Name: ***

Unit 1 - Introduction & What is Life
Learning Goals
(Chapter 1) / I need help! / Still working… / Doing great!
1 / 2 / 3 / 4 / 5 / 6
1 / I can define what the observation step of the scientific method.
2 / I can define what is the purpose step of the scientific method.
3 / I can define what is the hypothesis step of the scientific method.
4 / I can define what is the experiment step of the scientific method.
5 / I can define what is the analysis step of the scientific method.
6 / I can define what is the conclusion step of the scientific method.
7 / Given a story problem I can differentiate each step of the scientific method (observation, purpose, hypothesis, experiment, analysis, & conclusion).
8 / I can explain what a theory is.
9 / I can explain why scientists use the scientific method.
10 / I can explain what an independent variable is.
11 / I can explain what a dependent variable is.
12 / I can explain what a control group is.
13 / Given a story problem, I can distinguish the independent variable, dependent variable, and control group.
14 / I can explain the three parts of a good hypothesis.
15 / I can construct a testable hypothesis.
16 / I can explain the 5 parts every graph must contain.
17 / I can design a graph appropriate for the type of data collected.
18 / I can develop concept maps to explain information presented.
19 / I can define biology.
20 / I can explain how metabolism is a characteristic of life.
21 / I can explain how growth & development are characteristics of life.
22 / I can explain how homeostasis is a character of life.
23 / I can explain what is means to respond to the environment.
24 / I can explain how evolution is a characteristic of life.
25 / I can explain how the genetic code is a characteristic of life.
26 / I can explain how cells are a characteristic of life.
27 / I can explain how reproduction is a characteristic of life.
28 / I can explain the composition of molecules.
29 / I can explain the composition of cells.


Characteristics of Life & Scientific Method
Vocabulary Word / Definition in your own words / Picture
1 / Observation
2 / Hypothesis
3 / Theory
4 / Qualitative
5 / Quantitative
6 / Independent Variable
7 / Dependent Variable
8 / Control
9 / Homeostasis
10 / Metabolism
11
12
13
14
15
16
17

Daily Activities/Bell Ringers/Do Now

Date______

List 5 important lab safety rules.

1.

2.

3.

4.

5.

Date______

List 3 reasons why it is important to follow safety rules.

1.

2.

3.

Date______

Give an example of quantitative data from the event.

Give an example of qualitative data from the event.

Date______

Mystery Boxes

Date______

Identify the:

  1. Control group (the group that did not have any changes at the beginning)
  2. Independent variable (what was changed between the test groups?)
  3. Dependent variable (what was measured during the experiment?)
  4. What should Smither’s conclusion be?
  5. How could this experiment be improved?

Date______

  1. What was the problem SpongeBob wanted to investigate?
  2. What is the independent variable?
  3. What is the dependent variable?
  4. What should SpongeBob’s conclusion be?

Date______

  1. In the dancing experiment, which variables were controlled or held constant?
  2. What was the conclusion of the experiment?
  3. State what you think could have been the hypothesis for this experiment, using an “if…., then…” statement.

Date______

What is the volume of each graduated cylinder?

  1. b.

Date______

List at least four characteristics that living things possess.

Lab Safety

Hands-on experiences are essential to learning in science class, but (safety, fun) must be the first concern!

The following rules exist for your (enjoyment, safety) .

These rules help to prevent accidents in the lab and allow for more efficient work to occur.

  • When first entering the science room, (do not touch, play with) any equipment, chemicals or other materials until you are instructed to do so.
  • NEVER enter the room if (the lights are off, you are unsupervised) .
  • Stay (focused, talking) & pay attention to (some, all) written and verbal instructions.
  • Ask questions before proceeding if you are unsure. Know what you are to do (when, before) you do it.
  • Misbehavior (WILL, CANNOT) and WILL NOT be tolerated!
  • Immediately notify your teacher of any (weird, unsafe) conditions you observe.
  • Work with your group at (your station, all over the room) only.
  • Report all accidents (later, immediately) to the teacher, no matter how (big, small) . This includes (sparkly, broken) glass, cuts and (scrapes, buts) , chemical (spills, drinks) and fire. Learn the proper techniques for handling these accidents.

Remain (calm, crazy) !

  • Please note the location and proper use of the following lab (decorative, safety) equipment:
  • Eyewash Station
  • (Personal, Safety) Shower
  • Fire (Snuggle, Safety) Blanket
  • Fire Extinguisher
  • First Aid Kit
  • Telephone with office number
  • Wear (goggles, sunglasses) when glassware is present and, when needed, gloves and aprons while engaging in lab activities.

Proper dress for lab includes:

  • (Curling, Tying) back long hair
  • Removing dangling (bangs, earrings)
  • Long sleeves and long pants
  • Securing (tight, baggy) clothing
  • No contact lenses
  • No open toed (shoes, boats)

NEVER eat or drink in the lab.

  • Keep hands away from (table, eyes), (mouth, feet) and body while using chemicals.
  • Wash your hands with (glue, soap) & (water, alcohol) after performing lab activities.
  • NEVER touch, (look at, taste) or smell any chemicals unless specified to do so.
  • Never (push, rinse) anything down the (trashcan, sink) without the permission of your teacher.
  • Pay attention to (biohazard, storm) warnings.
  • Note the “ (interesting facts, safety tips)” in the classroom and lab before conducting lab activities.
  • Use the posted procedure and evacuation route for exiting the classroom and building if necessary.
  • In fairness to others, (break apart, clean up) glassware, (lab ware, lab reports) and equipment at the end of the lab.
  • Return all equipment and supplies to the proper (safety, storage) area.
  • You should have already agreed to and signed the (safety, carwashing) contract. This has to be done before you can do a lab.
  • Failure to comply with (safety, fun) guidelines may result in your (removal, entry) from the class and (extra credit, loss of credit) for the work that is done in your absence.

Practice SAFE Science…or ELSE!


Name ______

Science Safety Rules

The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and underline each one. How many can you find?

SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book.

SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table. SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit of the substance. They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment.

Patrick didn’t want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn’t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire.

Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class.

Measurement Techniques

Graduated Cylinders

Always read volume from the bottom of the (meniscus, water). The meniscus is the curved surface of a liquid in a narrow cylindrical container.

Try to avoid parallax errors.

(Pairwashes, Parallax) errors arise when a meniscus or needle is viewed from an angle rather than from straight-on at eye level.

Determine the volume contained in a graduated cylinder by reading the bottom of the meniscus at eye level.

 Read the volume using all (certain, weird) digits and one (uncertain, unweird) digit.

(Certain, Fixed) digits are determined from the calibration marks on the cylinder.

The (left over, uncertain) digit (the last digit of the reading) is estimated.

Thermometers

oDetermine the temperature by reading the scale on the thermometer at eye level.

o Read the temperature by using all certain digits and one uncertain digit.

Sound familiar?!

Do not allow the tip to touch the walls or the bottom of the flask.

If the thermometer bulb touches the flask, the temperature of the (liquid, glass) will be measured instead of the temperature of the (glass, solution) . Readings may be incorrect, particularly if the flask is on a hotplate or in an ice bath.


Metric System Review

List the common units of the metric system and what they are used for:

What are the common prefixes?k____ h____ da_____ base d____ c____ m_____

m

L

g

How will you remember them?

Practice problems:

  1. 2 km = ______mSteps to solve these problems:
  2. 0.05 m = ______mm1. Put a decimal at the end of the whole
  3. 65 cm = ______mmnumber if needed.
  4. 400 cm = ______dam2. Find the starting prefix on the metric line.
  5. 6.4 kg = ______g3. Find the ending prefix on the metric line.
  6. 3.6 L = ______mL4. Count how many places, left or right,
  7. 12.8 mL = ______Lbetween the two prefixes.

5. Move the decimal that many places.

Partner Problems6. Put a zero in every empty placeholder.

  1. 19 mg = ______g
  2. 7.2 m = ______km
  3. 0.1 L = ______cL
  4. 51 cg = ______g
  5. 9.1 mm = ______dm
  6. 6.5 km = ______m

a) 34 m = ______km

b)0.8 kL = ______L

c)18.3 cg = ______g

d)0.08 dam = ______mm

a)2000 mm = ______cm

b)3 m = ______dm

c)4.8 cm = ______m

d)0.00652 km = ______mm

e)7.02 m = ______km

Taking it from here to there

Metric conversion practice

Part I. Write the correct abbreviations

1. milliliter ______2. decimeter ______

3. kilogram ______4. centimeter ______

5. millimeter______6. gram ______

7. hectogram ______8. liter ______

Part II. Which prefix belongs with each value?

1. 1/100 ______2. 10______3. 1/1000 ______

4. 1/10 ______5. 1000 ______6. 100 ______

Part III. Conversions

  1. 100 mL = ______cL
  2. 2456 cL = ______L
  3. 5342 L =______kL
  4. 89 m = ______cm
  5. 909 dL = ______kL
  6. 789 mm =______m
  7. 9 000 mg = ______kg
  8. 83.4 dg =______g
  9. 2345.66 g = ______kg
  10. 5.3 m =______cm
  11. 1956 dL =______L
  12. 110 m =______km
  13. 0.002 m=______mm
  14. 123 kg =______hg
  15. 56mm = ______cm

Part IV. Which is bigger?

1. 10 cm or 10 m2. 1 L or 100 mL 3. 4500 g or 4 kg

4. 12 g or 1.2 dg5. 3 km or 3000 cm6. 850 L or 8500 mL

Part V. Application.

  1. What units would you use to measure the distance from New York to Los Angeles?
  1. What units would you use to measure a paper clip?
  1. What units would you use to measure the length of the classroom?
  1. What units would you use to measure the thickness of a sheet of paper?

1

Graphic Organizers:

Tools for Mastering Science Concepts

Student Notes

Introduction:

  • A science class can be overwhelming with facts and information. As a science student you will be faced with new vocabulary words, definitions, and concepts that may be difficult to understand.
  • You must be the master of the information. Do not let the information master you!
  • The use of graphic organizers is a skill that will help you in your study of science.
  • In this exercise, you will learn to draw and develop several different types of graphic organizers that are most often used in a science class, including concept maps, events chains and cycle maps.

Concept Maps:

  • A concept map is a diagram that shows the relationships among ideas or concepts.
  • Concept maps are useful for breaking down large concepts into smaller parts, making learning easier.
  • In a concept map, major terms are placed in ovals or boxes and linked to other terms and definitions, generally in a descending pattern.
  • Once you learn this technique, you can use it as a study skill all year long.


Concept Map Example: Read the following short passage. After you read the passage, we will develop a concept map of the major concepts, terms and definitions.

Matter exists in three common states: solids, liquids and gases. A solid has a definite shape and a definite volume. Solids have this characteristic because the particles in them are packed together in relatively fixed positions. The particles of a solid are held together by strong attractive forces between them, and only vibrate about fixed points. Matter that is in the liquid state has a definite volume but no definite shape. The particles composing a liquid are close together but can move past each other, allowing the liquid to flow. The particles in a liquid move more rapidly than those in a solid. Gases have neither a definite volume nor a definite shape. All gases have this characteristic because the particles composing them move very rapidly and are at great distances from one another compared to the particles of a liquid or a solid. A fourth, less common, state of matter is plasma. Plasma is a high temperature state of matter in which atoms lose most of their electrons. Plasma is found in fluorescent bulbs and in stars.

Directions: Use the graphic organizer belowto organize the information given in the above reading passage.

Teacher: I have found that it is best to go ahead and teach all three graphic organizers. Once examples have been given for each, I use the enclosed practice problems for drill and review and practice.

Events Chain:

  • Another type of concept map is an events chain.
  • This is often referred to as a “flow chart”.
  • A flow chart shows the order or sequence of items.
  • It can be used to describe a sequence of events, the steps in a procedure, or the stages of a process.
  • To begin, identify the first event that starts the chain. Then, find the next event and continue until the final stage is reached.

Event Chain (Flow Chart) Example: The following passage describes the path of water from the point it enters the roots until the point it exits a leaf. First, read the passage several times. Then, make a flow chart showing the path of water through a plant.

Plants must have water in order to survive. The roots of a plant are responsible for absorbing water from the soil. Water must then be carried to the top of the plant, where the water escapes from the leaves. Roots are found underground and connect to the stems above ground. At the tops and on the sides of stems are found leaves. Water enters the root through small, hair-like structures called roots hairs. The water must then enter long tubes of xylem in order to be carried up the stem and to the leaves. In order to reach the tubes of xylem in the roots, water must pass across a large area of cortex to reach the xylem found in the center of the root. The xylem tubes are connected end to end and lead from the roots, up the stem and into the leaves. Once the water reaches the leaves, it escapes into the atmosphere though small pores in the leaf called stomata. The water may pass through a layer of cells called the spongy layer in order to reach the stomata.

Copyright © Science Stuff

Cycle Maps:

  • A cycle map can be used when the series of events do not produce a final outcome.
  • The order of events leads back to the beginning event.
  • The cycle repeats itself.
  • You must first decide what event is the beginning event.
  • Then list the events in the order that they occur, with the last event leading back to the beginning event.

Cycle Map Example: Read the following short passage. After you read the passage, we will develop a cycle map of the events.

Life Cycle of a Fern: The adult fern plant consists of leafy fronds. The fronds produce spores on the underside of their leaves. The spores are released and may be carried away by wind or water. If the spores land in shady, moist soil they will germinate and grow into small, heart-shaped plants. These heart-shaped plants produce both male sperm cells and female egg cells. The sperm must swim to the egg in rainwater. When the sperm reaches the egg, fertilization occurs, producing a zygote. This zygote begins to form a new plant. The new plant will produce a leafy frond that produces spores, and the cycle begins again.