This week we were basically getting ready for the test tomorrow. we did a lot of reading to review stuff. when we were reviewing we were also making analogy's with organelles in a cell to the outside world. For example the cell membrane is like the door because it lets stuff in and out.with a partner we also made a table. it has all the organelles and their functions. lastly we had a DNA review sheet. basically this week we just review stuff for the test.

this week we learned more about DNA. we made up a story about it or it could be scintific. mine was really bad. also we talked about messager and transfer RNA. transfer was the one that one that gave the ribosomes the code and the messanger RNA gave things to the other ribosomes. in DNA their are things called base pairs. they can only go with other base pairs.

DNA base pairs:
Adenine-> Thymine
Thymine->Adenine
Guanine->Cytosine
Cytosine->Guanine

RNA base pairs:
Adenine->Uracil
Uracil->Adenine
Guanine->Cytosine
Cytosine->Guanine

the difference between RNA and DNA is that DNA has a double helix or 2 sugar back bones. RNA only has a single helix or one sugar back bone.we also did some simulations that helped. this is basically what we talked about all week.

This week in science class, we learned more about photosynthesis and respiration.
photosynthesis reactents and protects
C6H12O6+6O2->6CO2+6H2O+energy
respiration reactents and protects
6CO2+6H2O+energy->C6h12O6+6O2
they have in common that photosynthesis's reactent is the same as respiration's protect then the respiration's reactent is the same as the photosynthesis's protect.
we also learned about DNA. it stands for deoxyribonuclic acid. we did an experiment which made our DNA stick together and we saw the clump.this is some stuff we dicided:

• looks like a tornado->spiraled
• nucleus->where it is
• doesn't dissolve in achol
• twisted ladder
• large molecule

as i said it looked like a twisted ladder. there is one part that is called the double helix. then the ladder needs steps kind of like rungs.

photosynthesis and resperation

in the beginning of the week we made up a flow chart for two things. they were respiration and photosynthesis. for humans/ animals we decided for respiration that we breath in oxygen and out CO2. also that all living things breath or respirate. then for photosynthesis we decided that it is only for plants. they breath in co2 and let out oxygen for us to breath. this also helps the plant turn green.they also need sunlight to photosynthesis. we learned this by a video thing wit questions and other stuff.then the next day we decided to test and see if the plant needed all these things to photosynthesis (light, water and CO2). two table groups would do each experiment. our table did the water. we put a spinach leaf into both meaning two of the containers and put water in one and not in the other to see if the one without water would still photosynthesis. we put it near a light bulb also. the next day we came in and checked the oxygen levels. the normal level was 2o6ppt. then with the one with water its level was -17 ppt nd the without water was about 0 ppt. if to much CO2 built up over night the top popped off. we just learned about that most of the week.

this week we continued to learn about the structures and organelles of an animal cell, plant cell, and this week we added on a bacteria cell. the most different cell is the bacteria cell. it is the only one that can move(a few animal cells can but not a lot). that night for homework we had to make a triple Venn diagram of bacteria cells, animal cells, and plant cells. since you are narrowing it down more to different cells there are less things you can put in the one cell that the other cells cant do or don't have. as i said before the bacteria cell was the most different and so it had the most in just it's circle(i.e. the flagella). also that night we had to finish up class work which was a list of organelles and there functions and if they were from the animal cells, plant cells or both. the both column was the most popular there were only 2 organelles that only belong to the plant cells(chloroplasts and cell walls).

the next day we had two questions to answer. they were

• are paramecium animal cells
• how are paramecium moving
• answer #1 they're not animal cells nor plant cells but protozoa
• answer #2 they move with their cilia's.

that's what we discussed that day and then on wed. we had a quiz and then looked at paramecium's.

This week we finished the Jackson Middle School case. we concluded that the kids that were sick had salmonella. salmonella causes the same symptoms that the kids had. also the grams test turned red which meant it was negative. we wrote up our lab report and handed it in.
then the next day we took a toothpick and rubbed it ageists our cheek. we looked at it 4 different way under a microscope.

• way 1- dye high mag.
• way 2- dye low mag.
• way 3- water high mag
• way 4- water low mag

when you used the water it was much harder to see then with the dye that brought out the cells. for home work that night we looked up a diagram of the animal cell and plant cell. the next day we peeled a potato so that the slices were almost transparent. we did the same with grass. we looked at that 8 different ways.

• way 1-water high mag
• way 2- water low mag
• way 3- methylene blue high mag
• way 4- methylene blue low mag
• way 5- lugol (red dye) high mag
• way 6- lugol(red dye) low mag
• way 7- grass high mag
• way 8- grass low mag

the next day (Friday) we checked over our homework and discussed it. once we discussed both cells we made a chart with structures and what they do.

cytoplasm- holds everything together

nucleus-controls everything that goes on in the cell

cell wall- protection, structure

mitochondria- needs more research

cell membrane- contains the organelles of the cell and controls what passes in and out of the cell

nucleus membrane- protects the nucleus

that is basically all we did this week

this week we did a lot of experiments for the middle school sickness. my partner and i decided that we should make a petri dish with the chicken and see how much bacteria ends up in the petri dish. we got it approved so we got an apron, goggles, a piece of chicken, sterile swabs, a petri dish, and gloves. i rubbed the swab against the chicken and put the top on the petri dish and put it in the ventilator. the next day we came in and looked at our petri dish. you couldn't even tell where the bacteria colonies were. you could basically see where we rubbed the cotton swab. we continued checking it for the rest of the week and every thing stayed the same.

also my partner and i made a slide of the pond water. we found a couple of organisms. one was like a little worm. then we found a couple that looked like little bugs. they were really fast so we only saw them a couple of times. every time we looked we couldn't find anything. then we found one really good slide that had a lot of organisms. it dried out quickly though.

this week we really only worked on that stuff.

This week in science we did a few things. one was we discussed the structure of bacteria. for homework that night we had to look up the structures. then we had to write down if the bacteria was living or not because of its structure.the next day we label the drawing.we also made the conclusion that it is living since it...

• has cells
• respires
• reproduces
• grows
• has DNA
• it is composed of cells
• adapts to it's environment

We did the same thing with a virus. we decided that it was not living.

we also got in new samples. we got chinken water and blood samples. thursday we learned a little more about the microscope. we have to take a quiz on it to make sure wwe know all the things. it was a short week so we didn't get to do much.

week 3

This week in science class wee did more with the Trueman middle school sickness case. we discovered a couple of things.

1. all the kids had stomach aches
2. all the kids had either a headache, diarrhea, or fever
3. most of the kids that swam in the lake and ate at Cheep Chicken Hut got sick.

we thought it might be food poisoning or contaminated lake water. we asked for some interviews and blood samples. Also we asked for samples of the water, sample of the chicken, and the health inspection from Cheep Chicken Hut.

also we had a homework assignment that was a simulation. it com pair different objects to each other(i.e. pin, hair, red blood cell, rhino virus, etc). Then we had to answer questions after you saw the simulation. The next day we discussed what the difference is between macroscopic, microscopic, and sub-microscopic were.

macroscopic-big don't need a microscope

microscopic-small, need a microscope to see it

sub-microscopic- so small you can't even see it with the microscope.

Then that night for homework we had to think of surfaces that would be dirty and not dirty. Then we had to make a hypothesis of what would happen if we swiped somewhere in the bathroom. The next day with our table groups(mine are 3 boys) we had to decide where we were going to swab in the bathroom. Since my table is a mix of 3 boys and me we decide to go in the boys bathroom and swab the toilet seat and the wall. Mr Finley then asked us to answer these questions about the bacteria in our blog.

Are they multiplying or reproducing?

i think it is reproducing since i have never seen anything that can multi by it's self it has to reproduce

How do you think we can make it reproduce or multiply faster?

i think that we could keep it in a warm place since that is what the sheet told us to do when we first got it and we should keep it upside down.

week 2

This week we did a lot of stuff. one thing was how to decide if something was living or nonliving. then we decided to create another group. we called it the dormant group. also we had the dead group.

living-all characteristics of life (respiration, needs energy, homeostasis, reproduce, grow and develop,evolving, cells, displays heredity/DNA, responds to stimuli)
nonliving- missing characteristics of life
dormant-could have all the characteristics of life
dead-used to have all the characteristics of life

in our table groups we decided if some items that the teacher past around were living, nonliving, dormant,or dead.
also this week we made the discused the difference between hypothisis and prediction. we disided that the prediction was more spisific. for example, the hypothisis could be he/she has a cold. the prediction could be you might see a inflamed ear cannal. that is the basics of what we did this week plus we had a quiz on this and last weeks stuff.

week 1

this week in science we learned a lot of things. one thing we learned was about how germs spread. we showed this by having acid. if you made contact with a person who was sick then you would get sick and so would the people you past it to. then when the teacher came around with this stuff that made yours turn green which means you weren't infected or red which means you were. the next day we tried to see who started it. we did this by having a person say who they shared with then ask those people who they shared with. it came down to 2 people who switched with each other first. also this week we discussed why we get sick. we came up with a couple of reasons. we also discussed about things that were living and nonliving. aparently there are alot of thinngs that are living. we did a couple other things but this things is the main stuff.