Can you stand the heat/Cells in action

1. Can you stand the heat/Cells in action Oct 10

2. Class website and remind 101 • Jnewhouse.weebly.com

3. Body systems and molecules that are maintained by homeostasis • When we enter a darkened room from bright light, we are unable to see anything for a few moments. Within a few seconds we are able to adjust our sight to the dim light and move about easily. • After vigorous exercise, the body temperature rises and there is profuse sweating. Evaporation of the sweat results in cooling which brings down the body temperature to normal. • Oxygen/CO2, Water, Temperature, Sugars • The homeostatic mechanism works through a negative feedback mechanism

4. Independently: Read the essay on pg 151 – A Pause that refreshes? • Independently in your notebook: Answer the analysis question 1 on pg. 150. • Think about what are your terms and concepts that relate to homeostasis? • Discussion

5. First Word • HOMEO- same STASIS- standing • Do “first word” activity: Spell out HOMEOSTASIS going down the left side of the green paper. Use the starting letters to make a sentence about homeostasis. • For example : EVOLUTION. Evidence Variation Offspring

6. Cells in Action • The inside environment is different that the outside environment, this is true of the body as a whole as well as compartments inside the body (organs- cells). • Here we will discover how cells maintain an internal environment different that the external environment. • First we need to set up a controlled experiment.

7. Experimental Controls • What are controls in an experiment? • Experiment 1: To see if zombies night vision was affected by amount of red bull they drank. 3 amounts of red bull tested = __________________ Control = __________________________ • Experiment 2: Vampires are more aggressive if they eat hot Cheetos before nightfall. Control= ______________________

8. In order to have controlled experiments : • Scientists must systematically test each variable and the interactions among the variables. • Controls make sure the results of the experiment are due to the effect of the variables being tested. ALL OTHER CONDITIONS ARE CONSTANT

9. Exit Slip • If you wanted to test the effect 4 new types of turkey feed and see which ones produced the biggest turkey…. • What would your control be?

10. Cells in Action

11. Bellringer • How big is a cell? Do you think that an egg could be considered a cell? • Define Homeostasis and give an example. • Learning Target: I can predict the movement of molecules in a cell.

12. In your journal : answer these questions. • Describe the internal environment of an egg. • How is it different from the external environment? • Once the shell is removed- what separates the internal from the external environment?

13. Eggs-periment • We prepped eggs to remove the outer shell and leave just the membrane of the egg. The egg is one cell with an unusual distribution of contents into the yolk and the white of the egg. • Measuring using qualitative and quantitative observations. • Put these terms in your personal glossary. • Qualitative observations are verbal descriptions that involve qualities like color and “warm” or “cold”. Non-numerical. • Quantitative observations can be measured and provide numerical data.

14. Our eggs-periment • Using the egg we are going to investigate the role of the membrane. • We are going to place the egg into two different solutions, corn syrup and water. What are the differences between these solutions? • What do we expect to happen? How can we measure this? • What would be a good control? • Make a table like the one on pg 155 record your predictions in your notebook.

15. Eggs-Periment • Step 1: Get your egg and dry it off. Try to carefully remove any remnants of the shell left on the egg. • Step 2: Label your cup with your group number and letter. Put your name on the cup. • Step 3: Walk carefully holding your egg in both hands and empty cup to a scale. • Step 4: Make sure the scale set to grams (g). • Step 5: Place your empty cup on the scale. • Step 6: Press the yellow button (tare).

16. Part 2 • Step 7: Place your egg in the cup. Wait for the small triangle to appear. Record the mass of your egg in your notebook. • Step 8: Remove your cup with the egg in it and move to a fill station. • Step 9: Fill your cup with your assigned fluid. • Step 10: Place your cup on the cart. • Step 11: Go back to your assigned seat and share data with your group and wait quietly.

17. Lab Safety • We will be using raw eggs that have no shell • You will need to be EXTREMELY CAREFUL • No touching face or mouth until after you have washed your hands.

18. Group Activity Expectations • To transition to group work: • I expect you to stay seated when you are not at the scale. Please raise your hands with questions • Pick a record keeper for each group.

19. Groups Period 2

20. Groups – period 4

21. Groups period 5

22. Eggs-periment in short Label cups with Group # , then A, B or C Wash egg and place it on the paper towel in the bin. At the weigh station, tare the weight of the cup and place egg into the cup. Record the mass in grams. DO NOT REMOVE THE EGG FROM THE CUP Fill the cup with the appropriate liquid, just to cover Cup A – Water Cup B – Corn Syrup Cup C – Vinegar Place them on the back round table

23. Group Data Table: Everyone

24. Make a Prediction • Finish these sentences: • The egg in water will ______. I think this because... • The egg in vinegar will _______. I think this because… • The egg in corn syrup will ________. I think this because…

25. CompartMentspg 218 • Read Compartments on page 218 • Quick write: How is an egg like a cell?

26. Closure • What do you think will happen to each of your eggs? Why? • Reflect on Learning Target

27. Steps in our protocol • Once in your groups I need you to follow these steps: • Label your 3 cups with your team # and class period. • Two groups at a time will come up to the table to measure their eggs, if your group is waiting, continue to work on your “first word” activity. • Clean off the egg using the paper towel- BE CAREFUL! They are fragile. • The recorder records the weights in their notebook while the leader makes sure the cups are tared before measurement. • Return to your seat.

28. Closing Message and Exit Slip • Today we learned about the internal and external compartments of a “cell” when looking at the egg. • We came up with a concept map about our ideas on homeostasis and will revisit that map later to expand on it. • Exit Slip: What is the difference in qualitative versus quantitative observations?

29. Fill Station • Double check the labels on each cup before filling • Fill enough to just cover the egg • Cup A – Water • Cup B – Corn Syrup • Cup C – Vinegar

30. Weigh Station • Place the cup on the scale and then press the yellow tare button. • Make sure the scale is set to grams. • Place egg in the cup and record the weight (in grams) in your notebook. • You will do this 3 times, one for each egg. They may have slightly different weights.

31. Final Weights • 1) Drain all the liquids into the waste container. • 2) Keep the water and vinegar egg in the original cup, but transfer the corn syrup egg into a new cup. Allow as much corn syrup to drain off as possible. • 3) Place an EMPTY cup on the scale and tare the weight of the cup. • 4) You can then place the cup with the egg and record the final mass. • 5) Do this for all eggs and then return to your seat and finish the quick write.

32. Eggsperiment day 2

33. Bellringer- Get your notebooks • Why do you think we removed the shell from the egg? What did that leave protecting the egg/cell? • Show me your data table you made yesterday. • Learning Target: I can define solution, solvent, solute and concentration. • I can identify hypo-,hyper- and isotonic solutions.

34. Agenda • Finish Egg-speriment. We will be recording the data and filling in the chart you made yesterday. I will call 2 teams up at a time to take measurements • Compartments Essay: Window Notes • Notes on homeostasis terms

35. Compartments pg 218 • Read Compartments on page 218 • Window Notes Sheet • Turn it in with the bellringer sheet

36. Lab Safety • We will be using raw eggs that have no shell • You will need to be EXTREMELY CAREFUL • No touching face or mouth until after you have washed your hands.

37. Eggs-periment ( Final Mass – Initial Mass) X 100 = Percent Change Initial Mass Record qualitative/descriptive observations Record your final mass (take egg out of the cup and dispose of liquid) Make final qualitative descriptive observations of your eggs Calculate the percent change: Enter your data into the class data table

40. Answer the following, in your notebook What changes did you find, if any, in the internal environment of your eggs? Explain your answer by using specific evidence from your observations. How would you explain any differences that you noticed in the behavior of the 3 eggs under different external conditions? Why is it helpful to combine data from the entire class?

43. Bellringer • What moved through the membrane of our eggs? • What did the egg represent? • What is a solute and a solvent? • Learning Target: I can identify hyper- hypo- and isotonic solutions.

44. Bellringer • What moved through the membrane of our eggs? • What did the egg represent? • What is a solute and a solvent? • Sign up for text reminders • Learning Target: I can identify hyper- hypo- and isotonic solutions.

45. Bellringer • What moved through the membrane of our eggs? • What did the egg represent? • What is a solute and a solvent? • Sign up for text alerts • Learning Target: I can identify hyper- hypo- and isotonic solutions.

46. Class Website • http://jnewhouse.weebly.com/ • Lesson power points • Extra Credit • Email contact info

47. Agenda • Notes on terms • Flash cards • Molecular movement close reading • You have a quiz tomorrow! You can take your notebooks home if needed. Just bring them back!

48. Definitions • A simple solution is basically two substances that are going to be combined. One of them is called the solute. • A solute is the substance to be dissolved (sugar). The other is a solvent. • The solvent is the one doing the dissolving (water). As a rule of thumb, there is usually more solvent than solute. • Concentration refers to the amount of solute in solvent.

49. Concentration • Define the word concentration in scientific terms.

50. Observing Cell Activity – DVD segment