Monday, October 28 (HS-LS1-6): Today marks the final Monday of the 1st Quarter. We began class with a review of the Egg Lab experiment conducted last week, focusing on the data collected on Friday. We drew models to show the flow of water across the cell membrane when the cell was placed in corn syrup. Next, students were given an open-notes pop quiz designed to evaluate both understanding and engagement. Students all received the Dehydration Synthesis Gizmo with remaining class time set aside to begin working on the Gizmo. Students who complete the Gizmo by next Monday will receive bonus credit.
Tuesday, October 29 (HS-LS1-6): As we conclude our study of how organisms live and grow, we must answer the question: how do cells build new molecules with the nutrients they acquire following digestion? To address this question, students consider the elements found in the four major classes of biomolecules:
- Carbohydrates: carbon (C), hydrogen (H), and oxygen (O)
- Lipids: carbon (C), hydrogen (H), and oxygen (O)
- Proteins: carbon (C), hydrogen (H), oxygen (O), and nitrogen (N), and sulfur (S)
- Nucleic Acids: carbon (C), hydrogen (H), oxygen (O), nitrogen (N), and phosphorus (P)
To understand the process of building biomolecules with atoms of elements obtained after the digestion process, students will learn about dehydration synthesis. Students will also learn about hydrolysis, the process of apart polymers to produce monomers while consuming water.
Notes from class:
Next, we watched a segment of the NOVA video Hunting the Elements, beginning at 58:05 and ending at 1:18:00, and students were tasked with keeping track of how much of each element are present in the human body.
Finally, students will receive the grading rubric for the Unit 1 Project.
Wednesday, October 30 (HS-ETS1-1, HS-ETS1-2): As carbon dioxide levels increase in the atmosphere, the oceans absorb carbon dioxide and become more acidic. When ocean water becomes more acidic, the shells of young shelled sea creatures fail to form properly, often dissolving before the animals can mature.
With that background, we watched the video about ocean acidification below:
After the video, we took class notes:
Next, we watched the video below that focused on solutions to ocean acidification:
After a brief discussion, class ended with students tasked with reviewing the rubric in preparation for forming project teams tomorrow.
Thursday, October 31 – Friday, November 8 (HS-ETS1-1, HS-ETS1-2):
Your team is tasked with researching which species of photosynthetic organism is best suited to grow in your company’s aquatic farm. Photosynthetic aquatic organisms consume carbon dioxide during photosynthesis to produce glucose and oxygen, so aquatic farming may help reduce the amount of carbon dioxide in the water and reduce acidification of the surrounding water.
As described in detail on the Unit 1 Project Scoring Rubric, a complete project (Google Doc, Google Slides, video, web page, or poster) must include:
- An explanation of ocean acidification and research into sources of ocean acidification.
Atmospheric Carbon Dioxide (GlobalChange.gov)
Ocean Acidification Chemistry (Monterey Bay Aquarium)
- Research into photosynthetic organisms found naturally in the Pacific Ocean.
- An explanation of how aquatic farming can help reduce or reverse acidification in the Pacific Ocean.
- Your team’s first choice for which organism to farm, along with a description of the criteria (needs) and constraints (barriers to success) for farming the organism.
- An explanation of how, when, and where the aquatic farm will be established, how long it would take to impact acidification, and how the farmed organism will contribute to the economy.
All credible scientific sources must be cited.
Resources provided are examples to help teams get started. High-performing teams will find additional scientifically credible resources.
Projects will be shared with the class on Friday, November 8.
The Art of Science 