Getting Ready For Science

Daiann Hughes

2010-2011

BioglyphsUse

symbols to create your

bioglyph diagram.

In science, it is important to be observant and think like a scientist!

Write a name by

the number that you

think Identifies

that person

Objectives

• P2. Define mass, volume, and density.

• P6.2 Describing how a spring scale is used to measure weight

Mass and Weight

Many people will use the words mass and weight as if they mean the same thing. Well, this isn’t true when you are working with properties of gravity. Mass is the total amount of space your body takes up. Your mass is not going to physically change no matter where in the Universe you go. Your body will still be made of the same things. You will still be the same shape you are on earth. The only time your mass will change is when you grow bigger in both height and weight. When your weight or height increase or decrease your body mass changes shape. Weight deals primarily with gravity.

Mass versus Weight 1) Mass is a measurement of the amount of matter

something contains, while Weight is the measurement of the pull of gravity on an object.

2) Mass is measured by using a balance comparing a known amount of matter to an unknown amount of matter. Weight is measured on a scale.

3) The Mass of an object doesn't change when an object's location changes. Weight, on the other hand does change with location, because of gravity.

Gravity4.Gravity is a force of nature that works

between two bodies of matter in the universe to try and pull them together.

• The best example possible to explain gravity is to look at a person. You are a body of matter. The earth is also a body of matter. Gravity pulls you down to the earth and allows you to walk around instead of floating.

http://www.amnh.org/ology/astronomy#features/gravity?TB_iframe=true&height=500&width=600

The Moon has a gravity that is 0.165 of Earth's

The moon has less amounts of gravity then the earth does so if you were to go on the moon you would bounce and float rather than walk. You would also weigh a lot less because the lack of gravity would make your body weight change. Weight change occurs because the matter would be much denser then it is on the earth. While you are on earth gravity will stop you from floating away. However, the further you get from earth the more problems you would have staying on the ground.

Science Lab Gravity

• United Streaming• Your Weight in the Universe• http://player.discoveryeducation.com/index

.cfm?guidAssetId=1549DA20-1FEF-42AE-AE93-4E32D94D55D3&blnFromSearch=1&productcode=US

• Video: Gravity

Volume vs. Capacity

1. Capacity is the ability to hold contain, absorb, or receive. It is the amount of space that can be filled.

2. Volume is the amount of space that is taken up within three-dimensional objects.

3. Volume and capacity are sometimes Thought about as capacity being used for how much liquid a container can hold and volume being how much space an object displaces.

4. Capacity is the total volume something has.5. Volume = length X width X height

• Video Clip: United Streaming/Discovering Math: Volume and Capacity

Population Density

If you have ever been in a crowded movie theater or shopping mall, you are familiar with the idea of density. Picture your school classroom with only five students in it. Now think of that same classroom with 30 students in it. The classroom is the same size in each case, but the number of people is different. Which classroom situation has a higher density? If you said the class of 30 students, you are correct.

1. More students in the same sized space means a higher population density.

Density

2. The box that has more balls has more mass per unit of volume. This property of matter is called density. The density of a material helps to distinguish it from other materials.

3.. Since mass is usually expressed in grams and volume in cubic centimeters, density is expressed in grams/cubic centimeter.

Think:

You have a block that is 2 cm by 2 cm by 2 cm. This means that the volume of the block is 8 cm3. You place the block on a balance and find that its mass is 50 grams. You would calculate the density of the block by taking 50 g and dividing it by 8 cm3. The density of the block is 6.25 g/cm3.

4. Density = Mass ÷ VolumeVolume = l x w x h = 2x2x2 = 8cm3Mass = 50 gDensity = 50g ÷ 8cm3 = 6.25g/cm3

Will it sink?

• The density of many common substances are known. For example, the density of water is 1.00 g/cm3. The density of a substance determines whether that substance will sink or float if placed in a liquid like water. Substances that are less dense than water will float on its surface and substances that are denser will sink in it. Gold has a density of 19.3 g/cm3, which means it is much denser than water. Would gold sink or float if placed in water?

The density of liquids:

• Take a glass and add some water to it. Then carefully pour some vegetable oil on top of the water. You will notice that the oil forms a layer on top of the water. Why would this be?

• It happens because oil is less dense than water, so it is able to float on top of it. If you were to add some other objects to this glass they would float or sink according to their densities.

• Water in its liquid form is called ice. A unique property of water is that solid water is less dense than liquid water. This means that ice floats. You have probably observed this when drinking a glass of ice water.

• The density of ice is very important to living things. During the winter lakes form layers of ice on the surface, but there is still liquid water (which is more dense) below. This allows fish and other animals to survive during the winter.

• In chemistry, density is a physical property of something. Density depends on both mass and volume. The equation below shows this.

• Density = mass/volume

• Volume is the amount of space that an object occupies. Density can be calculated by taking the mass (usually measured in grams) and dividing it by the volume (usually measured in cm3).

We can calculate density using the formula:Density= Mass/Volume

5. Block I • Mass = 79.4 grams • Volume=29.8 cubic cm• Density = mass/volume• D= 79.4g/29.8cm3• D = g/cm3

6. Block II:• Mass= 25.4 grams • Volume=29.8 cubic cm.• Density =

Testing Density What You Need

2 clear glassesWater2 eggsTable saltMeasuring spoon

 What You DoFill one glass halfway with water and carefully place one

egg in it. The egg will rest on the bottom of the glass. (Of course it does! An egg is heavy!)

Fill the other glass halfway with water, add 10 tablespoons of salt, and then carefully place the egg in the concoction. The egg will float.

If you add more salt, does the egg float higher?

Key Terms

• Salt: A crystalline compound formed by neutralizing an acid with certain bases. Table salt - sodium chloride - is an edible salt with a tangy taste.

• Desiccant: A substance that absorbs water and can be used to remove moisture.

Why it Works 

You can change the density of a substance by heating it, cooling it, or adding something to it. You can test a substance's density by putting something in it and noting how much buoyancy (upward lift) the test item has. Here you test the density of water as a liquid. The density of plain drinking water is low. Salt is a desiccant, which means it absorbs water. So, when you put it in the water, it becomes bloated with water molecules and sink, creating a highly dense layer of saltwater. The egg floats! This experiment also works with people, but you'll need a lot of salt. (Try the ocean!)

Density

• http://videos.howstuffworks.com/hsw/5897-scientific-method-measuring-density-video.htm

• Make Foldable

Measuring Volume and Density

• Promethean Board

Mass, Weight, Volume/Capacity, and Density

• Mass - measurement of the amount of matter something contains

• Weight - weight is the measurement of the pull of gravity on an object

• Volume - the amount of space that is taken up within three-dimensional objects

• Capacity - the amount of space that can be filled

• Density- A measure of how much matter a unit of a substance contains, relative to the volume of the substance. Water = 1.0g/cm3

Quiz on Density

Centers: Relating Math to ScienceCenters for Measurement: Copy, Paste, make large cards and

laminate.Center 1: Walk around the room and find at least 3 things that are a

meter and 3 things that are a yard.Center 2: Time how many you can do in one minute.

-jumping jacks- numbers you can count- sit-ups- other

Center 3: Weigh the objects. Record the kg/grams and pounds/ounces. Compare with the package weight.

Center 4: Measure how many liters/milliliters and cups/ounces each container holds.

Center 5: Match the unit cards for length, weight, time, and capacity. Give an example of each using the vocabulary? words given.

Center 6: Measure the temperature in degrees Fahrenheit and degrees Celsius of the following.

Center7: Density ? Wood float and sink

Science Notebooks:A Tool for Organizing Science

Literacy

AMSTI

• Lab Notebook: Investigate, Experiment, Observe, and Think

• Class Notebook: Vocabulary, Notes/Study Guides, Handouts, Reading Reviews, and Chapter Review

Notebook• Each student needs a mead composition

book.• Look at text book and have a language arts

lesson – how to set up a book. ( Title page, table of contents, etc (4 Sections AMSTI) Language Arts PowerPoint

• Write name on white end for stacking• Is it an activity or investigation or experiment?• Putting handouts in notebook – can fold

hotdog, then hamburger; tape or staple; put in notebook

Textbook/NotebookGetting Ready for Science

1. KWL2. Vocabulary

Lesson 1:What Tools Do Scientists Use? 3 Discuss Measuring Up!

Investigate – Text; page 1

1. Discuss the questions 1 and 2 in text under Draw Conclusions

2. What is a variable? Discuss, then answer #3 under Draw Conclusions

Inquiry Skill: Identifying Variables 3

Insert electronic Transparency IS0500

KWL Chart 1

K -Know W – want to know L - learned

Vocabulary - 6

1. Microscope

2. Balance

3. Investigation

4. Inquiry

5. Experiment

6. Scientific method

Lesson 1 - Notes: 3

1. Scientists use special tools to measure and observe objects in nature.

2. The thermometer measures temperature in the units of Celsius C and F.

3. The spring scale measures weight in Newton or grams.

4. The measuring cup measures volume in the units of milliliters or ounces.

5. The hand lens and the magnifying box make things appear larger.

6. The dropper measures volume of liquids and moves them.

Lesson 1 - Notes: 37. The ruler measures length and width in cm, mm, and

inches.8. The tape measure is like the ruler, but can measure

curved or round objects,9. The forceps helps you pick up, move, or hold small

objects. They don’t measure.10. The microscope led to the discovery of bacteria and

other tiny living things living in water.11. Use a balance to measure mass and a spring scale to

measure weight. Mass is the amount of matter in an object and weight is the force of gravity acting on an object.

12. The spring scale would not measure the same in outer space as it does on Earth because of gravity.

13. Always use Lab Safety rules.

How Do You Organize Science notebooks?

• Title Page

• Table of contents: Date/Title of Entry

• Entries with Handouts/Lab Sheets/Foldables

Page Activity/Lab Date1. Science Tool Kit Observation 9/07/10

Tool Kit Observation 1

Observe, draw, and write about your tool kit.Name Purpose Sketch Description

1. Thermometer2. Dropper3. Tape measure4. Spring Scale5. Ruler6. Magnifying box7. Measuring cup8. Forceps9. Hand lens

Tool Kit ObservationObserve and write about your tool kit:1. The thermometer measures cold and hot.2. The spring scale measures weight.3. Two magnifying tools make things bigger;

magnifying box and hand lens..4. The ruler and tape measure tell size Tape

measure is used rounded objects.5. The dropper moves liquids and small amounts

of volume.6. The forceps move, pick up or hold small

things; butis not a measuring tool.7. The measuring cup tells how much.8. The balance measures mass.

Science Safety Tips1. Wear safety goggles during science

experiments.2. Clean up any spills immediately3. Wash hands after completing an experiment.4. Use caution when using heat for an

experiment.5. Use protective gloves when working with

chemicals.6. Never taste or smell a science experiment.7. Clean up the entire work area as soon as the

project or experiment has been completed. Wipe area and wash and properly store equipment.

Lesson 2:What Inquiry Skills do Scientists Use?

Lesson 2 Notes 5

1. Investigating is looking for an answer to a question.

2. Inquiry skills are an organized way to gather information. They are used to gather information about things or events in an organized way.

3. A variable is a factor such as size that can have more than one condition.

4. Skills: next slide

Inquiry Skill Definition 7

Observe Use your senses to gather information about objects and events.

Measure Compare the length, mass, volume, or some other property of the object to a standard unit, such as meter, gram, liter, feet etc.

Gather, Record, and display Data

Gather data by making observations and measurements. Record in an organized way. Display your data so others can understand and interpret it.

Use Numbers Collect, display, and interpret data as numbers.

Compare Identify likenesses and differences.

Interpret Data Use data to look for patterns, predict what will happen or to answer a question.

Infer Use logical reasoning to come to a conclusion based on data and observations

Classify Group or organize objects or events into categories base on certain characteristics

Predict Use observations and data to form an idea of what will happen under certain conditions.

Surrounded by Science

• Science is all around me

• Science Processes

Use Your Senses

• Video: Slim Goodbody

• Video Quiz

• Use your Senses Worksheet HW

Communicate Your Observations

Play “I Spy!”

Lesson 3 Notes1. The series of steps that scientists use when doing an

experiment is called the scientific method.2. Chart: how the experiment relates to the Scientific

Process Step: p.20 Balloon Rocket1. Observe and ask Questions Observe the balloons, How

did the amount of air in the balloon affect travel time and distance?

2. Form a hypothesis More air moves the balloon faster and farther

3. Plan an experiment List steps, Control variables, list materials, decide how to gather and record data – chart

4. Conduct an Experiment Get Data Follow procedure5. Draw conclusions and communicate the results.

Graph, analyze data, write a conclusionThe balloons went at same speed, but the one with more air went farther. My hypothesis was wrong because it went farther, but not faster.

Sponge Bob

1. Control – A part of the experiment that is not being tested and is used for comparison.

2. Variable – Any part of an experiment that can vary.

3. Independent variable – The part of the experiment that is manipulated or changed by the person doing the experiment.

4. Dependent variable – the part of the experiment that is affected by the independent variable.

1. Krusty Krabs Breath Mints

2. Sponge Bob Clean Pants

3. Squidward’s Symphony

4. Super Bubbles

Scientific Method

Scientific Method (Know in Order)• *Question/Problem/Purpose (yellow) • *Form a Hypothesis (purple)• *Procedure/Planning (orange) • *Results/Data/Observations (pink) • *Conclusion/Results. (blue)

What have you learned?• *Next Steps/New Questions - (green)

* On test

Graded Science NotebookTable of Contents:

1. Mass vs. Weight

2. Volume vs. capacity

3. Density

4. Vocabulary – Getting Ready for Science

5. Notes Handout

6. Lesson 1 Reading Review p9 1,3,5, &6

7. Lesson 2 Reading Review p17 1,3,5, &6

8. Sponge Bob Controls and Variables

9. Lesson 3 Reading Review p23 1,3,5, &6

10. Chapter Review

Video: The Scientific Method

• Video Quiz

Video: Discovering the Scientific Method

• The Scientific Method

Page Activity Date1. Where did the water go? 9/07/10

Color and Lab NotebookMemorize the Scientific Method in Order• Observe and ask questions (yellow)

*Question/Problem/Purpose• *Form a Hypothesis (purple)• Plan an experiment (orange) *Procedure/Planning• Conduct an Experiment (pink – light red)

*Results/Data/Observations• Draw conclusions and communicate the

*Conclusion/Results. (blue)What have you learned?

• *Next Steps/New Questions - (green)

* On test

Lesson 3:Where did the water go?Lab Notebook Entry

Investigation/Inquiry/Experiment

Record observations and explanations from the demonstration in your science notebook.

Where Did the Water Go?

• Select the most appropriate explanation and record it in your science notebook.

Where Did the Water Go?

• The water was never in the cup.

The water was poured from the cup when no one was looking.

• The water is still in the cup, but something has absorbed the water.

• You are truly a magician and made the water disappear!

Page Activity Date 1. Where did the water go?

How do you organize a science notebook lab entry using the Scientific Method?

• Question/Problem/Purpose

• Hypothesis

• Procedure/Planning

• Results/Data/Observations

• Conclusion/What have you learned?

• Next Steps/New Question

Question/Problem/Purpose

• Student or teacher generated

• Relates to purpose (Big Idea)

• Clear and concise

• Investigable

How do you organize a science notebook lab entry using the Scientific Method?

• Question/Problem/Purpose

• Hypothesis

• Procedure/Planning

• Results/Data/Observations

• Conclusion/What have you learned?

• Next Steps/New Question

Hypothesizing• A hypothesis is a statement that provides

an explanation (based on observation, evidence, and past experiences) of an event or phenomenon

• It suggests a cause or explanation. The statement should include: If…….then….., because…..

Question: Where did the water go?

If I pour water in the cup, it will seem to disappear because _______________.

Procedure/Planning• List all materials needed to complete the

investigation.

• Sequence the steps of the investigation.

• How will observations be recorded?

• Identifies variables/controls

List all of the materials you will need to complete the investigation.

Materials: 3 Styrofoam cups; 30 ml water; and sodium polyacrylic. Steps: 1. put a teaspoon of sodium polyacrylic in one cup (out of sight); 2. pour the water in that cup; 3.move cups around and turn cups over

Give sequential steps in an order that another student might replicate your investigation.

Steps:

1. put a teaspoon of sodium polyacrylic in one cup (out of sight)

2. pour the water in that cup

3. move cups around and turn cups over

Results/Data/Observations• Data Collection

– Words and numbers– Drawings– Using multiple senses– Details– Similarities/Differences

– Comparisons– Descriptions

• Observation– Sequence maps– Charts– Venn Diagrams– Timeline– Webs– Cycles– Graphs

• There was water in one of the cups.

• There was not when the cups were turned over.

Conclusion/What I Learned

• Explaining and communicating how the investigation addressed the hypothesis.

• Conclusions:– Based on evidence– Explain why data does not fit the pattern– Reflect on prior knowledge– Answer the Question/Problem/Purpose– State if the results support or do not support the

hypothesis

The right substance can cause the illusion of water disappearing.

• Water did not pour out because it was absorbed by the sodium polyacrylic.

Next Steps/New Questions

• Additional investigable questions.

• Extensions generated by students.

How much water can sodium polyacrylic absorb?

The Great Disposable Diaper Debate

8.

Name three things that you have learned while doing this investigation.

Name two things that surprised you during the investigation.

Name one question that you have now that you have completed the investigation.

Terrariums

Microworlds: Part 1

Hughes

Activity by Activity

Science Labs

nameSouthside Middle School

Mrs. Hughes

Objectives• P5.3 Describing how mirrors reflect light

Example: discussing differences in the reflection of light by convex and concave mirrors

• P5.4 Describing the relationship between the structure of the eye and sight

• P5.5 Identifying types of corrective lenses used to correct different sight problemsExamples: convex—farsightedness,concave—nearsightedness

• P5.6 Identifying the contribution of Van Leeuwenhoek to the development of the microscope

MicroworldsPart 1

Observing a penny

Fabric Observations

Learning about Lenses

Looking through Lenses*

Using the Microscope

Field of View

Part 2Mystery SpecimenOnion ActivityVolvoxPlant and animals cellsBlepharismaVinegar EelsHay Infusions

K-W-L: Magnifiers

What We Know

What We want to Know

What We Learned

Observing a Penny

Observing a Penny – Lesson One• Vocabulary

1.observationthe gathering of information.2.Magnify – To enlarge in fact or in appearance.3.Illustration – An example or instance that helps make

something clear4.Abrasive – A substance for smoothing5.Image – A likeness or imitation of a person or thing6.Eroded – To diminish or destroy

Activity Sheet 1

Content/Inquiry Questions Lesson One1. What are some characteristics found on a penny

that you would find on other coins? Date, faces, buildings, “In God We Trust”, E-

Pluribus Unum 2. What does E-Pluribus Unum mean, and what

language is it?“One from Many” French3. Why did you use the magnifying glass on the

penny?To see small items, look for details.4. How was the smaller magnifier differ from the

larger magnifier?The smaller one magnifies more detail, than the

larger one.

Lesson Two Observing ObjectsVocabulary:7.Manipulate – To manage or use skillfully.8.Texture – The visual surface characteristics and appearance of

something.9.Variations – Extent of change or difference.10.Enlarge – Make or grow large.11.Welded – To unite by heating or pushing.12.Frayed – Worn ragged.

Activity Sheet 2

Content/Inquiry Questions Lesson Two5. What happened to the materials when they were manipulated? Able to make an accurate observation of the item not an inference,

not from what you know but what you see.6. Why is it important to just draw a small area?The more details you will observe.7. Why did you see hairs on the burlap and yarn?Burlap and yarn are made out of tiny hairs woven together.8. Which would be more similar to denim – the screen or the

burlap? Burlap9. What variations did you observe?Burlap is woven tighter and is woven in an up and down pattern.

The screen wire is also woven with the same pattern but not as tight. The yarn is twisted in a circular motion, not very tight.

10. How many pieces of threads are woven together to make the piece of yarn? 2 small strings inter-twined

Lesson Three: Learning about LensesVocabulary

13. Cylinder – Solid figure formed by turning a rectangle about one side as an

axis. 14. Sphere – A globed shaped body.15. Curvature – The act of curving or being curved.16. Rounded – Curving or round in shape.17. Cube – A solid having six equal square sides.18. Transparent – Clear enough to be seen through19. Translucent – Not transparent but clear enough to allow light to pass through.

Activity Sheet 3

Content/Inquiry Lesson Three11.Why doesn’t a flat lenses magnify?The light rays are not bent on a flat lenses.12. Do items magnify if they are rounded?Yes, for example: a clear marble, fish bowl, glass of

water.13. Why do you think the curved shapes magnify?The light going through the objects is curved.14.Why are the words upside down when you hold the

magnifier up?The magnifier, object and the eye invert the object thus

tricking the brain in thinking it is upside down. 15. Why did the cylinder magnify the word on it’s side,

but not vertically? The side is curved thus magnifying, holding the cylinder

vertically it has no curves, it is flat.

Lesson Four: Looking through LensesVocabulary

20. Opaque –

Not letting light in

21. Reflective –

Ability to reflect

22. Translucent –

Allowing some light to pass through (frosted glass)

23. Transparent –

Allowing light to pass through so that things on the other side can be clearly seen (eyeglasses)

Lab Book: Looking Through Lenses

1. Use lenses to explore common objects.

2. Concentrate on one object at a time and look at each item through different kinds of lenses.

3. Sketch your favorite object in your lab notebook.

4. Write the name of the object and the lens you looked through to make the drawing.

Transparent objects allow you to see clearly through them. Some examples are:

Why is it important for these objects to be transparent?

Translucent objects only let some light through them. You cannot see clearly through a translucent object. Some examples are:

Why don’t we have to see through these objects?

Opaque objects do not let any light through them. You cannot see through them. Some examples of opaque objects are:

Why is it important that these objects are opaque?

In groups can you name objects that are transparent, translucent and opaque?

Activity Sheet 4

Content/Inquiry – Lesson Four16.Can you see through opaque lens?No17. What does an opaque marble look like?Very solid, in color, usually a very dark color.18.What’s the difference between translucent and

transparent?Translucent allows some light to pass through,

transparent allows all the light to pass through.19. Does deeper water magnify more?No, the water doesn’t magnify, the curved object it

is in does the magnifying. The water adds the depth.

Video: The Incredible World of the Microscope

The Microscope

The History• Many people experimented with making

microscopes

• Was the microscope originally made by accident? (Most people were creating telescopes)

• The first microscope was 6 feet long!!!

• The Greeks & Romans used “lenses” to magnify objects over 1000 years ago.

The History• Hans and Zacharias Janssen of Holland

in the 1590’s created the “first” compound microscope

• Anthony van Leeuwenhoek and Robert Hooke made improvements by working on the lenses

Anthony van Leeuwenhoek1632-1723

Robert Hooke 1635-1703

Hooke Microscope

The History

Zacharias Jansen1588-1631

The “First” Microscope

How a Microscope Works

Convex Lenses arecurved glass used to make microscopes(and glasses etc.)

Convex Lenses bendlight and focus it inone spot.

How a Microscope WorksOcular Lens(Magnifies Image)

Objective Lens(Gathers Light, Magnifies And Focuses Image Inside Body Tube)Body Tube

(Image Focuses)

•Bending Light: The objective (bottom) convex lens magnifies and focuses (bends) the image inside the body tube and the ocular convex (top) lens of a microscope magnifies it (again).

The Parts of a Microscope

Body Tube

Nose Piece

ObjectiveLenses

Stage Clips

Diaphragm

Light Source

Ocular Lens

Arm

Stage

Coarse Adj.

Fine Adjustment

Base

Skip to Magnification Section

Body Tube

• The body tube holds the objective lenses and the ocular lens at the proper distance

Diagram

Nose Piece

• The Nose Piece holds the objective lenses and can be turned to increase the magnification

Diagram

Objective Lenses

• The Objective Lenses increase magnification (usually from 10x to 40x)

Diagram

Stage Clips

• These 2 clips hold the slide/specimen in place on the stage.

Diagram

Diaphragm

• The Diaphragm controls the amount of light on the slide/specimen

Turn to let more light in or tomake dimmer.

Diagram

Light Source

• Projects light upwards through the diaphragm, the specimen and the lenses

• Some have lights, others have mirrors where you must move the mirror to reflect light

Diagram

Ocular Lens/Eyepiece

• Magnifies the specimen image

Diagram

Arm

• Used to support the microscope when carried. Holds the body tube, nose piece and objective lenses

Diagram

Stage

• Supports the slide/specimen

Diagram

Coarse Adjustment Knob

• Moves the stage up and down (quickly) for focusing your image

Diagram

Fine Adjustment Knob

• This knob moves the stage SLIGHTLY to sharpen the image

Diagram

Base

• Supports the microscope

Diagram

Magnification

Magnification

• To determine your magnification…you just multiply the ocular lens by the objective lens

• Ocular 10x Objective 40x:10 x 40 = 400

Objective Lens have their magnificationwritten on them.

Ocular lenses usually magnifies by 10x

So the object is 400 times “larger”

Caring for a Microscope

• Clean only with a soft cloth/tissue

• Make sure it’s on a flat surface

• Don’t bang it

• Carry it with 2 HANDS…one on the arm and the other on the base

Carry a Microscope Correctly

Using a Microscope

• Start on the lowest magnification

• Don’t use the coarse adjustment knob on high magnification…you’ll break the slide!!!

• Place slide on stage and lock clips

• Adjust light source (if it’s a mirror…don’t stand in front of it!)

• Use fine adjustment to focus

References• http://www.cerebromente.org.br/n17/history/neurons1_i.htm• Google Images• http://science.howstuffworks.com/light-microscope1.htm

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Quiz

Stop, memorize the parts of the microscope.

Video: How To Use a Microscope

Lessons 5, 6, and 7Learning the Microscope/Field of View

Vocabulary24. Microscope – An optical instrument that uses lens to

produce magnified images of objects too small to be seen by the unaided eye.

25. Field of View – A space or area in which things can be seen

through the lens of a microscope.

Content\Inquiry –Lessons 5, 6, & 7

20. Who invented the microscope? Anton Leeuwenhoek, first person to make and use21. Why was Leeuwenhoek’s store never opened?Leeuwenhoek spent his time trying to create

pieces of glass that would help him see small things.

22. What could Leeuwenhoek see with his simple microscope?

One celled plants and animals, bacteria, blood of mammals

Content\Inquiry

23. How is the magnification of a microscope calculated?

Objective power times the power of the eyepiece

24. What did Anton Leeuwenhoek ultimately discover with his microscope?

Small structures called bacteria

25. How does the magnification of a hand lens compare to the magnification of a standard light microscope and an electron microscope?

Student Microscope

• Sketch and Label Parts

Eyepiece - focus

Body

Clip – for slides

Stage – for slides

Mirror – reflect light

Knob – to move mirror

Field of View

• Activity Sheet 5

Predicting Slides 1-6

Who Am I?

Poppy Seeds ____          Sponge ____

Anton Leeuwenhoek and Robert Hooke ___

Early Microscopes  ____     Cork ____

Fly and its Wing ____     Period ____

Silk Cloth ____        Head of a Fly ____

Bee’s Stinger ____   Down Feather____

Crystals in Flintstone ____  Fish Scales ___

Reading Focus: How is light affected by concave and convex lenses?

Lens- A transparent object with at least one curved surface.

All lenses refract light that passes through them.

The Eye and a Camera

Convex Lens- Thicker in the center than at the edges. Brings light rays together at focal point. Focal Point- The point at which light rays passing through a lens come together.

When close to object, convex lens magnifies object. When further, object upside down.

Lens ShapeNOTES:

Concave Lens- Thicker at edges than in center. Causes light rays to spread out. Image viewed through concave lens smaller and always right side up.

The Eye and a CameraNOTES:

Eye and camera both have convex lens.

Retina- Light sensitive layer at back of eye that image is focused on.

It sends message to brain for interpretation.

Both ‘take pictures’, but cameras takes one at a time and eye continuously takes them.

Camera focuses by moving lens in and out, with eye muscles in eye cause lens to curve more or less.

Correcting VisionNOTES:

Near-sighted people have trouble seeing things in distance. Eyes focus images in front of retina instead of on.

Far-sighted people see objects far away clearly, but have trouble seeing close things clearly.

Concave lenses correct near-sightedness

Convex Lenses used to correct far-sightedness

Contact LensesNOTES: Contact Lenses- clear, thin lenses that are placed on the eye in front of cornea. Change path of light, but concave lenses used for both types of vision problems.

First lenses hard plastic, now soft and flexible.

Eyes and Lenses

http://www.mysciencesite.com/optics4.html

Behaviour of Light

• http://www.colorcube.com/illusions/illusion.htm

Video: Real World Science: Light

Start at 8:10

• Concave and Convex Mirrors and Lenses•         Light rays can be reflected off opaque surfaces (surfaces that you cannot see through). If

the surface is smooth enough, the reflected light will produce an image as mirrors do. A mirror can be flat or curved. A mirror that curves inward like the inside of a bowl is called a concave mirror. Concave mirrors reflect light rays towards a central point and produce images that can be upside-down or right side up depending on how far away the object is from the mirror. The reflected images can be smaller than the actual object or larger. A mirror that bends outward like the a dome is called a convex mirror. It spreads light rays apart. The reflected images will always be right side up and smaller than the actual object.         Light rays are refracted as they pass through translucent objects (objects like windows that you can see through). Light is refracted when it passes through a new medium at an angle. Just as convex and concave mirrors produce different images, concave and convex lenses also produce different images than we would normally see. A concave lens is thicker at the edges than in the middle. It spreads light rays apart producing an image smaller than the actual object. Nearsighted people (people who see close objects fine but distant objects appear blurry) have concave lenses in their glasses to correct their vision. A convex lens is thinner at the edges and thicker towards the center. Convex lenses are bent towards a central point. Like a concave mirror, when a convex lens is held close to your eyes, it will produce an upright image. If it is held away from your eyes it will produce an upside-down image. Farsighted people (people who can see distant objects with no problem but objects very close to them appear blurry) use convex lenses in their eyeglasses. Convex lenses can produce images much larger than the actual object. A magnifying glass is an example of a convex lens.

• Part One: Fill in the blank with either convex or concave. • 1. A _________________ mirror curves inward. • 2. A _________________ lens is thicker in the middle than at the edges. • 3. The image from a _________________ mirror will always appear smaller than the

actual object. • 4. A lens that spreads light rays apart is a _________________ lens. • 5. In a Fun House, a mirror that makes you look upside down would have to be a

______________ mirror.  

• Part Two: Fill in the blank with the appropriate word from the word bank.  

• Refracted Reflected Convex Concave• 1. Light rays are _______________ when they hit a mirror. • 2. A magnifying glass is an example of a _______________ lens. It can make objects

appear bigger than they actually are. • 3. Light rays are ________________ when they go through a lens. • 4. A ________________ mirror can produce an image that appears larger than the

actual object.

1. Light rays are reflected from mirrors.

Concave mirrors:

With a tennis ball and a cereal bowl, show how light rays will reflect back to a central point.  It is helpful to draw the reflected rays on an overhead.

Using a concave mirror, show students how they will appear upside down from far away and right side up very close to the mirror.  You can use a shiny spoon as a replacement for a mirror.

Convex mirrors: With a cereal bowl and a tennis bowl,

bounce the tennis ball off of the back side of the bowl to show how light rays will reflect outwards off of a convex mirror.  It is helpful to draw the rays reflecting on an overhead.

Using the back side of a spoon, show students that their image will always be right side up and smaller than normal.  Compare this image with the front of the spoon.

2. Light rays are refracted as they travel through lenses.

Label the diagram to show the following parts of the eye:

iris retina optic nerve cornea

Video: The Eyefunction and structure

Eye parts + functions• The retina of the eye turns an image into

nerve signals.

• The pupil of the eye contracts to protect the eye from receiving too much light.

• Your eye and a camera are quite similar; light rays come together. Both use convex lenses to focus the image upside-down. Your eye uses its retina to detect the image whereas the camera uses film to detect the image.

• Light rays are reflected off of opaque surfaces and if these surfaces are very shiny as mirrors are, they will produce an image.

• A concave mirror bends in towards the center like the inside of a bowl and a convex mirror bends outward to the edges.

• Light rays are reflected inwards toward a focal point by concave mirrors.  A concave mirror can produce images that are right side up and very large or upside down.

• Light rays are reflected outwards by a convex mirror.  Images produced by a convex mirror will always appear right side up and smaller than the actual object.

• Light rays are refracted as they pass through translucent objects such as lenses.

• A concave lens is thicker at the edges than it is at the center, and a convex lens is thicker in the middle than it is at its edges.

• A concave lens refracts light rays spreading them outward producing an image that is upright and smaller than the actual object.

• A convex lens refracts light rays inward.  If a convex lens is held close to a person’s eyes, they will see an image that is upright and larger than the actual object.  If the convex lens is held further away from a person’s eyes, they will see an image upside down.

• A refracting telescope uses two convex lenses to magnify images in the sky.  A reflecting telescope uses a concave mirror, a plane mirror, and a convex lens to do the same job.

• A microscope, like a reflecting telescope, uses a concave mirror, a plane mirror, and a convex lens.  However, they are used to magnify very small images on slides not in the sky.

Video:

• Play only lens part

Reflected Light  What happens when light hits an object that it can't pass through? If the object is black, the light is absorbed and changed to heat energy. If the object is white, most of the light is reflected back.

Can you think of an object you probably use everyday that reflects light? If you guessed a mirror, you were correct! A mirror reflects almost all the light that falls on it.

Try these experiments with a classmate to find out more about how mirrors reflect light.Materials: 3 mirrors1. Place one mirror in the path of sunlight.2. Place the second mirror in such a way that light rays are reflected from the first mirror.3. Place the third mirror in the path of the reflected rays of the second mirror.Where can you see the light?What do you think would happen if you placed another mirror in the path of the light?Can you use the mirrors to direct the light to a specific spot? Set up your own experiment

with reflected light. Start with a question you want to answer. Design an experiment that will help you find out. Write your procedure below.

  Materials: ruler, paper, small mirror, protractor, pencil1. Draw a dotted or broken line on the paper with a ruler.2. Draw a straight line across it at any angle.3. Place a mirror upright at the point where the two lines meet. Turn it until the reflection

of the dotted line is in line with the real dotted line. 4. Look into the mirror and line up one edge of the ruler with the reflection of the straight

line. 5. Draw this line and then measure the angles on each side of the dotted line with a

protractor.6. Repeat, changing the size of the angle. What can you conclude?What are your overall conclusions about reflected light?

http://faculty.washington.edu/chudler/chvision.html

Alabama Science Test NotesReady For Science

1.A spring scale measures in Newtons. The greater the weight, the farther down the pull on the scale. The spring scale would not measure the same in outer space as it does on Earth because of gravity.

2.A pan balance measures the mass of an object.

3.Use a balance to measure mass and a spring scale to measure weight. Mass is the amount of matter in an object and weight is the force of gravity acting on an object.

4. In a lab, safety rules include notifying the teacher of any accidents.

Alabama Science Test Notes5. During an experiment, you need data to justify

a conclusion.6. The hypothesis is tested during an experiment.7. Scientists need to record all parts of their

experiments so others can repeat to see if they get the same results.

8. The stage of the microscope holds the slide or object being viewed.

9. If data does not support the hypothesis, record data and repeat.

10.The difference between the freezing and boiling points of water is 100 degrees on the Celsius scale. The difference on the Fahrenheit scale is 180 degrees.

11. The first scientist to use a lens to observe microscopic organisms was Anton van Leeuwenhoek.

12. The amount of space an object takes up is its volume.

13. To determine the volume of an object (ex. rock), put it in liquid (beaker or cylinder with measurements) and calculate the change in the water level.

14. Mass is the amount of matter in an object.

15. If you have equal masses (ex. 1 kg) of dirt, rocks, sugar, and feathers, the 1 kg of feathers would take up the most space and have the greatest volume.

16.A brick would have a high mass, but a small volume.

17.Density is the relationship between mass and volume (density = mass X volume). The compactness of the amount of matter in the volume of an object.

18.Two blocks of wood that are the same size, but one floats in water and one sinks would have different masses and different densities.

19.Two boxes the same type and size with the same kinds of shirts, but one box has more shirts would have different densities and different masses.

20. Eyeglasses bend light to help you focus.21. Reflection is the bouncing of light off a surface.22. A lens is a curved transparent object that bends

light. There are two kinds of lenses, concave and convex.

23. Concave and convex lenses are used to bend the light rays which will change the focal point - point of focus. They are used in eyeglasses, contacts, microscopes, telescopes and cameras etc.

24. When light travels through lenses, refraction occurs. The light bends either outward or inward, it depends on the lens.

25. A spoon is a good example of a reflecting surface with one side being convex the other concave. Concave increases the size of the object while convex decreases the size.

26.A concave lens is curved inward like a cave, magnifies, and causes light rays to spread out. A convex lens is curved outward, makes objects appear smaller, and bends light rays toward one another.

27.The retina of the eye turns an image into nerve signals.

28.The pupil of the eye contracts to protect the eye from receiving too much light.

29. Your eye and a camera are quite similar; light rays come together. Both use convex lenses to focus the image upside-down. Your eye uses its retina to detect the image whereas the camera uses film to detect the image.

30.. If one is nearsighted, the lens in the eye causes the focus to be behind the retina. These people see close-up but have some difficultly seeing far away. The lens focuses in front of the retina because the actual eyeball is too long from front to back. To correct this nearsightedness, the person would wear glasses or contacts with concave lenses. Eyeglasses shaped like a concave lens improves the view of distant objects and bend light rays outward to focus the image on the back of the eye instead of behind it.

31. The lens of your eye is a double convex lens. Its job is to focus the image on the retina of the eye. If one is farsighted, the lens in the eye causes the focus to be behind the retina. These people see far but have some difficultly seeing close-up. The lens focuses behind the retina because the actual eyeball is too short from front to back. To correct this farsightedness, the person would wear glasses or contacts with convex lenses.

32. A glass of water used to magnify is a concave lens that bends light inward.

Science Test

The Great Disposable Diaper Debate

Materials: (per group)

• #3 Disposable Diapers:

• 1 Pampers Custom Fit

• 1 Huggies Supereme

• 1 Luvs Ultra Leakguards

• Paper towels, water, measuring cup, black waterproof marker

Safety!

Disposable diapers should not be cut because of safety hazard.

• Reflect on the Introduction/Engagement Investigation, “Where Did the Water Go?”

• Remember that polyacrylate is found in disposable diapers.

• Use 3 different types of disposable diapers: Pampers Custom Fit, Huggies Supreme, and Luvs Ultra Leakguards to design your own investigation to answer the question, “Which diaper is the most absorbent?”

• What does absorbent mean?

• Concentrate on only one area of the diaper because of the time.

• Use the 6 components of the science notebook to record investigation.

Disposable Diapers• Plan an investigation using the

following disposable diapers:– Pampers Custom Fit– Huggies Supreme– Luvs Ultra Leakguards

• Record your procedure in your Science Notebook using the 6 components.

• Other materials that you may need are located at the front of the room.

How do you organize a science notebook?

• Question/Problem/Purpose

• Hypothesis

• Procedure/Planning

• Results/Data/Observations

• Conclusion/What have you learned?

• Next Steps/New Question

The Great Disposable Diaper Debate

Question/Problem/Purpose

• Which brand of baby diapers is the most absorbent?

Hypothesis

Hypothesis:

• If I pour water in each of the three diapers, then I believe Huggies Supreme will hold the most and be the most absorbent because it is the thickest.

Procedure/Planning

Materials: (Per group) 1 Pampers Custom Fit diaper, 1 Huggies Supreme diaper, 1 Luvs Ultra Leakguards diaper, paper towels, black waterproof marker, 1 measuring cup, water. Label the first paper towel “A” using the black marker and place it down on a flat surface.

Procedure:1. Open up the Pampers Custom Fit diaper and place it on top of paper towel “A” with the absorbent

pad exposed.2. Repeat steps 1 and 2 for the Huggies Supreme and Luvs Ultra Leakguards diapers and label the

paper towels “B” and “C.”3. Fill the measuring cup to the half-cup mark with water.4. Carefully pour the water onto the center of the absorbent pad for diaper “A.”5. Carefully lift diaper “A” up and turn it over so that the absorbent pad faces the paper towel and

observe for leakage (indicated by drops of water on the paper towel).6. Repeat steps 4-6 until leakage is observed. On your data chart, record the number of ½ cups it

took until leakage was observed.7. Repeat steps 4-7 for diapers “B” and “C.”

Results/Data/Observations

Which diaper is most absorbent?

Diaper “A” Diaper “B” Diaper “C”

Conclusion/What have you learned?

I concluded that Pampers Custom Fit diapers are the most absorbent. I thought that Huggies Supreme would be the most absorbent diaper. However, my data indicates that the Pampers Custom Fit diaper was the most absorbent. It held 5 ½ cups of water before leakage was observed compared with 5 cups for the Huggies and 4 cups for the Luvs Ultra Leakguards diaper. I also learned that diapers are far more absorbent than they need to be! If you change your baby’s diaper regularly, they will never exceed the 5 ½ mark!

Next Steps/New Question

I do not feel my data is valid because we only conducted one trial for each brand of diaper. If I did the experiment over, I would like to test 10 brands of diapers instead of 3. I would also do a series of trials for each diaper to ensure validity. This experiment generated many new questions: How do name brands such as Huggies compare to generic brands? How do pull-ups compare to regular diapers in terms of absorbency? Which brand of diaper has the best fastener quality? From conducting this experiment, I learned that Pampers Custom Fit diapers are the most absorbent

Adding as we go along…Always add to table of contents, date, the page numbers of your

lab entries, and staple in all handouts for lab evaluation.

Extra Labs Use the 6 Components

Examples:

• Kool-Aid Spill Lab – Class Example

• Drops on a Penny Lab

Page Activity Date1. Tool Kit

2. Where did the water go?

Lessons 8,9 and 10: Making Slides, What is it?, and Observing Common Objects

Wet Mount and well mount.

Content/Inquiry: Lessons 8,9, and 10

Prepare slides to view under a microscope Identify unknown three-dimensional objects Experiment with different slide techniques,

focusing, and light adjustments

Alabama Science Test

1. A lens is a curved transparent object that bends light. There are two kinds of lenses, concave and convex.

2. Concave and convex lenses are used to bend the light rays which will change the focal point - point of focus. They are used in eyeglasses, contacts, microscopes, telescopes and cameras etc.

Alabama Science Test

3. When light travels through a lens, refraction occurs. The light bends either outward or inward, it depends on the lens.

4. A spoon is a good example of a reflecting surface with one side being convex the other concave. Concave increases the size of the object while convex decreases the size.

5. A concave lens is curved inward like a cave, magnifies, and causes light rays to spread out. A convex lens is curved outward, makes objects appear smaller, and bends light rays toward one another.

Alabama Science Test

6. The retina of the eye turns an image into nerve signals.

7. The pupil of the eye contracts to protect the eye from receiving too much light.

8. Your eye and a camera are quite similar; light rays come together. Both use convex lenses to focus the image upside-down. Your eye uses its retina to detect the image whereas the camera uses film to detect the image.

Alabama Science Test

9. If one is nearsighted, the lens in the eye causes the focus to be behind the retina. These people see close-up but have some difficultly seeing far away.

10. The lens focuses in front of the retina because the actual eyeball is too long from front to back. To correct this nearsightedness, the person would wear glasses or contacts with concave lenses.

11. Eyeglasses shaped like a concave lens improves the view of distant objects and bend light rays outward to focus the image on the back of the eye instead of behind it.

Alabama Science Test

12. The lens of your eye is a double convex lens. Its job is to focus the image on the retina of the eye. If one is farsighted, the lens in the eye causes the focus to be behind the retina. These people see far but have some difficultly seeing close-up. The lens focuses behind the retina because the actual eyeball is too short from front to back. To correct this farsightedness, the person would wear glasses or contacts with convex lenses.

13. A glass of water used to magnify is a concave lens that bends light inward.

END

Micro-worlds: Part 2Cells

Objectives• L7. Identify common parts of plant and

animal cells, including the nucleus, cytoplasm, and cell membrane.

• L7.1 Comparing unicellular and multi-cellular organisms

• L7.2 Comparing plant and animal cells• L8. Identify major body systems and their

functions, including the circulatory system, respiratory system, excretory system, and reproductive system.

Video: What is a living thing?

Chapter 1: Cells to Body Systems

Video: the Living Cell

Activity: Comparing a Cell to a City

Lesson 1: What Are Cells?1. The basic unit of structure and function of all

living things is the _________.

2. This organelle directs a cell’s activities. _________________

3. The _________________ and ________________ are found only in plant cells.

4. Why are cells specialized to carry out specific functions? Because organisms are very complex and it is more efficient to have cells perform only specific functions.

Cells

Click here to begin.

These activities will address the following Objectives for fifth grade.

Explain science concepts.

Compare and contrast plant and animal cells.

Click here to go back to the previous slide.

Cells

Complete the web with fourcharacteristics of cells.

All organisms -living things-are made of cells.

These cells are liketiny building blocks.

Cells do thejobs that keeporganismsalive.

Cells are the smallestpart of a living thing.

What is the smallest part of this living thing?

nucleus

cytoplasm

chloroplasts

Cell membrane

Cell wall

Cell membranecytoplasm

Nucleus

Compare and Contrast plant and animal cells.

Animal Cells Plant Cells

Compare and Contrast plant and animal cells.

Animal Cells Plant Cells

•Cell membrane•Cytoplasm•Vacuoles•Nucleus•Mitochondria

•Cell wall•Cell membrane•Cytoplasm•Vacuoles•Chloroplasts•Nucleus•Mitochondria

Do you know that there are FIVE Kingdomsof living things?

Moneran Protist Fungus Plant AnimalOne-celled with no membrane around the nucleus

One-celled Most aremany-celled

Many-Celled

Many-celled

Think of one example for each kingdom.

Do you know that there are FIVE Kingdomsof living things?

Moneran Protist Fungus Plant AnimalOne-celled Most are

many-celled

Many-celled

Many-celled

Bacteria

Paramecium

One-celled with no membrane around the nucleus

Explain how fungi get their food.

Fungi absorb food from living or dead organisms.

They absorb their food like a sponge.

Design a venn diagram comparingmulti-cell organisms with single-cellorganisms.

animals

plants

fungi

moneransprotists

Microworlds: Part 2 Plant and Animal Cells

Magnification reveals the cellular structure of living organisms.

Lesson 11

Objectives:

• Students examine and describe the internal structure of an atom

• Students observe and describe the cells in an onion.

• The teacher uses Activity Sheet 6 to evaluate student progress.

Cell Cakes

Round- animal

Rectangle - plant

Lesson 11Looking Inside an Onion

Lessons 12, 13, and 14

Use as one lesson – worksheet handout at end for drawing with Lesson 14 use cotton, gelatin, paper towel and absorb a little

For lesson 14 – do components

Lesson 12 Looking at Living Things: Volvox

Objectives:

• Students learn the best way to handle living, moving, creatures and how to prepare slides to them

• Students use the microscope to observe these creatures.

Vocabulary – Lesson Twelve

27. Volvox –

(green algae) member of a large group of organisms

28. Flagella –

Whiplike tails which work together to propel the colony through the water.

Volvox

• Found in ponds• Group of organisms known as Green Algae• Uses process of Photosynthesis• Live in colonies of 1000 – 3000 in hollow

spheresheld together by clear jellylike substance• Each cell has two flagella• Smaller daughter colonies are visible inside

sphere• Daughter colonies released through opening in

parent colony• Rich bright green color that rotates slowly

Lesson 13:Looking at Living Things -Blepharisma

• Member of cilates: body covered with short, movable, hairlike extensions called cilia that move it through the water and force food into its mouthlike opening

• Binary Fission: reproduces by dividing itself in half

Vocabulary – Lesson Thirteen

29. Blepharisma – Single-celled, pear-shaped creature about 160

micrometers in length.30. Cilia – Short, hairlike extensions that cover their entire

body.31. Binary fission – Dividing itself in half, produces two equal twins32. Microbe – A microorganisms

Content\Inquiry Questions – Lesson Thirteen

24. Could you estimate how many different individuals were on your slide? How could you tell them apart?

Relative size, brightness of color, differences in shape.

25. How would you describe the motion of this microbe?

Swimming, darting, sometimes rotating

Lesson 14: Looking at Living Things – Vinegar Eels

Vocabulary – Lesson Fourteen

33. Vinegar eel –

A harmless roundworm, body is nearly transparent

34. Unpasteurized vinegar –

A very acid environment

“Wild Things”Vinegar EELs

• Harmless Roundworm• Nearly transparent• One of the lowest animals to have a

digestive tract• Embryos develop inside the females body

and are born “Alive and Wiggling”• Spends its entire life in unpasteurized

vinegar

Content\Inquiry Questions – Lesson Fourteen

26. Describe the vinegar eels.

27. Which of the strategies for slowing them down did you try? What worked best for you?

28. How did you feel observing the vinegar eels? Why was it an important activity?

Lesson 15 and 16: Looking at Living Things: Hay and

Grass Infusions I and II• Reading selection page 35

Hay and Grass Infusion

• Safety Reminder: Students should avoid putting hands near eyes or mouths when handling infusions. Have students wash their hands to remove any bacteria

Hay and Grass Infusion• Hay and grass have begun to decompose• Bacteria on the hay, grass, or your hands

began the process• Single celled organisms appeared and fed

on bacteria• Organisms had been in a resting state on

or in the hay and grass• When the organisms were introduced to

water they came out of their protective coverings

Plant vs. Animal Cells

Edible Cell Project

Edible Cell

Edible Cell

Lesson 2: How do cells work together?1. Cells work together to form tissues.

2. Four Types of Tissue in your Body– Epithelial – in your skin and lines your internal

organs– Muscle tissue – most of your body mass– Connective tissue – bones and cartilage of your

skeleton; forms bones, tendons, and ligaments. (tendons – connect bones to muscles and ligaments connect bones to bones)

– Nervous tissue – “tell” muscles when to contract

3. Several kinds of tissues working together for the same function form an organ.

Lesson 2: How do cells work together?

4. Organs that work together to do a job for the body is called an organ system.

5. There are 10 major organ systems in your body.

6. Cells form tissues; tissues form organs; organs form systems; systems form our bodies

7. Why are cells specialized to carry out specific functions? Organisms are very complex. If cells all have a job, then organisms can become complex and build to form tissues, then organs, then organ systems.

Lesson 3: How do body systems work together?

1. Cells to tissues to organs to organ systems

2. The circulatory system is made up of the heart, the blood vessels, and the blood that transports oxygen, nutrients, and wastes through the body.

3. The liquid part of the blood is called plasma.

4. Involuntary muscle tissue forms the walls of the heart.

Lesson 3: How do body systems work together?

5. Compare organelles in a cell to organs in a human body. Both have specific functions to perform. Organelles do their jobs in the cell and organs carry out their functions for the body as a whole.

6. Describe the skin as the largest organ in the human body and tell about the types of tissues that make up the skin. The skin carries out multiple functions in the body such as protection, sensation, and excretion. The skin contains all four kinds of tissue – epithelial, muscle, connective, and nerve tissue.

Lesson 3: How do body systems work together?

7. The respiratory system is a group of organs and tissues that exchange oxygen and carbon dioxide between your body and the environment.

8. The lungs are the major organs of the respiratory system.

9. Exchange of oxygen and carbon dioxide occurs in the alveoli of the lungs. In certain diseases of the lungs, fluid or other material can build up in the alveoli. How can this affect lung function? And What symptoms might tell a person that a problem exists? Fluid would interfere with the gas exchange in the lungs which would affect the amount of oxygen and carbon dioxide in the body. A good symptom might be a shortness of breath.

Lesson 3: How do body systems work together?

10. The skeletal system protects your organs and gives your body form. It is mainly bones.

11. The muscular system includes muscles and tendons that move bones.

12. An adult’s skeleton is made up of 206 bones.

13. Connective tissue holds bones together.

Lesson 3: How do body systems work together?

14. Muscles contract and relax at joints and are voluntary muscles.

15. The nervous system directs other systems activities and allows you to react to the world. It also connects all the tissues and organs in your body to your brain.

16. The central nervous system has two parts: the brain and spinal cord.

17. The excretory system removes wastes from the body.

18. All body systems work together to carry out life functions

Video: The Body Symphony

The Human Body

• Cells form tissues

• Tissues form organs

• Organs form organ systems

• Organ systems work together to make us

The Major Body Systems

COS 9Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system.

The Circulatory SystemThe circulatory system is made up of the vessels and the muscles that control the flow of the blood around the body. This process is called circulation. The main parts of the system are the heart, arteries, capillaries, and veins.

As blood begins to circulate, it leaves the heart from the left ventricle and goes into the aorta. The aorta is the largest artery in the body. The blood leaving the aorta is full of oxygen. This is important for the cells in the brain and the body to do their work. The oxygen- rich blood travels throughout the body in its system of arteries.

On its way back to the heart, the blood travels through a system of veins. As it reaches the lungs, the carbon dioxide (a waste product) is removed from the blood and replaced with fresh oxygen that we have inhaled through the lungs.

 

What is Blood?Blood is thicker than water and has a slightly salty taste. In an adult’s body there is 10.6 pints of blood circulating around. In their blood there are billions of living blood cells floating in a liquid called plasma. The red blood cells are the heavier, more solid parts. The plasma is lighter.

The Respiratory System

The primary function of the respiratory system is to supply the blood with oxygen to be delivered to all parts of the body.

http://www.umm.edu/respiratory/images/respiratory_anatomy.jpg

Respiration is achieved through the mouth, nose, trachea, lungs, and diaphragm. Oxygen enters the respiratory system through the mouth and the nose.

http://hes.ucfsd.org/gclaypo/repiratorysys.html

The oxygen then passes through the larynx (where speech sounds are produced) and the trachea which is a tube that enters the chest cavity.

http://library.thinkquest.org/5777/resp1.htm

In the chest cavity, the trachea splits into two smaller tubes called the bronchi. Each bronchus then divides again forming the bronchial tubes.

http://library.thinkquest.org/5777/resp4.htm

The bronchial tubes lead directly into the lungs where they divide into many smaller tubes which connect to tiny sacs called alveoli.

http://library.thinkquest.org/5777/resp3.htm

The diaphragm's job is to help pump the carbon dioxide out of the lungs and pull the oxygen into the lungs.

http://hes.ucfsd.org/gclaypo/repiratorysys.html

There are many diseases that can harm and even destroy the respiratory system. Asthma is an increasingly common disease that causes coughing and makes it hard to breathe. Lung cancer is a major cause of death particularly among smokers. Tuberculosis is a disease caused by bacteria that can destroy the lungs.

The Excretory System

The excretory system regulates the chemical composition of body fluids by removing wastes and retaining the proper amounts of water, salts, and nutrients. Components of this system include the kidneys, liver, lungs, and skin.

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The kidneys are organs that filter wastes (such as urea) from the blood and excrete them, along with water, as urine.

Cross section of a kidney

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The kidneys funnel the urine into the bladder along two separate tubes called ureters.

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The bladder stores the urine until muscular contractions force the urine out of the body through the urethra.

The liver acts as a filter for the blood. As blood passes through the liver, it removes amino acids that do not need to be in your body.

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Human Body Student Notes

Worksheet

NOTES

1. The cells that cause blood to clot are called platelets.

2. The white blood cells protect you from infection and diseases.

3. The trachea is also called the windpipe.

4. The valves are flaps in the heart that keep blood flowing in one direction.

5. The nephrons in the kidneys separate materials in the blood and return nutrients.

6. The two tubes that carry air to the lungs are bronchi.

7.The smallest blood vessels are called capillaries.

8.The esophagus is a tube that food travels to the stomach.

9. The small intestines are 21 feet long.10. The liver produces bile.11. The pancreas produces three different

enzymes that break down fats, protein, and carbohydrates.

12. The tiny filtering unit of the kidney is called Bowman’s capsule.

Chapter Review and Test

Alabama Science Test

Cells to Body Systems• Plant cells have cell walls and chloroplasts, animal

cells do not. They both have a nucleus, mitochondria, at least one vacuole, and cytoplasm.

• The mitochondria provide energy for the cell and look like wavelengths in an oval.

• Mitochondria and chloroplasts both change energy from one form to another. Cytoplasm contains chemicals to keep the cell healthy. Chloroplasts, only in plant cells, make food for the cell.

• The cell membrane protects the cell, holds its contents together, and controls what goes in and out of the cell.

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5. The nucleus directs the cells activities.6. Chromosomes are inside the nucleus and

contain information about the cell.7. Cells form tissues, tissues form organs, and

organs form organ systems. Of all of these, organ systems contain the most cells.

8. Bacteria and amoeba are single-celled organisms.

9. All organ systems have jobs (ex. they allow animals to reproduce and get rid of wastes).

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10. The nervous system sends messages to the muscular and skeletal systems.

11. The excretory system removes wastes from your body and includes the kidneys, urethras, and urinary bladder.

12. The circulatory system transports oxygen to cells and includes the heart, blood vessels, arteries and blood.

13. If you have a cut, the circulatory system responds by transporting white blood cells to the wound.

14. The heart has atriums and ventricles.

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15. The respiratory system moves gases in and out of the body and includes the nasal passage, trachea, lungs, diaphragm, alveoli, and bronchioles.

16. The reproductive system produces offspring.17. Blood oxygenated in the lungs with breathing and

blood circulation involves the circulatory and respiratory systems.

18. The circulatory and excretory systems both remove wastes from the body; the excretory, digested wastes, and circulatory, carbon dioxide.

19. The skin is the largest organ on your body. Epithelia tissue makes up most of your skin.