Cell Structures Gizmo

For today’s Gizmo activity, complete the following steps:

  1. Go to the Explore Learning website.
  2. Click the Login/Enroll button (upper right).
  3. Enter the class code (written on the white board).
  4. Click the Enroll in Class button.
  5. Choose “I need to create…” option.
  6. Enter your First and Last name (not email!)
  7. Use your student numer (s-#######) as your username.
  8. Enter birthdate as password (MMDDYYYY)
  9. Click “Submit”
  10. Launch the Cell Structure Gizmo
  11. Complete the Student Exploration worksheet

Atomic Number and Mass

Lesson 12 from the textbook was introduced with a brief review of atomic number and atomic mass.  Key learnings:

  • Atomic number = # of protons in one atom of a given element
  • Protons have a positive charge
  • Electrons have a negative charge
  • Neutral atoms have equal numbers of protons and electrons
  • Atomic mass = (# of protons) + (# of neutrons) in one atom of a given element
  • Neutrons have no charge

Students then worked in pairs to complete the Lesson 12 Worksheet.  For homework, students were assigned Lesson 12 textbook questions 1-7 (page 60).

All students also received a copy of their progress report.  Students should make every effort to catch up on missing work this weekend and take notes on chapters 1-3 in preparation for the quiz on Tuesday.

Families of Elements

We decided to take a step back from the chemistry textbook treadmill today.  After a brief review of the Lesson 11 worksheet to help address some confusion students had about how to approach their work yesterday (whiteboard notes shown below), students assembled into groups of four to tackle the “Families of Elements” activity.  For their work, students divided up the reading for the activity, with each student responding to two of the questions in the accompanying worksheet.  After sharing answers as a group, students applied their enhanced understanding of the periodic table to a card sort activity.  Students grouped various attributes attributable to specific columns or sections of the periodic table, further reinforcing the key ideas we have learned thus far.

Inside the Cell / Organelle Flash Cards

Students were tasked with completing the reading from Chapter 1 of Inside the Cell (assigned yesterday) and turning in answers to the Got It questions on page 19.  Next, students received eight index cards on which to create flash cards of the following cell organelles:

  • cell membrane
  • cytoplasm
  • nucleus
  • ribosome
  • mitochondria
  • endoplasmic reticulum
  • Golgi apparatus
  • lysosome

On the front of the card, students wrote the name of the organelle.  On the back of the card, students explained the function of the organelle and were encouraged to draw a picture that would help them remember the function of the organelle.  The flash cards are due tomorrow and must be completed before the student can participate in the Gizmo simulations of cell structure and function.

Models of the Atom

Chapter 3 began with a historical study of how early chemists used experimentation and reasoning to assemble models of the atom.  The Lesson 11 PowerPoint provides key vocabulary around the components of the atom (proton, electron, neutron, and nucleus).  In addition, we previewed the content in Lesson 12, introducing the concept of atomic mass (to go with atomic number) and noticing that by subtracting atomic number (the number of protons in an atom) from atomic mass (the sum of an atom’s protons and neutrons), we can calculate the number of neutrons in the nucleus of an atom.

To go along with the Lesson 11 Worksheet, students also received a handout explaining the five models of the atom.  For homework, students should complete questions 1-4 and 7-9 from the end of Lesson 11 in the textbook.

Initial Model of the Cell

For our first lesson of our new unit, students were tasked with drawing an initial model of a cell.  They used the white boards on their desks to draw cells as they understand them, including the parts of cells (organelles).  Students shared out what types of cells they had drawn and what parts they could remember.  An example of student work is pictured below.

Next, we watched the Harvard BioVisions video Inner Life of a Cell, which presents a realistic animation of how cells move.

We concluded the lesson with students reading Chapter 1 of Inside the Cell.  The “Got It” questions on page 19 are due tomorrow by the end of class.  For homework, students are encouraged to read as much of Chapter 1 as necessary to be able to complete the reading in class tomorrow.

Unit Wrap-up

We concluded our Bioethics and the Nature of Science unit with the following activities:

  • Student feedback from Friday’s Guest Speakers
  • Student thank you “cards” for Guest Speakers
  • Return of all Unit 0 student work
  • Revise and resubmit justification paragraph (if needed)
  • Review Limits of Science worksheet packet

The Periodic Table

After conducting the Penny Lab yesterday, students went back to work in small groups, tackling the Lesson 10 worksheet with their groups from Lesson 9.  They reconstructed their periodic tables using the cards from Lesson 9, then identified trends in the table to fill in the worksheet.  For homework, students are to read Lesson 10 and complete questions 1, 2, and 4-8 on page 48.  Homework is due on Monday, September 25.

As a reminder, we have some scientists visiting us tomorrow as guest speakers.  Students should report directly to the PAC auditorium, sit as a class, and take notes during the event.  Students are encouraged to ask questions of the speakers!

Update: Monday, September 25

Our work for the day involved a thorough review of the key content included in Lesson 10.  The Power Point slides are available here.  Students also received a paper copy of the Periodic Table to use on exams and quizzes.  For homework, students should read Lesson 11.

For pleasure, students should consider reading a few pages from Sam Kean’s book titled The Disappearing Spoon.  Click this link for the section of the book about Ytterby Lanthanides.  It begins with the sentence “In 1701, a braggadocian teenager…” and you will need to click the hyperlinked blue “Page >>” in the upper left hand corner to reveal the full reading passage.  Continue reading through the next three full pages ending in “…Galapagos Island of the periodic table.”  You will be glad you did!

Limits of Science

To conclude our mini unit on bioethics and the nature of science, students worked through the Limits of Science work packet.  During the class period, students received 1:1 help from the teacher to facilitate learning and to ensure students were aware of which pieces of work needed to be turned in.  As a reminder, we will be meeting in the PAC to start class tomorrow where we will quickly take attendance (please sit together as a class!) and then the guest speakers will share their experiences.

Bioethical Case Study

We continued our study of bioethics by applying our learning about the Principles of Bioethics and the vocabulary term of stakeholders to the Rezip Case Study.  Students received a copy of the case study to read as homework at the end of class yesterday.  We reviewed the reading at the beginning class, identifying key stakeholders and working through the vocabulary.  Students received the Ethical Decision-Making Framework handout and worked in small groups and as a class to fill out the first 5 sections.  A completed copy of the first five sections is available here (front and back) for students to use as a reference.  Students were assigned the last section (write a justification paragraph) as homework.  A paragraph frame is available here for students who would like extra support in structuring their paragraph.