Setting Up Your Notebook
Page 0: Homework Guide
Page 1: Biology Course Guide
Page 2: Notebook Guidelines/Clock
P age 3: Semester Passes (purple)
Page 4: Your lined paper
Page 4
1/8: Releasing Energy
IN: Write your grade goal for 4th Six Weeks
in Biology.
Agenda:
–
–
Class Activity & Demo
Class Discussion
THROUGH: Creamer Demo
Discussion Questions
1. What started the explosion that released
the energy from the creamer?
2. Where did the energy for the explosion
come from?
3. Why did the creamer “dust” explode but
not the creamer in a pile?
4. Why don’t people explode when they eat
coffee creamer?
Ending Class Routine
• Clean up your area.
• Remain seated until dismissed.
• No PED use.
Page 5
1/9: Releasing Energy
IN: How would you define “matter”?
How would you define “energy”?
Agenda:
–
–
–
–
Collect forms
Reading, page 288-290
Energy in Reactions Lab
Start Cornell notes of Essay 348
Through: Energy in Reactions
• Matter
– Something that has mass and takes up space
• Energy
– The capacity to do work; any source of usable
power
• All matter contains energy
– Not all matter contains the same amount of
energy
Lab
• Safety
– Wear goggles
– No fooling around
– Follow written directions
– Ask questions if you don’t understand
– Clean up as instructed
Energy in Reactions Data Table
Experience
1
2
3
Before
After
Turn to Page 348
• Start “Page 6.”
• Divide paper into 2 columns.
• Write the title of the essay on the top of
your page.
• Take notes on the essay.
– Left column: main ideas
– Right column: supporting points
– Summarize your notes at the end.
Closure
• What did you observe with HCl and Mg
ribbon?
• What did you observe with water and
ammonium nitrate?
• What did the urea on the slide do?
Page 7
1/12: Energy in Matter (Part B)
IN: Use page 291 to define exothermic
reactions and endothermic reactions.
Agenda:
–
–
–
–
Collect HW
DVD: Molecular Models
Molecule Puzzle
Start Cornell notes on page 351-2.
Through: Molecular Models
• Page 292
– Answer #1.
– Watch DVD and take notes.
– Answer #2.
Closure 1/12
• What did you learn today?
• Homework: Notes on Pages 351-352.
Page 8
1/13: Energy in Matter (Post-Lab)
IN: Is the reaction of magnesium and
hydrochloric acid (HCl) exothermic or
endothermic? Why?
Agenda:
–
–
–
–
–
Review Monday’s lesson (Collect Mon. HW)
Questions
TDI: Essays 348 & 351
Closure
Note: Quiz on Wed!
Through: Post-Lab
• Exothermic reactions
– Release energy into the surroundings
• Endothermic reactions
– Absorb energy from the surroundings
Through: Questions
1. Where did the energy needed for the
endothermic reaction come from?
2. Where did the energy produced by the
exothermic reaction go?
3. When urea forms crystals it gives up
heat. What happened to the organization
of the urea molecules?
Cornell Notes (Page 9)
Questions
Summary of Page
Take notes here!
Cornell Notes:
Page 9
“Matter and Energy are Related”
• Matter
– Anything that has mass and takes up space
– Solids, liquids, gases
• Atoms
– Basic building blocks of matter
– Interact with each other (assemble into
molecules)
• Chemical bonds
– Organize atoms in predictable ways
• Energy is STORED in chemical bonds!
• Types of energy
– Magnetic
– Heat
– Light
– Electrical
– Chemical
– Mechanical
• Matter absorbs heat energy
– Molecules move FASTER (feels hotter)
• Matter loses heat energy
– Molecules move SLOWER (feels colder)
• Chemical reactions and heat:
• Exothermic reactions
– Atoms are reorganized
– Chemical bonds between atoms break and
reform
– Heat energy is released
• Endothermic reactions
– Energy is required to reorganize atoms
– Chemical bonds are changed
– Energy is absorbed
Finish Cornell Notes
• Write questions in the left column.
• Write a summary of each page’s
information at the bottom.
Set Up New Cornell Notes
“page 10”
Cornell Notes:
Page 10
“Energy is Converted & Conserved”
• Law of conservation of energy
– Energy can be converted from one form into
another, but it can’t be created or destroyed.
– See Fig. E8.6
• Source of energy in molecules
– Arrangement of atoms
– Chemical bonds
• Ionic bonds
– Occur between atoms that lose or gain
electrons (ions)
– Oppositely charged atoms attract (+/-)
– Fairly weak bonds
• Covalent bonds
– Occur between atoms that share electrons
– Strong bonds
Please open your
notebook to page 10
and your
textbook to page 352.
• Activation energy (EA)
– The energy needed to “start” a reaction
• Usually, lots of energy is needed
– Ways to provide activation energy (EA)
• Heat molecules
– Not useful for organisms…why?
• Use enzymes
• Enzymes
– Large molecules (proteins)
– Help reactions take place at right time
• Reduce EA
• Specific to molecules
• (See Fig. E8.8)
Finish Cornell Notes
• Write questions in the left column.
• Write a summary of each page’s
information at the bottom.
Page 8
1/13: Energy in Matter (Post-Lab)
IN: Is the reaction of magnesium and
hydrochloric acid (HCl) exothermic or
endothermic? Why?
Agenda:
–
–
–
–
–
Review Monday’s lesson (Collect Mon. HW)
Questions
TDI: Essays 348 & 351
Closure
Note: Quiz on Wed!
Closure
• Write questions in the left column of your
Page 10 notes.
• Write a summary of each page of notes
taken on Tuesday.
Video: Supersize Me
The Supersize Me worksheet will
be Page 11 in your notebook.
Page 12
1/22: You Are What You Eat
IN: How do you think food that you eat
actually powers your body?
Agenda:
–
–
–
Collect Supersize Me worksheets
Go over 1-16-09 Quizzes
Reading: page 272
Through: Pre-Lab Concepts
Enzyme: Salivary
Amylase (a protein)
Substrate: Starch (Loooong chain of
glucoses)
Product: Maltose (2 Glucose molecules)
Key Ideas
• Food stores CHEMICAL energy in bonds
between atoms in large molecules.
• Digestion breaks apart large molecules
into smaller molecules.
• Small molecules get absorbed into the
bloodstream to fuel all body cells
Digestion Animation
The work of enzymes can be
affected by:
• The amount of enzyme present
• The amount of substrate present
• The acidity of the solution containing the
enzyme and substrate
• The temperature of where the reaction is
taking place
Pre-Lab Tests for Starch &
Sugar
Substance
Color
Saliva
(Enzyme: amylase)
Cracker
(Substrate: starch)
Saliva, chewed
cracker
(Enzyme-substrate
complex)
Benedict’s Solution
Iodine test
Starch?
Color
Sugar?
Your Challenge
• Design a controlled experiment to
investigate the activity of amylase on the
digestion of starch.
• Choose 1 variable to investigate:
– Amount of enzyme
– Amount of substrate
– Acidity of the solution
– Temperature of the solution
• Use Iodine Tests and Benedict’s Tests in
your experiment.
Next Steps
• Meet with your group.
• Use the handout to guide your discussion
and lab design.
• Get your proposal approved by teacher.
Calorimetry
• calorimeter
– Instrument that measures the amount of
energy in foods
• calorie
– The amount of heat required to raise the
temperature of 1 mL of water 1°C.
• kilocalories
– 1,000 calories
– Abbreviated “kcal”
– Labeled on food as “Calories”
Lab Protocol (pg 296-297)
•
Purpose: To determine the amount of
energy (Calories) in different food
samples.
1. Obtain materials.
2. Using a graduated cylinder, measure 100
mL of tap water and pour it into your
flask.
3. Place a thermometer in the water. (The
bulb should NOT touch the glass.)
4. Record the starting water temperature in
your data table.
5. Place a food sample in the wire holder.
6. Using a balance, record the starting
mass of the cork, wire, and food.
7. Carefully set fire to the food sample.
8. Place tin can on top of the food sample,
and the water flask on top of the can.
9. When the food is done burning, wait 1
min. and measure the temperature of the
water.
10. Allow the calorimeter to cool for 2 min.
Disassemble it using pot holders.
11. Measure the final mass of the food
sample, wire and cork.
12. Repeat steps 2-11 for 2 more samples
of the same food. Record all data.
Calculations
• To find the change in temperature
– Final water temperature minus starting water temp.
• To find the change in mass
– Starting mass minus final mass
• To find the number of calories
– Change in temp. x 100 (volume of water)
• To find the number of kilocalories
– Number of calories ÷ 1000
• To find the number of kilocalories per gram of
food
– Kilocalories ÷ change in mass
On your next LEFT page:
Thur. 1/25: Keep On Running (cont.)
IN: IWBAT
1. Conduct calorimetry experiment.
2. Compare kcals/g to the Calories per gram
on food labels.
3. Graph kcals/g of food tested.
OUT:
Turn in journal!
Assignment Guide
Date: Thurs. 1/25
IN: Keep on Running (cont.)
Through: Lab Work
OUT: None
Open your journal to the page for 1/19.
Glue in Essay Worksheet on
Thru page for 1/19
Glue in Writing Practice sheet
on Thru for 1/22
Glue in the Calorimetry Data
Tables on the Thru for today.
1/25 Through
• Rank these foods in order from the one
you think has the MOST kilocalories per
gram to the LEAST kilocalories per gram.
– Marshmallows
– Pork rinds (chicharrones)
– Honey Nut Cheerios
– Cheetos
– Cashews
Safety First!
• Wear goggles at all times when performing
the lab.
• Tie back long hair.
• Remove bulky jackets, etc.
• Be conscious and careful of those around
you.
• No goofing around.
• Keep lit candle near the BACK of the
counter when not in use.
• Throw burned food away.
Which group is doing which
food?
Choose TWO foods and peform
THREE trials each.
After the Lab
•
•
•
•
Clean up lab station.
Perform calculations.
Report data to class on the front board.
Graph the kcal/gram data.
Graphing
•
•
•
•
•
•
•
Draw your axes.
Decide: Line or Bar Graph?
Label x-axis.
Label y-axis.
Create a scale for the x- and y- axes.
Plot your data points.
Write a title at the top.
On your next LEFT page:
Tues. 1/30: Keep On Running
(cont.)
IN: IWBAT
1. Graph class averages of kcals/g of food
tested.
2. Give examples of uncertainty in the
calorimetry lab.
3. Draw conclusions based on lab data.
OUT:
Read Essay page 358-359 and complete
worksheet.
Assignment Guide
Date: Tues. 1/30
IN: Keep on Running (cont.)
Through: Graphs and Lab Notes
OUT: Essay 358 and wkst
Get ready to finish “Supersize Me.”
Graph the Class Averages of kcal/g
1. Set up your axes
•
•
Label axes
Determine the scales
2. Plot your points
•
Make your bars
3. Write a TITLE!!!
On your next LEFT page:
Thur. 2/1: Using Light Energy to
Build Matter
IN: IWBAT
1. State the chemical reactions of cellular
respiration and photosynthesis.
2. Understand relationships between cellular
respiration and photosynthesis.
OUT:
Answer this question: How do cellular
respiration and photosynthesis relate to
each other?
Assignment Guide
Date: Thurs. 2/1
IN: Using Light Energy to Build Matter
Through: Class Notes
OUT: How do CR and PS relate to each
other?
Open your journal to your kcal/g graph.
Process of Science
•
•
•
•
•
Independent Variable?
Dependent Variable?
Controls/Constants?
Sources of Uncertainty/Error?
Conclusion:
Notes on Cellular Respiration
• Energy in Food
– Stored in chemical bonds
– When burned, released all at once
– In human cells,
• Enzymes break bonds apart in steps
• Energy transferred from food molecules is used to
make ATP
• ATP
– Molecule in cells that provides small amounts
of energy for cellular work
• Chemical reaction of Cellular Respiration
– C6H12O6 + 6 O2  6 CO2 + 6 H2O
• How does cellular respiration work?
– 3 steps
– 1. Glycolysis
• Occurs in cytoplasm
• Splits glucose into 2 molecules
• Forms 2 ATP
– 2. Krebs cycle
• Occurs in mitochondria
• Breaks down 2 molecules into CO2
• Forms 2 ATP and 6 NADH molecules
– 3. Electron Transport Chain
• Occurs in mitochondria
• NADH releases hydrogen ions (H+) and electrons
(e-)
• H+ powers production of ATP
• Oxygen is the final electron acceptor
• Oxygen + Hydrogen ions = WATER
• Forms 34 ATP
On your next LEFT page:
Fri. 2/2: Using Light Energy to Build
Matter
IN: IWBAT
1. Link the role of autotrophs and heterotrophs
in the ecosystem.
2. Know the lab protocol for Monday’s
photosynthesis lab.
OUT:
Quick write on photosynthesis
Assignment Guide
Date: Fri. 2/2
IN: Using Light Energy to Build Matter
Through: Notes and Lab Protocol
OUT: Quick write on PS
Open your book to page 299.
Notes on Photosynthesis
• Photosynthesis
– Process of making simple sugars using light
energy
– Done by autotrophs
• Organisms that make their own food
• Chemical reaction of photosynthesis
– 6 CO2 + 6 H2O  C6H12O6 + 6 O2
– Carbon dioxide + water yields glucose +
oxygen
• Where does this process happen?
– In chloroplasts
• An organelle in plant and algae cells
• End result of photosynthesis
– Plants produce sugars and other
carbohydrates
• Use for growth and life
– Heterotrophs eat autotrophs like plants for
energy!
Photosynthesis Lab Protocol
•
Purpose—To determine how the
intensity of light and amount of carbon
dioxide affect the rate of photosynthesis
in Elodea plants
1. Get a sprig of Elodea. Cut the end of the
stem at an angle.
2. Put the Elodea in a test tube with the cut
end toward the top of the tube.
3. Fill the test tube with warm water.
4. Secure the test tube to a metal stand.
5. Place a lamp 5 cm from the plant. Wait 3
minutes.
6. After 3 min., count the number of oxygen
bubbles rising from the cut end of the
stem.
7. Count bubbles for 5 minutes and record
the total for Trial 1.
8. Run a second 5 minute trial. Record and
average your results for the 2 trials.
9. Place the lamp 20 cm from the plant.
10. Count the number of bubbles for 2 5-min.
trials.
11. Record your numbers and average the
trials.
12. Use a straw to blow into the test tube.
(This adds CO2 to the water.)
13. Perform 2 5-min. trials of this set-up.
14. Record and average your data.
On your next LEFT page:
Mon. 2/5: Using Light Energy to
Build Matter
IN: IWBAT
1. Perform the Photosynthesis Lab and record
data
OUT:
Summarize your observations from the
lab.
Assignment Guide
Date: Mon. 2/5
IN: Using Light Energy to Build Matter
Through: Lab Data Table
OUT: Observations from Lab
Open your journal to the Photosynthesis Lab
Protocol.
Data Table: Number of Oxygen
Bubbles Produced in 3 Different
Environments
Number of Oxygen Bubbles
Condition
Lamp 5 cm
Lamp 20
cm
Plant w/
more CO2
Trial 1
Trial 2
Average
On your next LEFT page:
Tues. 2/6: Using Light Energy to
Build Matter
IN: IWBAT
1. Graph and analyze data from
photosynthesis lab.
2. Understand how light energy can power the
synthesis of sugars.
OUT:
What are the 3 major events of
photosynthesis?
Assignment Guide
Date: Tues. 2/6
IN: Using Light Energy to Build Matter
Through: Lab Results and Graph
OUT: 3 Events in PS
Reminder: Journal Check on Block Day!
On your next LEFT page:
Thurs. 2/8: Building Living Systems
IN: IWBAT
1. Identify examples of biosynthesis and
breakdown in the body.
2. Trace an atom of carbon from the
atmosphere to a muscle protein.
OUT:
None—Journal Check!
Assignment Guide
Date: Thurs. 2/8
IN: Building Living Systems
Through: Part A, page 305 (2-3)
OUT: None
Key Events of Photosynthesis
• Absorption of light energy
• Conversion of light energy into chemical
energy
• Storage of potential energy in
carbohydrates.
Turn to page 304.
On your next LEFT page:
Fri. 2/9: Spinning the Web of Life
IN: IWBAT
1. Create a food web showing the flow
between matter and energy and
organisms.
OUT: Read Essay 383-388 and write 5
important topic sentences.
Assignment Guide
Date: Fri. 2/9
IN: Spinning the Web of Life
Through: Food Web Charts
OUT: Read Essay 383-388 and 5 topic
sentences.
On your next LEFT page:
Mon. 2/12: Essay 383-388
IN: IWBAT
1. State the role of producers, consumers,
and decomposers in a community.
2. Understand trophic levels and energy
flow.
OUT: Analysis page 319 (1-2)
Assignment Guide
Date: Mon. 2/12
IN: Essay 383-388
Through: Essay Notes
OUT: Analysis pg 319 (1-2)
Please open your book to page 383.
Food Web: Interactions between…
• Producers
– Organisms that make their own food from nonliving
matter
– Examples?
• Consumers
– Organisms that feed on other organisms
– Examples?
• Decomposers
– Organisms that feed on decaying organic matter
– Examples?
Are there different “levels” of
organisms in a food web?
• Yes! Trophic levels
• Each higher level has fewer organisms
than the one before.
• Producers on the bottom
• Next, primary consumers (herbivores)
• Then, secondary consumers (carnivores
or ominivores)
• Finally, top-level consumers (carnivores or
omnivores)
Up the Pyramid
• Number of organisms per level declines
• Why?
– Not enough energy is available to sustain
large populations
– Each level uses some of the energy available
to it for life processes!
– Energy conversions release heat energy to
the environment (unusable energy).
Think of a habitat.
• Divide your paper into 4 rows.
• Think of examples of the following for your
habitat:
– Producers
– Herbivores
– Carnivores
– Carnivores
• Draw or write the organisms in the correct
rows on your paper.
• On the LEFT side, label each category:
– Producers
– Primary consumers
– Secondary consumers
– Top-level consumers
• On the RIGHT side, label each category
with the amount of ENERGY available for
the next level:
– 10,000 kcals
– 1,000 kcals
– 100 kcals
– 10 kcals
• Make your trophic levels like a wedding
cake.
– Shade in a rough estimate of how many
individuals exist at each level.
Turn to your neighbor to “pair and
share” your pyramids.
•
Start your conversation with these prompts:
1. Explain the relationship between the organisms in
each level.
2. Why does the amount of kilocalories decrease at
each level?
3. Why does the number of organisms decline at each
level?
4. Where do decomposers fit in to this pyramid?
On your next LEFT page:
Wed. 2/14: Unit 3 Review
IN: IWBAT
1. Review objectives for the energy, matter
and organization unit.
2. Practice test questions for Friday’s exam.
OUT: Study for Friday’s exam!
Assignment Guide
Date: Wed. 2/14
IN: Unit 3 Review
Through: Practice Questions
OUT: Study for exam