NO BELL RINGERS THIS WEEK! You need a #2 Pencil for Today’s/Tomorrow’s Exam

1. NO BELL RINGERS THIS WEEK! You need a #2 Pencil for Today’s/Tomorrow’s Exam Part II of Science Fair Project due Monday 11/15 – Results, Conclusion & Revisions (40 pts)

2. Part II of Science Fair – due Monday Nov 15 • Results of Data: This should be all the data you gathered in your experiment. The data should be organized in tables. If appropriate this should include graphs and charts. • Conclusion: Was your hypothesis correct or incorrect? How did you come to that conclusion? Your data should support your conclusion. • Revisions: Think about some of the possible errors that could have affected your results. Come up with some ideas of how you could revise your experiment to make it better.

3. New research from the University of Chicago suggests that listening to certain music can increase student’s test scores. Mr. Evans would like to test these findings on students at Harlan High School. He is wondering how classical, rap, soul and rock music will affect student performance. Testable Question: Can music influence students test scores?

4. T he S c I ence H a llw a y Room 104 Mr. Ng Rock Room 107 Mr. G Soul Room 106 Ms. Barkume Rap Room 110 Ms. Levine No Music Room 109 Ms. Burns Classical

5. T he S c I ence H a llw a y Room 104 Mr. Ng Rock Room 107 Mr. G Soul Room 106 Ms. Barkume Rap Room 110 Ms. Levine No Music Room 109 Ms. Burns Classical IV = Music

6. New research from the University of Chicago suggests that listening to certain music can increase student’s test scores. Mr. Evans would like to test these findings on students at Harlan High School. He is wondering how classical, rap, soul and rock music will affect student performance. IV = Music (this is what is being changed by the experimenter, Mr. Evans) DV = Test scores (this is what he is measuring)

7. Hypothesis If students listen to rap music, then they will have higher test scores than other music If students listen to soul music, then they will have the same scores as the students that listen to classical music If students listen to rock music, then they will have decreased test scores If students do not listen to music, then they will do just as well as students who do not listen to music

8. T he S c I ence H a llw a y Room 104 Mr. Ng Rock Room 107 Mr. G Soul Room 106 Ms. Barkume Rap Room 110 Ms. Levine No Music Room 109 Ms. Burns Classical Control group = classroom with no music

9. Constants • Same test • Volume of music • Time allowed to take the test • # of students in each classroom • Environment of classroom (lighting, outside distractions) • Age group of students

10. Example: Results – Data Table Contains IV (type of music) and DV (test scores)

11. Example: Results – Graph/Chart

12. Making a Conclusion: • Need to look back at your hypothesis and data. • What conclusions can you draw from your data? • Based on these conclusions, was your hypothesis correct or incorrect?

13. Our Conclusions • Observation based on data: Students had the highest score when listening to no music • Conclusion: Listening to no music while testing may be best for student achievement

14. Our Conclusions • Observation based on data: Students had the second highest score when listening to rock music • Conclusion: Listening to rock music may help students score better on tests

15. Our Conclusions • Observation based on data: Students had the lowest score when listening to rap music • Conclusion: Students should not listen to rap music while taking tests

16. Hypothesis If students listen to rap music, then they will have higher test scores than other music Based on our data, is this correct? No.

17. Revisions: If you were to redo your experiment, how could you make it better? Our example experiment: • Had more students take the exam in each group for more data • Decrease human error – make sure all constants were kept constant • Change the exam to a different subject – maybe some students were better at this test than something else • Allow more time for students to take the test – some people need a lot of time for tests

18. Final Projects Due Monday Nov 22 • In-class Presentations • Powerpoint or Poster Board • Must address all of the components of Part I & II

19. Unit 2 Exam Speed Review Obj: Differentiate between types of cells

20. Red Blood Cells • Red disks with dented center • Carries oxygen to rest of body

21. Epithelial Cells • Densely packed sheets • Covers and lines body surfaces (external & internal)

22. Smooth Muscle Cell • Elongated cell • Allows organs to move (like the stomach when it is digesting food) • Involuntary motion

23. White Blood cell • Round cell with extensions • Kills viruses and bacteria • Extends pseudopods (arms) to crawl through tissue and fight infection

24. Nerve Cell • Long branching cell with three components • Receives biochemical messages and transmits them so that body can perform physical, mental and emotional functions

25. Sperm Cell • Oval head and thread-like tail • Built for swimming • Fertilizes female egg which will develop into a fetus

26. Unit 2 Exam Speed Review Obj: SI 301 – Understand the tools and methods used in a simple experiment

27. Understand the tools and methods used in a simple experiment • Independent Variable = What the experimenter changes • Dependent Variable = What is being measured • Control group = the group that does not receive the IV • Constants = things that are kept the same among groups

28. Testable Question – a question relating two variables that can lead to a scientific experiment • Hypothesis – an “if, then” statement relating the IV and DV, a prediction • If (IV), then (DV)

29. Unit 2 Exam Speed Review Obj: Distinguish between the 4 tissue types

30. Connective Tissue • CONNECTS body parts • Bones, ligaments, tendons, cartilage, & blood • That’s A LOT  most abundant tissue

31. Muscle Tissue • Cardiac • Found in heart, involuntary • Skeletal • Attached to skeleton, voluntary • Smooth • Found in hollow organs, involuntary

32. Epithelial • Covers and lines internal and external body surfaces • Packed in sheets

33. Nervous • Made up of neurons (long cells that transmit biochemical messages) • Makes up the nervous system • Brain, spinal cord & nerves

34. Unit 2 Exam Speed Review Obj: Describe the 5 Functions of Skin (Match the threat with our skin protects us from it)

35. Thermal Damage • Skin has hot/cold/pain receptors • Send a signal to the brain that body is no longer in homeostasis

36. UV Damage • When the sun is exposed to UV (ultra-violet) rays, cells called Melanocytes (Meh-lan-oh-cites) produce melanin  causes us to get tan • This tan acts as a shield to protect us

37. Chemical Damage • Acids & Bases cannot enter skin because the keratin cells are impermeable • Impermeable = does not allow anything through

38. Mechanical Damage • Physically hitting/touching skin • Keratin makes skin tough so it can act as a physical barrier

39. Desiccation • Drying out (both begin with D) • Skin is waterproof and keratin cells help skin from drying out

40. Unit 2 Exam Speed Review Obj: Explain Differences in Skin Pigmentation

41. Skin Color • Determined by the pigment, Melanin • More melanin = darker skin • Freckles and Moles = areas of concentrated melanin

42. Tanning • Exposure to sunlight causes the skin to produce more melanin • Melanin is body’s natural defense against UV rays

43. Skin color is also influenced by emotional stimuli and can signal certain diseases • Erythema = reddened skin  embarrassment, increased blood flow to area • Blanching = pale  stress (fear), decreased blood flow to area

44. Skin color is also influenced by emotional stimuli and can signal certain diseases • Jaundice = yellow  signifies a liver disorder • Bruises = black and blue  blood clot in tissue (injury)

45. Vitiligo • Melanocytes die and stop producing melanin • bleaching color on the skin

46. Unit 2 Exam Speed Review Obj: Label Skin Anatomy

47. Hair Epidermis Pore Nerve Hair Muscle Dermis Sweat Gland Hypodermis Fat cell Sebaceous Gland Blood vessels

48. Blisters = when the epidermis & dermis separate • Tattoos – ink deposited in dermis; hurts because there are nerves there • Sebaceous (oil) glands – found everywhere but palms of hand and soles of the feet • Pimples = when sebum blocks sebaceous glands • Blackheads = when sebum dries and hardens in sebaceous gland • Acne = active infection of sebaceous glands

49. Unit 2 Exam Speed Review Obj: Characterize Skin Cancer and Burns

50. Skin Cancer • Most common type of cancer in humans Basal – pink, shiny, bumpy, slow growing, least deadly Squamous – red/brown, scaly, minimal threat if caught early Melanoma – black spots, arises from moles, spreads quickly, most deadly