Biology HW 5/11&13/2011

Read and notes Ch 26 Arthropods, pg 770-792

Earth Science HW

Read and notes ch 25 on Earth's resources

Biology HW M/T 5 /9&10/2011

Read ch 221 and take notes

Finish water lab

Biology HW- Protist lab

HEre is the water sample Protist lab

Protista & other Microbes

Pond water may appear to contain little or nothing at all, but when observed under the micro­scope, it may reveal many things. Another world in miniature exists in pond water. If you are lucky, examples of protists, monerans, plants, and animals may be viewed.

Strategy

In this experiment, you will:

·         examine water samples under the microscope.

·         identify the organisms that are most common to different locations in this environment.

Materials

dropper

microscope

microscope slide and coverslip

pipette

water samples (hay infusion, aquarium, Lake Merced & Pacific Ocean)

Procedure

1. Use a dropper to place a drop of sample water taken from either near the water surface or from the bottom of the container  and put a drop on a clean microscope slide. Put a cover slip on the drop.
2. Examine the water under the scanning power of your microscope. Move the slide around so that all areas are observed.  If you find an organism observe it on scanning power than on the next higher objective.
3. Use the pictures of organisms in Figure 1 to help you identify what you observe. If an organ­ism is observed draw a picture, label it, record observations about its movement type. 
4. Repeat the process for each water sample one water sample for each student, but you should all look when an organism is found by a lab partner.
5. CAUTION: Always wash your hands after handling microbes.

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Questions and Conclusions  Record these questions  in your notebooks and on the group data sheet that will be turned in at the end of class

1. Are different types of organisms seen in the different samples? Give examples.
2. Are there similar types of organisms?  Examples
3. What major difference is there between the protist kingdom and the animal kingdom?
4. Describe how the different organisms moved.
5. How do the eyespot and the chloroplasts work together to help the euglena survive?  You do not have to see a Euglenoid to answer.

Earth science HW

Due Thurs. 5/12.  Final write up for Metamorphic/Sedimentary Rock identification lab (see below).

Sedimentary & Metamorphic Rock Identification Lab 2010

Task:

Your group will examine and attempt to classify 9 different rock samples through use of the provided key and observations of their grain size, color, texture and any other physical properties/features unique to that rock. 

1. Each of you will need to make a rough draft in your notebook of the Lab write up where you: rewrite the question; compose a hypothesis, list the materials used to classify the rocks and a data table.   Teacher approval of Rd is needed before moving to #2
2. You will conduct the lab with your table group.  You may only examine one rock sample at a time.  Observe and record the properties/features present in the rock.  Repeat the process with each sample.
3. If your group came prepared you should have time in class to discuss the analysis questions and conclusion. Answer the analysis questions and complete the conclusion for home work. 
4. The final draft of the lab should be completed individually using the rubric.  The lab write up is worth 200 points. For correctly identifying the unknown 10^th sample  rock sample, I will award you 25 points.

Question:  Which physical attribute will be most commonly used for classifying rock samples?  SEE list you used for the igneous rock lab

Hypothesis:  Look at the attributes we are using for classifying the rock samples; use, your notes and prior experience at identifying rocks to hypothesize which attribute will help you to identify the largest number of samples. This is not a hypothesis, it is a hint.

Test: Rock samples will be classified by observing the following attributes: grain size, texture, color and any other physical properties. To determine the correct names for each rock sample rock identification keys, notes, and prior rock id experience will be used.  The most useful attributes for classifying rocks may then be determined.

Materials:  list everything you use to collect data

Procedures:  Label this section on your final draft and write procedures and diagrams are needed for this lab, but list and briefly describe the methods of identification you are using and include diagrams

Data Table:

Create a data table with rows for each rock sample.  Label the columns with sample #, the rock’s name, color, grain size, texture, other observable physical properties, and the feature that was most important to identifying the rock  Be sure to include drawings and description of each of the rock samples as part of you observation journal. 

Analysis:  Make a graph and answer the questions

Graph:  make a bar graph that illustrates which attribute was used the most when identifying the rock samples.

Analysis Questions: 1) Were there any samples that you found difficult to classify?  Explain.   2)  Which attributes were least useful for classification? 3)  Classify each type of sedimentary rock into its sub-group and explain what allowed you to determine the sub group.   4)  Same as question #3 for metamorphic rock 5) Give two reasons we are studying rocks?

Conclusion:  Use the RUBRIC

Biology Homework

Complete the Classifying bacteria lab in your notebook.  All sections need to be there even if you, personally got no results.  Make sure to use data from those students that did get some results;  needs title, question, hypothesis, test, material, procedures, diagrams, data table, observation journal, Analysis and conclusion.

Question: Which unique location will produce the greatest number of microbes?

Hypothesis:  Make an educated prediction by discussing question and test with partners.

Test:  Pay attention to swipe and plating demo

Materials:  Agar plate (X), four swabs and one from the following list for each student (soil, compost, hands/nails, mouth, table, door handle, floor, sink, aquarium, …)

Procedures:  How will you use each material?  Record observation details of the swipe location.  Diagram the agar plate (X) before plating and after colonies have grown.

Data Table Examine the microbial colonies that form your data table will include qualitative responses to the following categories: 

1. Form - What is the basic shape of the colony? For example, circular, filamentous, etc.
2. Elevation - What is the cross sectional shape of the colony?.
3. Margin - What is the magnified shape of the edge of the colony?
4. Surface - How does the surface of the colony appear? For example, smooth, glistening, rough, dull, rugose (wrinkled), etc.
5. Opacity - For example, transparent, opaque, translucent, iridescent (changing colors in reflected light), etc.
6. Pigmentation - For example, white, buff, red, purple, etc.

·         Under no circumstance should you open the Petri dish lid to smell, touch or taste the microbes.

·         Observe the swipe location and anything else that might influence your experiment.

Analysis:  (Data Manipulation score on rubric X3 points)

1. make a dichotomous key that identifies each unique microbial colony
2. make a bar graph that displays an answer to the question for this lab
3. Which unique colony type grows in the most unique locations?

Conclusion:  Use the rubric

Earth Science HW

1) Read and take notes for ch 6:  Sedimentary & Metamorphic rocks, pg 120-139.

2)  Finish analysis and conclusion for igneousd rock identification lab into notebook

How do Igneous Rocks Differ?

Task:  Compare & contrast the different characteristics of igneous rock.

Procedure: 

1. Using the igneous rock samples provided, carefully observe the following characteristics of each rock:
1. Color(s)                       d.    Hardness
2. Grain size                    e.    Streak test
3. Texture                                    f.     Density (?)
2. Design a data table in your notebook to record your observations/data.

Analyze & Conclude:

1. Classify your rock samples as extrusive or intrusive.
2. What characteristics do the extrusive rocks have?  How do they differ?
3. “                                      “ intrusive rocks ”                                       “
4. Classify your rock samples as felsic, intermediate, mafic or ultramafic.
5. What are the names of the samples you examined?
6. Include drawings of the rock samples.