Here is a link to the study guide for the genetics test
The test will more heavily emphasize problem solving than memorization. That being said, be sure to know examples of autosomal dominant, autosomal recessive, and x-linked recessive disorders.
Learning Target: Describe the chemical structure of DNA and its relationship to chromosomes.
Vocabulary: Nucleus, Chromosomes, Genes, double helix, nucleotides, nitrogenous base, deoxyribose, phosphate group, adenine, thymine, guanine, cytosine.
Homework: Read Ch. 12.1 and 12.2. In Ch. 12.1, Focus on the history and experiments that led to the discovery of DNA. Take notes, then answer the reflection questions below.
Reflection: The discovery of the structure of DNA happened in 1953, after 30 years of research into the composition and shape of the molecule. What major accomplishments in genetics have occurred that would not have been possible without this discovery? Why has the pace of scientific discovery accelerated?
Learning Target: Students will collect sufficient data in order to explain the process of osmosis in an egg and in an onion cell. Students will use appropriate vocabulary to analyze the data.
1. Stamp homework and self check.
2. Egg and onion lab.
HOMEWORK: Write the analysis for the egg and onion lab.
Here is a link to a sampling of the best responses to #6 on the online homework form. #6 was basically an analysis of the Kool-aid demos we did in class on 11/23. This would be useful to read before you complete your egg and onion analysis.
Learning Target: Students will describe how solutes move during diffusion. Students will describe how water moves during osmosis. Students will define hypertonic, isotonic and hypotonic.
Schedule: 1. Keep fluid mosaic membrane homework. Turn in Starch and Iodine lab. Revisit the starch and iodine lab.
2. Kool-aid demos.
3. Small groups - changing the concentration of solutions. Hypertonic, hypotonic, isotonic and diffusion and osmosis.
5. Explain diffusion and osmosis practice problems
7. Homework: Complete the practice worksheet and the diffusion and the cell membrane form. SUBMIT THIS ELECTRONICALLY BY WEDNESDAY (Note this is a new due date because of technical difficulty). ***This works now, sorry for the delay*** If you requested access to the form, I emailed it to you.
Today in class we did the starch and iodine lab. Here is a clip
to a video of the lab we did in class. This clip has been sped up dramatically. If you were absent please draw a before and an after for the lab including labels of the substances (iodine, starch, starch and iodine). Include arrows showing the direction of movement of the molecules.
In addition, we took notes on the structure of the cell membrane. This handout
is homework. Make sure you use color, label all the parts and use 3 dimensions in your drawing. Describe the functions of the parts of the cell membrane.
Class notes on respiration
1. Microscope Quiz.
2. Reactants and products of light dependent and light independent reactions.
3. Respiration notes.
Learning Target: The student will categorize the various types of cells by name and by characteristics. Students will draw and label plant and animal cells viewed under the microscope. Students will use the microscope safely and accurately to located, focus and magnify the cells.
1. Notes on cell types. The graphic organizer that we viewed in class can be found here
Learning Target: I will describe the role of chloroplasts in the metabolic process of photosynthesis. I will explain how energy is transformed and transferred through organisms through the work of individual cells and organelles.
1.TURN IN CELL OBSERVATION LAB.
2. Check off microscope w.s. and cell types graphic organizer.
3. Reading/ Coloring. Finish both mitochondria and photosynthesis for homework.
Vocab: Chloroplasts, Outer membrane, intermembrane space, inner membrane, granum, thylakoid, chlorophyll.