Bellringer 2

Research shows that levels of a certain protein are elevated in the blood of people with a bacterial infection. People with a viral infection show only trace amounts of the protein. The level of the protein can be determined in about an hour after a blood test.

Which of these is a benefit of knowing whether a person with a respiratory infection has an elevated level of this protein in the blood?

A. A set of aerobic exercises can be recommended.
B. A diet of essential nutrients can be recommended.
C. A decision can be made about whether to take an x-ray.
D. A decision can be made about whether to use antibiotics.

Objective 2 Compare and Differentiate between Plant and Animal Cells

Students will create a foldable differentiating between animal and plant cells.

The website below will give you a nice comparison and definitions of each organelles.



http://waynesword.palomar.edu/lmexer1a.htm

Renewable Resources

Solar
Hydropower
Geothermal
Wind

Student should be able to differentiate between renewable and non-renewable sources of energy and the technologies that are available today.

TAKS Review

Types of Data and Making Inferences from Data

Qualitative and Quantitative

Chapter 25 Vocabulary

aliphatic compound
cyclic hydrocarbons

alkane
geometric hydrocarbon

alkene
homologous series

alkyl group
hydrocarbons

alkyne
saturated compound

arene
stereoisomer

aromatic compound
straight –chain alkane

asymmetric carbon
structural isomer

branched-chain alkane
substituent

cis configuration
trans configuration

condensed structural formula
unsaturated compound

cracking

Lab 1 Solid, Liquid or Gas?

Solid, Liquid, or Gas?

Part 1

Directions:

In order to do this experiment you will need:

A paper towel cut in quarters (you'll only use two), shaving cream, and a penny.

1. Draw a picture of how your lab setup should look.

2. Place a small amount of shaving cream on a paper towel. Describe the properties of the shaving cream. Is it a solid, liquid, or a gas? Why do you think so? Write your responses in your lab journal.

3. Next, squirt a small amount of shaving cream on the other paper towel. Gently place a penny on top of it. What happens? Write your responses in your lab journal.

4. Rub some shaving cream between you thumb and index finger. How does it feel? Write down your response.

5. Let the shaving cream set out overnight. Did you notice any change? Examine the shaving cream blob with a magnifying glass. What does it look like? Write your responses in your lab journal.

Bellringer 1

What elements are found in hydrocarbons?

1. Xenon and silicon
2. Oxygen and carbon
3. Carbon and hydrogen
4. Carbon and Nitrogen

Complete hydrocarbon notes.

TAKS review Objective 1.

Science TAKS Objectives for Grades 10 and 11
Objective 1The student will demonstrate an understanding of the nature of science.
Bio (1) and IPC (1) The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and ethical practices. The student
is expected to:

TEKS Student Expectations
􀀹 􀀹 1A demonstrate safe practices during field and laboratory investigations
Bio (2) and IPC (2) The student uses scientific methods during field and laboratory investigations.

TEKS Student Expectations
􀀹 􀀹 2A plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
􀀹 􀀹 2B collect data and make measurements with precision
􀀹 􀀹 2C organize, analyze, evaluate, make inferences, and predict trends from
data
􀀹 􀀹 2D communicate valid conclusions

IPC (3) The student uses critical thinking and scientific problem solving to make informed
decisions. The student is expected to:

TEKS Student Expectations
􀀹 􀀹 3A analyze, review, [and critique] scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses using
scientific evidence and information
􀀹 􀀹 3B draw inferences based on data related to [promotional materials for]
products and services

Objective 2The student will demonstrate an understanding of the organization of living systems.
Biology (4) The student knows that cells are the basic structures of all living things and have
specialized parts that perform specific functions, and that viruses are different from cells and have
different properties and functions. The student is expected to:

TEKS Student Expectations
􀀹 􀀹 4B investigate and identify cellular processes including homeostasis,
permeability, energy production, transportation of molecules, disposal
of wastes, function of cellular parts, and synthesis of new molecules
Biology (6) The student know the structures and functions of nucleic acids in the mechanisms of
genetics. The student is expected to:

TEKS Student Expectations
􀀹 􀀹 6A describe components of deoxyribonucleic acid (DNA), and illustrate
how information for specifying the traits of an organism is carried in
the DNA
􀀹 6B explain replication, transcription, and translation using models of DNA
and ribonucleic acid (RNA)
􀀹 􀀹 6C identify and illustrate how changes in DNA cause mutations and
evaluate the significance of these changes
􀀹 6D compare genetic variations observed in plants and animals
Biology (8) The student knows applications of taxonomy and can identify its limitations. The
student is expected to:

TEKS Student Expectations
􀀹 􀀹 8C identify characteristics of kingdoms including monerans, protests,
fungi, plants and animals (TAKS will use the most current
classification system)
Biology (10) The student knows that, at all levels of nature, living systems are found within other
living systems, each with its own boundary and limits. The student is expected to:

TEKS Student Expectations
􀀹 􀀹 10A interpret the functions of system in organisms including circulatory,
digestive, nervous, endocrine, reproductive, integumentary, skeletal,
respiratory, muscular, excretory, and immune
􀀹 10B compare the interrelationships of organ systems to each other and to
the body as a whole

Objective 3The student will demonstrate an understanding of the interdependence of organisms and
the environment.
Biology (4) The student knows that cells are the basic structures of all living things and have
specialized parts that perform specific functions, and that viruses are different from cells and have
different properties and functions. The student is expected to:

TEKS Student Expectations
􀀹 􀀹 4C compare the structure and functions of viruses to cells and describe
the role of viruses in causing diseases and conditions such as acquired
immune deficiency syndrome, common colds, smallpox, influenza, and
warts
􀀹 􀀹 4D identify and describe the role of bacteria in maintaining health such as
in digestion and in causing diseases such as in streptococcus
infections and diphtheria
Biology (7) The student knows the theory of biological evolution. The student is expected to:

TEKS Student Expectations
􀀹 7A identify evidence in change in species using fossils, DNA sequences,
anatomical similarities, physiological similarities, and embryology
􀀹 􀀹 7B illustrate the results of natural selection in speciation, diversity,
phylogeny, adaptation, behavior, and extinction
Biology (9) The student knows metabolic processes and energy transfers that occur in living
organisms. The student is expected to:

TEKS Student Expectations
􀀹 9D analyze the flow of matter and energy through different trophic levels
and between organisms and the physical environment
Biology (12) The student knows that interdependence and interactions occur within an ecosystem.
The student is expected to:

TEKS Student Expectations
􀀹 􀀹 12B interpret interactions among organisms exhibiting predation,
parasitism, commensalisms, and mutualism
􀀹 􀀹 12E investigate and explain the interactions in an ecosystem including food
chains, food webs, and food pyramids
Biology (13) The student knows the significance of plants in the environment. The student is
expected to:

TEKS Student Expectations
􀀹 􀀹 13A evaluate the significance of structural and physiological adaptions of
plants to their environment

Objective 4The student will demonstrate an understanding of the structures and properties of
matter.
IPC (7) The student knows relationships exist between properties of matter and its components.
The student is expected to:

TEKS Student Expectations
􀀹 􀀹 7A investigate and identify properties of fluids including density, viscosity,
and buoyancy
􀀹 7D relate the chemical behavior of an element including bonding, to its
placement on the periodic table
􀀹 7E classify samples of matter from everyday life as being elements,
compounds, or mixtures
IPC (8) The student knows that changes in matter affect everyday life. The student is expected to:

TEKS Student Expectations
􀀹 􀀹 8A distinguish between physical and chemical changes in matter such as
oxidation, digestion, changes in states, and stages in the rock cycle
􀀹 􀀹 8C investigate and identify the law of conservation of mass
IPC (9) The student knows how solution chemistry is a part of everyday life. The student is
expected to:

TEKS Student Expectations
􀀹 􀀹 9A relate the structure of water to is function [as the universal solvent]
􀀹 9B relate the concentration of ions in a solution to physical and chemical
properties such as pH, electrolytic behavior, and reactivity
􀀹 􀀹 9D demonstrate how various factors influence solubility including
temperature, pressure, and nature of the solute and solvent
Science TAKS Objectives for Grades 10 and 11
Objective 5
The student will demonstrate an understanding of motion, forces, and energy.
IPC (4) The student knows the concepts of force and motion evidence in everyday life. The
student is expected to:

TEKS Student Expectations
􀀹 􀀹 4A calculate speed, momentum, acceleration, work, and power in
systems such as in the human body, moving toys, and machines
􀀹 􀀹 4B investigate and describe applications of Newton’s laws such as in
vehicle restraints, sports activities, geological processes, and satellite
orbits
􀀹 4D investigate and demonstrate [mechanical advantage and] efficiency of
various machines such as levers, motors, wheels and axles, pulleys,
and ramps
IPC (5) The student knows the effects of waves on everyday life. The student is expected to:

TEKS Student Expectations
􀀹 5A demonstrate wave types and their characteristics through a variety of
activities such as modeling with ropes and coils, activating tuning
forks, and interpreting data on seismic waves
􀀹 5B demonstrate wave interactions including interference, polarization,
reflection, refraction, and resonance within various materials
IPC (6) The student knows the impact of energy transformations in everyday life. The student is
expected to:

TEKS Student Expectations
􀀹 􀀹 6A describe the law of conservation of energy
􀀹 􀀹 6B investigate and demonstrate the movement of heat through solids,
liquids, and gases by convection, conduction, and radiation
􀀹 6D investigate and compare economic and environmental impacts of
using various energy sources such as rechargeable or disposable
batteries and solar cells
􀀹 6F investigate and compare series and parallel circuits

ACADEMIC VOCABULARY

Analyze: examine the parts of an item and discuss how they are related.

Compare: look at two or more items and show how they are the same of different

Contrast: compare two or more items to show differences between them

Criticize: give your opinion or judgment about the positive and negative points

Define: give the meaning of

Describe: write about it, “paint a picture with words.” Do so in a logical sequence.

Diagram: Make a drawing, graph, or chart and label its parts.

Discuss: talk something over, looking at positive and negative points

Enumerate: list facts using numbers

Evaluate: give your opinion of the importance of something; give advantages and disadvantages

Explain: make something clear that is not understood; tell how something happened or how to do something

Hypothesize: think about what would happen if…

Illustrate: explain your answer in writing and make it clear using examples, stories, pictures, charts, diagrams

Interpret: explain your answer in writing and make it clear

Justify: give a reason for or defend something; give evidence

List: produce answers in words or sentences and number them

Outline: list a plan that gives only the main ideas; summarize showing how the ideas are organized

Prove: give evidence or argue that something is true

Relate: show how one thing is connected to or similar to another

Review: examine and talk about the important parts of something; discuss positive and negative points

State: tell; express precisely; sentences should be brief and should omit details

Summarize: give only the main points of a thing or event, not details or examples

Trace: follow the development of (the history of) something from beginning to end

TAKS resources

IPC (Physics and Chemistry)

http://www.newam.net/taks01.html

Biology


http://www.newam.net/biotaks-glencoe.html

TAKS Timeline

As we progress through semester II, we also will be reviewing TAKS objectives and practice answering TAKS style questions. The content will not be new to you. You will just practice being asked the TAKS way. Each question is designed to be objective but we all know that causes confusion. So, I will give most common TAKS verbs (the action word in the sentence), which will give you a clue how to answer the question.

Our timeline is 12 weeks from April 28, which is the day of the science TAKS test. Each week will review one objective and practice that objective, either in a lab or answering questions.

We all know that TAKs is here to stay and you have to PASS! Let's make enjoyable but most of all, learn!

Organic Chemistry

Hydrocarbons

Bellringer 7

For the compound COOH, write the Lewis Dot structure for each element, the electron configuration using the Aufbau principle and draw a diagram indicating the angle of the bonds.

http://en.wikipedia.org/wiki/Carboxylic_acid



http://en.wikipedia.org/wiki/Hydrocarbon

Welcome Back from the Holidays!

Time to get yourself in gear for another semester and bear down on your efforts in class.

This is the last week of the third six weeks and final exams are next week.

All make-up work need to be turned in by Friday, January 8.

No excuses or exceptions.
Finals Week is January 11-14

Monday Jan 11
Period 1 Review
Period 2 Review
Period 3 Exam
Period 4 Exam

Tuesday Jan 12
Period 1 Exam
Period 5 Review
Period 7 Review
Period 2 Exam

Wednesday Jan 13
Period 5 Exam
Period 6 Review
Period 7 Exam
Period 8 Review

Thursday Jan 14
Period 6 Exam
Period 8 Exam

Early Dismissal

Friday Jan 15 TEACHER WORK DAY NO STUDENTS!