** (12 points) ** || Report has cover page in the proper format **AND** is double spaced and typed in black __ink, in no larger than size 12 font (Times new Roman, Arial or Tahoma only) **AND** body of report is at least two full pages in length.__ ** (15 points) ** ||  || ** (2 points) ** || 3-4 grammatical, spelling or punctuation errors present throughout report. ** (3 points) ** || 1-2 grammatical, spelling or punctuation errors present throughout report. ** (4 points) ** || No grammatical, spelling or punctuation errors present throughout report. ** (10 points) ** ||  || ** (2 points) ** || All sources are documented with 3-4 errors in format **OR** Works Cited is not done a separate page. ** (3 points) ** || Works Cited is done on a separate page and all sources are documented with 1-2 errors in format. ** (4 points) ** || Works Cited is done on a separate, properly headed page with all sources documented in proper Works Cited format. ** (5 points) ** ||  || ** (0 points) ** || Title is too small **and/or** does not describe content of poster. ** (1 points) ** || Title can be read from 6 feet away and describes content well. ** (2 points) ** || Title can be read from at least six feet away and is colorful and creative. ** (3 points) ** ||  || ** (5 points) ** || Poster **is** missing 3-4 pieces of required information. ** (10 points) ** || Poster is missing 1-2 pieces of required information. ** (15 points) ** || All required information is present on the poster. ** (20 points) ** ||  || ** (5 points) ** || There are 3-4 incorrect facts or labels on the poster. ** (12 points) ** || There are 1-2 incorrect facts or labels on the poster. ** (17 points) ** || All information shown on the poster is accurate and is properly labeled. ** (22 points) ** ||  || ** Attractiveness ** || The poster is distractingly messy **and/or** very poorly designed. ** (0 points) ** || The poster is acceptably attractive, though some parts may be messy (this includes items falling or peeling off of poster). ** (5 points) ** || The poster is fairly attractive in terms of design, layout, color and neatness. ** (10 points) ** || The poster is **exceptionally** attractive in terms of design, layout, color and neatness, with very little unused space. ** (15 points) ** ||  || ** (4 points) ** || There are 3-4 grammatical, spelling or punctuation errors present on poster. ** (6 points) ** || There are 1-2 grammatical, spelling or punctuation errors present on poster. ** (8 points) ** || There are zero grammatical, spelling or punctuation errors present on poster. ** (10 points) ** ||  ||
 * ** Science Anatomy Project ** ||
 * **//Research Report Rubric//** ||
 * || Name: || Teacher: ||  ||
 * || Date : _ || Title of Work: _ ||  ||
 * ||  ||   || **Criteria** || **Points** ||   ||
 * || ** Information Included in Report ** || Three or more required elements are missing from report (not including additional facts).
 * || ** Information Included in Report ** || Three or more required elements are missing from report (not including additional facts).
 * ** Quality of Information ** || Information has little or nothing to do with main topic **OR** sections do not provide any supporting detail or explanation.
 * ** Report Format ** || Cover page is not present at all **AND/OR** there are errors in typing, spacing, ink color, etc.
 * ** Spelling/Grammar ** || 5 or more grammatical, spelling or punctuation errors present throughout report.
 * ** Works Cited ** || Works Cited page not present.
 * ||  ||   ||   || ** Total> ** ||  __/__ __**100**__ ||
 * ** Science Anatomy Project ** ||
 * **//Poster Rubric//** ||
 * || Name: || Teacher: _ ||  ||
 * || Date : _ || Title of Work: _ ||  ||
 * ||  ||   || **Criteria** || **Points** ||   ||
 * || ** Title of Project ** || No title is present on poster.
 * || ** Title of Project ** || No title is present on poster.
 * ** Required Information ** || Poster is missing 5 or more pieces of required information.
 * ** Accuracy of Information ** || There are 5 or more incorrect facts or labels on the poster.
 * ** Neatness/ **
 * ** Grammar, Spelling, and Mechanics ** || There are 5 or more grammatical, spelling or punctuation errors present on poster.
 * ||  ||   ||   || ** Total> ** ||  / **70** ||

Oral Presentation Rubric Name: Topic: ___Date:__ __


 * **Category** || **6** || **5** || **3** || **2** || **Points Earned** ||
 * **Organization** || Student presents information in logical, interesting sequence which evaluator can follow. || Student presents information in logical sequence which evaluator can follow. || Evaluator has difficulty following presentation because student jumps around. || Evaluator cannot follow presentation because there is no sequence of information. ||  ||

QUESTION 31 Imagine that your Tribal Council is planning to rezone twenty acres of heavily wooded tribal lands for commercial development. The land is located next to a large park and a buffalo herd's pasture. Write a short speech giving the Tribal Council your opinion about how destroying the habitat for all of the birds, insects, grasses, and buffalo might affect the reproduction and dispersal of the seed plants in the park and pasture.



PHOTOSYNTHESIS WEB SITES www.emc.maricopa.edu/faculty/farabeewww.biology.clc.uc.edu/courses www.en-wikipedia.org/wiki/photosynthesis

CELL POWER POINT [width="415" height="297"]
 * Design an edible cell

CELL VOCABULARY __Nucleus__ - Large Oval body near the centre of the cell. - The control centre for all activity. - Surrounded by a nuclear membrane. __Nucleoplasm__ - is the protoplasm in the nucleus. - contains genetic material ---> __CHROMOSOMES__ (DNA) __Nucleolus__ - is found in the nucleus. - contains more genetic information (RNA) __Cell Membrane__ - the outer boundary of the cell. - it separates the cell from other cells. - it is porous ---> allows molecules to pass through. __Cell Wall__ ( Plant Cells Only ) - non living structure that surrounds the plant cell. - protects + supports the cell. - made [|up of]a tough fibre called cellulose. __Cyto Plasm__ - cell material outside the nucleus but within the cell membrane. - clear thick fluid. - contains structures called organelles. __Vacuoles__ - are clear fluid sacs that act as storage areas for food, minerals, and waste. - in plant cell the vacuoles are large and mostly filled with water. This gives the plant support. - in animal cells the vacuoles are much smaller. __Mitochondria__ - [|power]house of the cell. - centre of respiration of the cell. - they release energy for cell functions. __Chloro Plasts__ ( Plant cells only ) - contains a green pigment known as chlorophyll which is important for photosynthesis. __Ribosomes__ - tiny spherical bodies that help make proteins. - found in the cyto plasm or attached to the endo plasmic reticulum. __Endo Plasmic Reticulum__ ( ER ) - systems of membranes throughout the cyto plasm. - it connects the nuclear membrane to the cell membrane. - passageway for material moving though the cell. __Golgi Bodies__ - tube like structures that have tiny sacs at their ends. - they help package protein. __Lysosomes__ - " suicide sacs " - small structures that contain enzymes which are used in digestion. - if a lysosome were to burst it could destroy the cell.

** Exceptional (95- 100%) **


 * ** Admirable (85 – 94%) ** || ** Acceptable (75 – 84%) ** || ** Amateur (under 55%) ** ||
 * **Organization** || Extremely well organized; logical format that was easy to follow; flowed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project || Presented in a thoughtful manner; there were signs of organization and most transitions were easy to follow, but at times ideas were unclear || Somewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience || Choppy and confusing; format was difficult to follow transitions of ideas were abrupt and seriously distracted the audience ||
 * **Content Accuracy** || Completely accurate; all facts were precise and explicit || Mostly accurate; a few inconsistencies or errors in information || Somewhat accurate; more than a few inconsistencies or errors in information || Completely inaccurate; the facts in this project were misleading to the audience ||
 * **Research** || Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized variety of resources to make project effective || Did a very good job of researching; utilized materials provided to their full potential; solicited adequate resources to enhance project; at time took the initiative to find information outside of school. || Used the material provided in an acceptable manner, but did not consult any additional resources || Did not utilize resources effectively; did little or no fact gathering on the topic ||
 * **Creativity** || Was extremely clever and creative || Was somewhat clever and creative || Added a few original touches to enhance the project but did not incorporate them throughout || Little creative energy used during this project; was bland, predictable, and lacked “zip” ||

The Human Body Systems Objective: The students will learn and understand the body systems of Human and bovine body through making an illustrated silhouetted picture of themselves and the body of a cow.
 * Day One **


 * Get measured**


 * Cut out paper**


 * Write chart of body systems**

Tissues, joints and body cavities: Using the internet and other materials the students will gain a basic understanding of the **4 body tissues**: connective, epithelial, muscle and nervous, the **5 main body cavities**; abdominal, cranial, pelvic, spinal (verbrital) and thoracic, and the **7 joints**; ball and socket, gliding, fixed, hinge, pivot, saddle and semi movable, located within the human body. Procedure:
 * Draw your body outline**
 * Day Two, Three and Four **
 * 1) Separate students into partnerships or trios.
 * 2) Research and identify the 4 main __tissues__ of the human body. Place and define them on a 8x11 piece of paper. Set this aside.
 * 3) Research the 7 main __joints__ within the human body. List them on a separate piece of paper.
 * 4) Research the 5 main __body cavities__, taking note of their location, list them on a separate piece of paper
 * 5) Obtain a piece of paper long enough to trace a silhouette of yourself on.
 * 6) Being sure that you are using correct anatomical position, have your partner lay down on the paper and appropriately trace them. (Ladies and boys with long hair, I would recommend that you not trace your hair. It will make your head look goofy.)
 * 7) Step back and enjoy your artwork.
 * 8) Glue/paste/tape your __tissues__ definitions to the right of your head on the paper.
 * 9) After admiring your artwork place lines to identify the location of the body cavities. (You need to be sure to save room on your paper to later place the skeletal system within the silhouette, so do not be sloppy.)
 * 10) Next place circles around the location of the joints on your paper. (Again, don’t be sloppy!)

BIOLOGY REPORT ON AN ANIMAL

Page of pictures of your animal (at least 5) 10points
What are any special adaptations of your animal 5points _ What does your animal eat? 5points _ What may prey on your animal? 5points _ Where does your animal live? 5points _ Does your animal hibernate, migrate or neither? 5points _ What is the average lifespan of your animal? 5points _ How does your animal reproduce? 5points _ What is unique about your animal? 5points _ Bibliography (List all sites where you got your information) 20points _ Put together a well written paragraph about your animal.15points___


 * ** Rubric for Assessing Students' Animal Reports ** ||  ||


 * ** . ** || ** Beginning **** 5 ** || ** Developing **** 10 ** || ** Accomplish **** 15 ** || ** Excellent **** 20 ** || ** Score **** 100 ** ||
 * ** Introduction ** || Disorganized, no information on what is to come || Gives too little information. || Summarizes report || Concise, well-written paragraph || . ||
 * ** Research (anatomy, habitat, range), (etc.) ** || Does not cover all appropriate topics || Covers some of the appropriate topics. || Covers most of the appropriate topics. || All appropriate topics covered well. Also includes interesting facts. || . ||
 * ** Spelling/Grammar ** || Many spelling and grammatical errors || A few errors || Only one or two errors || Spelling and grammar perfect || . ||
 * ** Presentation ** || Illegible, messy || Almost illegible || Legible writing, accompanying illustrations || Well organized presentation, typed or written using a word processor, accompanying illustrations || . ||
 * ** References ** || No references || A single reference, incomplete citation || Several references with incomplete citations || Many references, listed in appropriate format || . ||

=[|How to Create a User Manual]= [|Creating Appropriate User Documentation][|User Manual Components][|Designing a Readable User Manual] Edited by TechFlash1, BR, Molly, Srhfrmn and 15 others User manuals are written guides in either hard-copy (paper) or electronic document (PDF or XPS) format that provide instructions on how to do or use something. Although "user guides" are most often thought of in terms of computer software manuals, user manuals also accompany computers and other electronic devices such as televisions, stereos, telephone systems, and MP3 players, as well as household appliances and lawn and garden equipment. Good user manuals educate users about the product's features while teaching them how to use those features effectively and are laid out to be easily read and referred to. Following are things to consider when creating effective content for and designing the layout of a user manual.

= =

.