Download Sally Student O`Rourke Elementary Ms. O`Brien 2005-2006

Getting Ready For Science
Daiann Hughes
2010-2011
Bioglyphs
Use
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.
Gravity
4.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#featu
res/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-42AEAE934E32D94D55D3&blnFromSearch=1&prod
uctcode=US
• Video: Gravity
Volume vs. Capacity
1.
2.
3.
4.
5.
•
Capacity is the ability to hold contain, absorb, or
receive. It is the amount of space that can be
filled.
Volume is the amount of space that is taken up
within three-dimensional objects.
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.
Capacity is the total volume something has.
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 ÷ Volume
Volume = l x w x h = 2x2x2 = 8cm3
Mass = 50 g
Density = 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 glasses
Water
2 eggs
Table salt
Measuring spoon
What You Do
Fill 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-densityvideo.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 Science
Centers 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/Notebook
Getting Ready for Science
1. KWL
2. 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
Insert electronic Transparency IS0500
3
KWL Chart
1
K -Know W – want to know L - learned
Vocabulary - 6
1.
2.
3.
4.
5.
6.
Microscope
Balance
Investigation
Inquiry
Experiment
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:
3
7. 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
1.
Activity/Lab
Science Tool Kit Observation
Date
9/07/10
Tool Kit Observation
Observe, draw, and write about your tool kit.
Name
Purpose
Sketch
1. Thermometer
2. Dropper
3. Tape measure
4. Spring Scale
5. Ruler
6. Magnifying box
7. Measuring cup
8. Forceps
9. Hand lens
1
Description
Tool Kit Observation
Observe 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 Tips
1.
2.
3.
4.
5.
6.
7.
Wear safety goggles during science
experiments.
Clean up any spills immediately
Wash hands after completing an experiment.
Use caution when using heat for an
experiment.
Use protective gloves when working with
chemicals.
Never taste or smell a science experiment.
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
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 Notes
1. 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 Rocket
1. 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 procedure
5. Draw conclusions and communicate the results.
Graph, analyze data, write a conclusion
The 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.
2.
3.
4.
Krusty Krabs Breath Mints
Sponge Bob Clean Pants
Squidward’s Symphony
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 Notebook
Table 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
1.
Activity
Where did the water go?
Date
9/07/10
Color and Lab Notebook
Memorize 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
1.
Activity
Date
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
name
Southside 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 problems
Examples: convex—farsightedness,
concave—nearsightedness
• P5.6 Identifying the contribution of Van
Leeuwenhoek to the development of the microscope
Microworlds
Part 1
Observing a penny
Fabric Observations
Learning about Lenses
Looking through Lenses*
Using the Microscope
Field of View
Part 2
Mystery Specimen
Onion Activity
Volvox
Plant and animals cells
Blepharisma
Vinegar Eels
Hay 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.observation
the gathering of information.
2.Magnify –
To enlarge in fact or in appearance.
3.Illustration –
An example or instance that helps make
something clear
4.Abrasive –
A substance for smoothing
5.Image –
A likeness or imitation of a person or thing
6.Eroded –
To diminish or destroy
Activity Sheet 1
Content/Inquiry Questions Lesson One
1. What are some characteristics found on a penny
that you would find on other coins?
Date, faces, buildings, “In God We Trust”, EPluribus Unum
2. What does E-Pluribus Unum mean, and what
language is it?
“One from Many” French
3. 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 Objects
Vocabulary:
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 Two
5. 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? Burlap
9. 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 Lenses
Vocabulary
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 through
19. Translucent –
Not transparent but clear enough to allow light to pass through.
Activity Sheet 3
Content/Inquiry Lesson Three
11.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 Lenses
Vocabulary
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 Four
16.Can you see through opaque lens?
No
17. 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 Leeuwenhoek
1632-1723
Hooke Microscope
Robert Hooke
1635-1703
The History
Zacharias Jansen
1588-1631
The “First” Microscope
How a Microscope Works
Convex Lenses are
curved glass used to
make microscopes
(and glasses etc.)
Convex Lenses bend
light and focus it in
one spot.
How a Microscope Works
Ocular Lens
(Magnifies Image)
Body Tube
(Image Focuses)
Objective Lens
(Gathers Light,
Magnifies
And Focuses Image
Inside Body Tube)
•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
Ocular Lens
Body Tube
Nose Piece
Arm
Objective
Lenses
Stage
Clips
Diaphragm
Stage
Coarse Adj.
Fine Adjustment
Light Source
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 to
make 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
So the object is 400 times “larger”
Objective Lens have
their magnification
written on them.
Ocular lenses usually magnifies by 10x
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
This powerpoint was kindly donated to
www.worldofteaching.com
http://www.worldofteaching.com is home to over a
thousand powerpoints submitted by teachers. This is a
completely free site and requires no registration. Please
visit and I hope it will help in your teaching.
Quiz
Stop, memorize the parts of the
microscope.
Video: How To Use a
Microscope
Lessons 5, 6, and 7
Learning the Microscope/Field of View
Vocabulary
24. 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 use
21. 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?
The Eye and a Camera
Lens- A transparent object with at least one
curved surface.
 All lenses refract light that passes through them.
Lens Shape
NOTES:
 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.
 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 Camera
NOTES:
Eye and camera both have convex lens.
Both ‘take pictures’, but cameras takes one at a
time and eye continuously takes them.
Retina- Light sensitive layer at back of eye that
image is focused on.
It sends message to brain for interpretation.
 Camera focuses by moving lens in and out, with
eye muscles in eye cause lens to curve more or less.
Correcting Vision
NOTES:

Eyes focus images
fronttrouble
of retina
instead
of on.
Near-sighted
peopleinhave
seeing
things
in distance.
Concave lenses correct near-sightedness
Far-sighted people see objects far away clearly, but have
trouble seeing close things clearly.
Convex Lenses used to correct far-sightedness
Contact Lenses
NOTES:
 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 upsidedown 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 Eye
function 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 mirrors
1. 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, pencil
1. 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/chvisio
n.html
Alabama Science Test Notes
Ready 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 Notes
5. 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 closeup. 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
1.
2.
Activity
Tool Kit
Where did the water go?
Date
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.
2.
A lens is a curved transparent object that
bends light. There are two kinds of lenses,
concave and convex.
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 2
Cells
Objectives
• L7.Identify common parts of plant and
animal cells, including the nucleus,
cytoplasm, and cell membrane.
• L7.1 Comparing unicellular and multicellular 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.
Complete the web with four
characteristics of cells.
All organisms -living thingsare made of
cells.
Cells
Cells do the
jobs that keep
organisms
alive.
Cells are the smallest
part of a living thing.
These cells are like
tiny building blocks.
What is the smallest part of this living thing?
nucleus
chloroplasts
cytoplasm
Cell wall
Cell membrane
Cell membrane
cytoplasm
Nucleus
Compare and Contrast plant and animal cells.
Animal Cells
Plant Cells
Compare and Contrast plant and animal cells.
Animal Cells
•Cell membrane
•Cytoplasm
•Vacuoles
•Nucleus
•Mitochondria
Plant Cells
•Cell wall
•Cell membrane
•Cytoplasm
•Vacuoles
•Chloroplasts
•Nucleus
•Mitochondria
Do you know that there are FIVE Kingdoms
of living things?
Moneran
One-celled
with no
membrane
around the
nucleus
Protist
Fungus
Plant
Animal
One-celled
Most are
manycelled
Manycelled
ManyCelled
Think of one example for each kingdom.
Do you know that there are FIVE Kingdoms
of living things?
Moneran
Protist
Fungus
Plant
Animal
One-celled
with no
membrane
around the
nucleus
One-celled
Most are
manycelled
Manycelled
Manycelled
Paramecium
Bacteria
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 comparing
multi-cell organisms with single-cell
organisms.
animals
plants
fungi
protists
monerans
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 11
Looking 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 twins
32. 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.
6.
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.
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.
8.
9.
The respiratory system is a group of organs and
tissues that exchange oxygen and carbon dioxide
between your body and the environment.
The lungs are the major organs of the respiratory
system.
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
•
•
•
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Cells form tissues
Tissues form organs
Organs form organ systems
Organ systems work together to make us
The Major Body Systems
COS 9
Identify major body systems and their
functions, including the circulatory
system, respiratory system, excretory
system, and reproductive system.
The Circulatory System
The 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.
www.faqs.org/health/images/uchr_02_img0199.jpg
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
http://www.imcpl.org/kids/guides/health/excretorysystem.html
The kidneys funnel the urine into the
bladder along two separate tubes called
ureters.
http://library.thinkquest.org/5777/urin1.htm
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.
http://www.livercancer.com/images/anterior.liver.gif
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.
Alabama Science Test
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).
Alabama Science Test
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.
Alabama Science Test
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.