Welcome back from the super long weekend! Homework:
Review notes on Section 38.1 Think of a favorite dinner food/meal that contains carbs,
lipids (fats), and proteins. Write this in your notebook. Do Now:
Clear your desk and get ready for the quiz on Cell Respiration
Today’s Objectives: Show what you know about cell respiration on the quiz. Identify one key function of each macronutrient in food
(carbohydrate, lipid, and protein) Identify examples of foods that contain carbohydrates,
lipids, and proteins.
Bio 9B: Thursday, 1.15.09Title: Cell Respiration: Wrappin’ up & movin’ on...
Double Block
Today’s Agenda
Period 1: Quiz on Cell Respiration If finished early: Extra Credit – Science News
Article
Period 2: Brief overview of Reading Notes (previewing &
summarizing) Reading: Ch. 38.1, pages 971-973 Quick Reading Comprehension Quiz
Objectives for Class:1. Show what you know about cell respiration on the quiz.2. Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)3. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Effective Active Reading Notes
1. Preview the text Look at headings, pictures,
captions, bold words Make a prediction about the
main ideas Write a question you think/hope
will get answered
2. Actively read by taking notes in whatever way is most helpful for you. Writing questions &
connections as well as key ideas can be helpful… try a 2-column format.
3. Summarize the main ideas & key points in a short paragraph (in your own words)
10.15.09Section 38.1: Food & NutritionPreview:• I think this section is about…• Question: What is a nutrient?Notes:Key Points Q’s/Connections
Summary:
Homework: Read pgs. 44-46 and answer the questions on the back of
the assignment sheet (do this in your notebook). Do Now:
In this Hamburger… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure
which category (carbs, lipids, proteins) they go in
Today’s Objectives: Identify the major learning goals of the Digestion Unit Given an example of a food, identify the sources of
carbohydrates, lipids, and proteins.
Bio 9A: Friday, 10.16.09Title: Nutrients in Food
The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion
We will be answering these questions:
What’s in this Hamburger? How do we get the stuff that’s in it, out? What happens to this stuff as we get it out? Why do we need this stuff?
By the end of this unit, you should be able to… Explain why we need carbohydrates, lipids, and proteins Explain how we extract these nutrients from food Explain how an enzyme’s structure fits its function Explain how structures in the digestive system fit their
function Explain why enzymes are essential to digestion Exhibit basic lab safety skills in the McMush & Enzyme Labs
Identifying the Carbon Compounds in this Hamburger
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Ketchup = Mostly Carbohydrate (simple sugar from Corn Syrup) Hamburger
Meat = Lipids and Proteins
Cheese = Mostly Proteins and Lipids
Lettuce and Tomato = Carbohydrate (Fiber)
Bun = Carbohydrate (Complex Carb from Starch)
Design A MealWhat foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs,
lipids, proteins) they go in Part II:
Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under each Label
List the things these individual compounds do for our bodies List at least Two Major Characteristics of each compound
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Homework: Use Effective Reading Strategies to Read pgs. 46-48.
PAY CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your Notebook!
Do Now: On the next slide… slightly extended Do Now
Today’s Objectives: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
Bio 9B: Monday, 10.19.09Title: Carbon Compounds – Carbohydrates
Carbon Compounds:The Molecules of Living Things
Extended Do Now: Find the handout labeled “Carbon Compounds:
Chemical Structures.” Look at all the diagrams. Why do you think these are called CARBON
compounds? Write some reasons in your notebook.
Zoom in…
A Single Organelle (chloroplast) in the CellPLANT CELLS
A Single Molecule inside the Organelle (chlorophyll)
Atoms come together to make up molecules
Zoom in a lot more…
What elements do you see in the atoms that make up this molecule?
Six Common Elements in Living Things:
Carbon (C) Hydrogen (H) Nitrogen (N) Oxygen (O) Phosphorus (P) Sulfur (S)
CHNOPS
Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
Carbon: The “Swiss Army Knife” Element of Life
More versatile than any other element! Can bond with itself and many other elements Forms millions of large molecules
Monomer – a single, building-block molecule based on carbon
Polymer (a.k.a. Macromolecule)– “Many monomers” a long chain of monomers bonded together to form one huge molecule
Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
4 Types of Carbon-Based Compounds:
Carbon combines with Hydrogen, Nitrogen, Oxygen, Phosphorus, and Sulfur to form these 4 Compounds:
Carbohydrates Lipids Proteins Nucleic Acids
Each type is made of monomers that connect to form polymers.
IMPORTANT NOTE: Each type is separate – not made of each other! Lipids are not made of carbs!]Objectives for Class:
Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
Carbohydrates contain C-H2O
Simple sugars Monosaccharide = one sugar
Ex: glucose, fructose Disaccharide = double sugar
Ex: sucrose, lactose, maltose Used as an immediate energy
source(for cell respiration to make ATP)
Foods: sugar, fruit, candy, juice, sodaObjectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
More Carbohydrates
Complex sugars Polysaccharide = many sugars Can be used for:
Long-term energy storageEx: Starch
Foods: grains, root vegetables (bread, pasta, cereal, rice, corn, potatoes)
Structural supportEx: cellulose (plant cell walls) (aka “fiber”)
Foods: fruits, vegetables, whole grains (lettuce, celery, whole wheat)Objectives for Class:
Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
Design A Meal - Day 2 “Carbs”
What foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled
properly?
Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under the Carbohydrate Labels:
List at least Two Major Characteristics of the carbohydrates
Describe what the carbohydrates do for our bodies
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Homework: Read the entire McMush Lab packet Answer the Pre-Lab questions on p. 1-2 Note: this is a long HW assignment!
Do Now: (in your notebook) What types of foods contain a lot of protein? What was the protein source in what you ate for
dinner last night? Today’s Objectives:
Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
Bio 9B: Tuesday, 10.20.09Title: Carbon Compounds, cont. - Proteins!
Most animal products such as Meat & fish Eggs Milk, yogurt, cheese
Beans and nuts (especially when eaten in combination with complex carbs)
What Foods Contain Proteins?
Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
Have thousands of different uses!
Proteins can be… Enzymes (control chemical reactions) Hormones (ex: insulin) Transporters
in cell membranes in blood cells (hemoglobin)
Body structures (hair, muscle, skin, bone) Immune system (fight diseases)
Proteins contain C, H, O, N and some S
Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
Proteins are made of: Amino acids
(monomers) There are 20 different
amino acids (different R’s)
Thousands of A.A.’s connect in any possible order to form long chains this makes thousands of different possible proteins
How can there be so many Different Proteins?
Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
Design A Meal - continuedWhat foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates and Proteins on the picture Under each Label
List the things these individual compounds do for our bodies
List at least Two Major Characteristics of each compound
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Homework:McMush Lab Informal Lab Report – See back of packet. Due Tuesday, 10.27.09
Do Now: Get Goggles and Apron On! Take out the McMush Lab packet and a pen/pencil Clear your table of everything else
Today’s Objectives: Follow lab safety guidelines and lab procedures Predict which carbon compounds are in a Happy Meal Use chemical indicators to test the compounds in a
Happy Meal
Bio 9B: Thursday, 10.22.09Title: The McMush Lab
Double Block
The World Famous McMush Lab… Important Terms and Concepts I
What are chemical Indicators? Chemicals that indicate the presence of a certain substance by changing color when they
are in contact with that substance. A change in color = Positive Result (the substance is there) NO change in color = Negative Result (the substance is NOT there)
3 Chemical Indicators in this Lab: Benedicts Solution: Changes color when it comes in contact with a Monosaccharide like
Glucose Iodine: Changes color when it comes in contact with a Polysaccharide like Starch Buiret Solution: Changes color when it comes in contact with a Protein
Negative Control = Water The variable that is the same for all test trials. It is guaranteed to give a Negative Result Why use water?
Why must we do Part I BEFORE Part II? What does Part I tell us so that we can do Part II?
Note: in Part II you are completing the SAME procedures for Part I, BUT you are using McMush instead of the pure solutions… so for every test, you will test the McMush and the Water
Procedural Notes: Each team member should be the leader for 2 of the 4 tests When using the Hot Plate and Boiling the water - NO Messing Around
The World Famous McMush Lab… Important Terms and Concepts II
Using the well plate for the protein and starch tests Use 2 wells for the Protein Test
(one for the pure protein, the other for Water) Use 2 wells for the Protein Test
(one for the Starch, the other for Water)Protein Solution + Biuret Indicator
Water in Protein Test + Biuret Indicator
Starch Solution + Iodine IndicatorWater in Protein Test + Iodine Indicator
Homework:McMush Lab Informal Lab Report – Paragraphs 1, 2, and most of 3. Due Tuesday, 10.27.09
Do Now: (in your notebook) What happens when you pour oil into water?
Why do you think this happens? Today’s Objectives:
Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids
Bio 9B: Monday, 10.26.09Title: Carbon Compounds, cont. - Lipids!
Examples: Fats, oils, cholesterol, waxes
Characteristics: Made of fatty acids and
glycerol Do not dissolve in water (repel
water) How It’s Used:
Long-term ENERGY storage Cell membranes Waterproofing Steroid hormones
Foods: Oils (from nuts, seeds, fish, cheese, meat), butter, lard.
Lipids contain mostly C and H
Objectives for Class: Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids
Mad carbons = Mad Energy
(aka – mad calories)Note: The structure of the Fatty Acid determines the type of Fat (i.e.: saturated vs. unsaturated)
Design A Meal – Day 4 “Lipids”
What foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates, Proteins and Lipids on the
picture Under each Label
List the things these individual compounds do for our bodies
List at least Two Major Characteristics of each compound
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Made of: Nucleotides
(monomers) Connected
together into long chains (helix)
Used to store and transmit genetic instructions for making proteins
• DNA (stores genetic info)• RNA (carries genetic info to
ribosomes)
Nucleic Acids contain C, H, O, N and P
Objectives for Class:1. Show what you know about cell respiration on the quiz.2. Identify one key function of each macronutrient in food (carbohydrate, lipid, and
protein)3. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Homework: Complete the Starch Digestion Pre-lab
Do Now: (in your notebook): Which shapes would fit together? Why?
Today’s Objectives for Block: Explain the difference between reactants and products in a
chemical reaction Explain how an enzyme’s structure fits it function
Bio 9B: Thursday, 10.29.09Title: Introduction to Enzymes
Double Block
Design A Meal – Day 4 “Lipids” (20 min)
What foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates, Proteins and Lipids on the
picture Under each Label
List the things these individual compounds do for our bodies
List at least Two Major Characteristics of each compound
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Some new Vocab: Chemical Reaction: Process that changes or
transforms one set of chemicals into another Reactants: compounds that enter the chemical
reaction Products: compounds that are produced in the
chemical reaction Catalyst: Something that speeds up a chemical
reaction Either to build something – Synthesis Or to break something – Decomposition
Introduction to Enzymes: “Chemical Reaction Vocab”
See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc
Some More Vocab: Enzymes: Proteins that speed up reactions
(the “catalyst”) Substrate: The reactants in a chemical
reaction
Introduction to Enzymes: “Chemical Reaction Vocab”
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Let’s take a reaction we have seen a few times to illustrate the vocabulary…
Introduction to Enzymes: “Chemical Reaction Vocab”
glucose + oxygen carbon dioxide + water + ATP energy + heat
Substrates/ Reactants = Stuff Entering a Chemical Reaction
Products = Stuff Produced from a Chemical Reaction
Introduction to Enzymes: “Enzyme catalyzed reaction”
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Enzyme = Protein that “Speeds Up” a Chemical Reaction
Enzymes are a “catalyst”
Products = Stuff Produced from a Chemical Reaction “Enzyme – Substrate
Complex”
Substrate = Reactants of a Chemical Reaction
“Bonding Site” – where the substrate bonds to the enzyme
This shows the reaction happening!!!
Notes use the following Website:
Lew-Port’s Biology Place
http://www.lpscience.fatcow.com/jwanamaker/animations/Enzyme%20activity.html
Enzymes in Action: “Lew-Port’s Biology Place”
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Enzymes in Action
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
This model shows the molecular structures of the enzyme and substrate in a reaction that breaks down glucose.
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Students read Background Information to themselves
Whole Class Discussion of Background Info Students work in Pairs to complete Pre-Lab
Introduction to Enzymes: “Starch Digestion w/ Salivary Amylase”
Enzyme Lab: Starch Digestion w/ Salivary Amylase – Seats
door Front of room
WilsonJefferson
Danika Scarlett
GabyChristina
YikaaloAndrew
Jisrael Graceann
Rachelle
Sophia
Ruth
Emma
Chyneree
Jennifer Tina
Weston
Nick
Reggie
Josh
Adel Loic
Mildred Djinnie
* Get apron and goggles, then sit down.
Homework: Answer the lab analysis questions (typed or
neatly written on separate paper). STAPLE to the packet!!!!!!!!!!!!!!!!!!!!
Do Now: (in your notebook) In 1-2 sentences, explain what this chemical
equation means:
STARCH GLUCOSE Today’s Objectives:
Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the
speed at which starch breaks down into glucose
Bio 9B: Friday, 10.30.09Title: Enzyme Lab: Starch Digestion
Double Block
salivary amylase
Enzyme Lab: Starch Digestion w/ Salivary Amylase
STARCH GLUCOSE
Safety: Goggles and apron Be careful around hot plates!
Procedure:
Starch & Water & Benedicts
Starch & Water & Benedicts PLUS Enzyme(salivary amylase)
Questions: Which tube will contain glucose after 10 minutes?
How will we know?
salivary amylase
Safety: Goggles and apron Be careful around hot plates!
Clean Up: Pour test tubes into waste container Rinse test tubes in soapy water Turn off hot plates if everyone at your table
is done
If finished early: Discuss Analysis Question #2 with your
partner
salivary amylase
Enzyme Lab: Starch Digestion w/ Salivary Amylase
STARCH GLUCOSE
Homework: Complete the Introduction, Hypothesis, and
Procedure sections of the lab report Do Now:
Complete the two questions that are on the Enzyme Lab Extension packet.
Today’s Objectives: Develop a set of procedures for an experiment Use your knowledge of how enzymes are denatured to
develop a set of procedures to denature salivary amylase
Bio 9B: Monday, 11.2.09Title: Design an Experiment
In groups of 4, follow the steps to develop a set of procedures for the enzyme lab extension.
Use the form titled:“Enzyme Lab Extension – Design an Experiment: Developing Procedures to Test for the Denaturing of Salivary Amylase”
Enzyme Lab Extension: Design an Experiment
Homework: Review Procedures for Lab. QUIZ IS POSTPONED until next week
Do Now: (in your notebook) What has been the most difficult aspects of
developing the procedures for this lab? (I also need to give you an update on where we
stand with the Denatured Enzyme Lab, McMush Lab, & the quiz)
Today’s Objectives: Develop a set of procedures for an experiment Use your knowledge of how enzymes are denatured to
develop a set of procedures to denature salivary amylase
Bio 9B: Thursday, 11.5.09Title: Design an Experiment – Day 2
Double Block
Today: Get back into your groups of 4 from
Monday Short Discussion:
What are the issues and questions with writing the lab procedure for the Denaturing Lab?
Let’s work it out… Complete Background Info through the
Results section Tomorrow, each group will carry out
their OWN experiment!!!!
Enzyme Lab Extension: Design an Experiment
Homework:
1. Type up procedures from this lab. Make data table in Word or Excel.
Do Now: Get Goggles and Apron On! Take out your procedures Clear your table of everything else
Today’s Objectives: Develop a set of procedures for an experiment Follow lab safety guidelines and lab procedures Use your knowledge of how enzymes are denatured
to develop a set of procedures to denature salivary amylase
Bio 9B: Friday, 11.6.09Title: Denaturing Salivary Amylase Experiment
Enzyme Lab: Denaturing Salivary Amylase – Seatsdoor Front of room
WilsonRuth
Jefferson Graceann
AdelWeston
Scarlett
Danika
Sophia Chyneree
Djinnie
Reggie
Gaby
Andrew
Rachelle Emma
Nick
Josh
Jennifer
Christina Tina
Jisraele Mildred
Yikaalo Loic
Heat
Heat
Heat
Heat
Heat*
pH
Enzyme Lab: Denaturing Salivary Amylase Safety:
Goggles and apron Be careful around hot plates!
Procedures:
Group Captain
Denaturing Agent
Key to Lab
Rachelle Heat Hot water bath for s. amylase for 10 min to denature s.a. at start of lab
Sophia Heat Hot water bath for s. amylase for 10 min to denature s.a. at start of lab
Jisraele Heat Hot water bath for s. amylase for 5 min to denature s.a. at start of lab
Adel Heat Hot water bath for s. amylase for 3-5 min to denature s.a. at start of lab
Dijinnie Heat Put s. amylase in the microwave for 2:30 at start of lab
Andrew Vinegar/ extreme pH
Put 2ml of vinegar in s. amylase. Let sit for 10 min.
Homework:
Evaluate your McMush Section Do Now:
What was the purpose of the Denaturing Lab? Today’s Objectives:
Develop a set of procedures for an experiment Follow lab safety guidelines and lab procedures Use your knowledge of how enzymes are denatured
to develop a set of procedures to denature salivary amylase
Bio 9B: Monday, 11.9.09Title: Denaturing Salivary Amylase Experiment wrap-up
Enzyme Lab: Denaturing Salivary Amylase Review
Group Captain
Denaturing Agent
Key to Lab Results
Rachelle
Heat Hot water bath for s. amylase for 10 min to denature s.a. at start of lab
No color change w/ denatured s.a.
Sophia Heat Hot water bath for s. amylase for 10 min to denature s.a. at start of lab
Initially no color change w/ denatured s.a. After about 5-10 min slight color change.
Jisraele Heat Hot water bath for s. amylase for 8 min to denature s.a. at start of lab
All 3 treatments have a color change.*retested control – found a color change
Adel Heat Hot water bath for s. amylase for 5 min to denature s.a. at start of lab
Color change for denatured s.a. No color change for control.
Djinnie Heat Put s. amylase in the microwave for 2:30 at start of lab
Slight color change (green-ish). White substance at the bottom.
Andrew Vinegar/ extreme pH
Put ¼ test tube (about 7ml) of vinegar in s. amylase. Let sit for 10 min.
No color change in denatured s.a. No color change in control.
Homework:1. Bring electronic copy of McMush to Thursday’s Class. You will have the opportunity to work on – and potentially complete – your revisions during Thursday’s double block
2. In Your Notebook: Use the study guide to begin studying for the Carbon Compounds and Enzymes Quiz that we are having on Friday. Identify the top 5 questions you find most difficult, circle them, and respond to them in as much detail as possible! I will check these on Thursday.
Do Now: Find classmates that have the same McMush section that you
reviewed last night for homework. Today’s Objectives:
Develop a set of criteria for guiding high quality scientific writing assignments
Bio 9B: Tuesday, 11.10.09Title: McMush Revision
Complete the following steps in your notebook. Clearly label the steps.
Step 1: Section Calibration Find classmates that have the same section as you. Compare your notes for your respective evaluations
Which response is stronger and why? Compare your notes of the 3 qualities that make it stronger –
compile your list and narrow the criteria to less than 5 qualities that make the stronger selection a better choice
Step 2: Lab Report Jigsaw Form groups with classmates who have the three other sections Compare the criteria of good scientific writing your last groups
came up with. Use a table to compare the criteria different groups developed so
that one side shows the similarities and the other shows the differences.
Use this analysis to compile a list of at lease 5 qualities that make scientific writing strong.
When completed write these 5 things on the side white boards
Developing Criteria to Guide Scientific Writing
Objectives for Class: Develop a set of criteria for guiding high quality scientific writing assignments
Similarities
Differences
Homework:1. Complete studying for the Quiz Tomorrow
2. McMush Revision Due Monday
3. Denatured Enzyme Lab Report Due Tuesday Do Now:
Sit with your group members from Part II on Tuesday’s class
Today’s Objectives: Develop a set of criteria for guiding high quality scientific
writing assignments
Bio 9B: Thursday, 11.12.09Title: McMush Revision
Complete the following steps in your notebook. Clearly label the steps.
Step 3: Whole Class Discussion As a whole class, compare the similarities and differences between the criteria that each group developed. From this data, what are the Top 5 criteria that can be used to guide strong scientific writing?
Developing Criteria to Guide Scientific Writing
Objectives for Class: Develop a set of criteria for guiding high quality scientific writing assignments
The Top 5 criteria to guide and improve scientific writing
1. Clear and specific explanations related to the topic. Does not deviate from the topic. Stays on topic
2. Includes all parts of the lab – addresses all questions asked3. Using specific evidence and examples (lab results, notes, and book
details) to support your analysis4. Is detailed – someone reading this should know exactly what you did
and why you did it5. Use proper Scientific vocabulary. Spelling and grammar is correct.
Accurate word choice. Proofread!
The Top 5 criteria to guide and improve scientific writing
1.Clear and specific explanations related to the topic. Does not deviate from the topic. Stays on topic
2.Includes all parts of the lab – addresses all questions asked
3.Using specific evidence and examples (lab results, notes, and book details) to support your analysis
4.Is detailed – someone reading this should know exactly what you did and why you did it
5.Use proper Scientific vocabulary. Spelling and grammar is correct. Accurate word choice. Proofread!
9B’s 5 Criteria for Good Scientific Writing
The World Famous McMush LabRevision Day
Now that we have some criteria to work from, take out your electronic copy of the lab and get to work revising.
You DO NOT need to revise the lab if you received 16/20 or higher for the lab report write-up