Making Learning Irresitable for Over 25 Years. Making Learning Irresitable for Over 25 Years.
End of the Year

Here are a few pictures of our end of the year projects. The first set are of students picking through owl pellets...owl puke, not owl poop! Owls do not digest hair and bone so they compress these materials and spit them out at a later time. The skeletal remains allow us to study owl and rodent populations, such as which animals are prey in a given ecosystem, if a particular prey is in danger of becoming extinct, and the carrying capacity of a given habitat.

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posted on: May 30, 2007

Test Thursday

As posted in class last week, students will be test this Thursday. The test will cover Chapter 22, as well as the first section of Chapter 23. There will be a study session on Thursday morning at 8:15.

posted on: February 26, 2007

3rd and 4th period Only

If you did not finish your Chapter Assessment in class, you must finish it for homework over the weekend. Complete # 1-28, skip #16.

posted on: February 23, 2007

Ms. Larkin AND Mrs. Carroll's Students

If you did not do so in class, please be sure to complete all the questions from today's activity, How Many Bears Can Live In A Forest? Students should have also completed Day Two (#1-5) in their Ecosystem In A Bottle Activity.

posted on: February 13, 2007

Mrs. Carroll's Students

Please make sure you have completed questions 1-8 on your Ecosystem in a Bottle Lab, as well as your ecosystem poster/illustration. Your poster should be on unruled, computer paper and divided into quarters. Label each quarter as organism, population, community, and ecosystem and give an illustration that depicts the definition of the term. The poster should be colored.

posted on: February 12, 2007

Ms. Larkin's Students

Be sure to complete questions 1-8 on your Ecosystem in a Bottle Lab, the 22-1 Vocab & Review Packet, and Workbook 22-1.

posted on: February 12, 2007

Finish Posters

If you didn't finish your assignment in class, be sure to finish your poster on organisms, populations, communities, and ecosystem. The poster should be labeled and colored.

posted on: February 09, 2007

Chapter Five Test

Chapter Five Test will be on Thursday, February 8th. There will be a study session at 8:15 on the day of the test. Students were able to pick up study guides last Friday. When completed and signed by the parent, the study guide is worth five bonus points.

posted on: February 06, 2007

Chapter Five Test

We will be testing on Chapter Five towards the end of next week, probably Thursday. There will be an optional study guide available, worth five bonus points when completed and signed by a parent. A study session will be held at 8:15 the morning of the test.

posted on: February 02, 2007

Virtual Pig Dissection

For those who are faint of heart, (or die-hards that just can't get enough), here is an excellent site for virtual dissections.

Virtual Pig Dissection

posted on: January 09, 2007

Piggy Week Begins

Homework - Finish questions 1-5 and 1-3 in your student packet. If you have trouble with the questions, download the Pig Dissection Guide from my previous blog post.



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posted on: January 09, 2007

Pig Dissection Guide

Click below to download the dissection guides you used in class. The dissection guide contains very helpful information, such as the location and function of different organs and should be used to complete the daily questions. This is an extremely large file and may take several minutes to download, please be patient!

Pig Dissection Guide

posted on: January 08, 2007

Piggy Week!

Students will be exploring the human body by participating in a pig dissection thist week. As you may already know, the organ systems of pigs are most similar to that of humans and are becoming a major resource for organ transplants. The dissection will take place Monday-Thursday, with a lab test scheduled for Friday. Each day, students will follow an instruction and question packet to guide them through the dissections. Each night, students should review the packet, as its content will make up the majority of the test.

* I will hold after-school study sessions on Wednesday and Thursday so that students can ask questions and further examine their pigs before the test on Friday. I will remain at school until 5:30 to help students, but please consider sending a snack or money for the snack machines. *

posted on: January 08, 2007

Organ System Quiz

There will be a quiz on the human body organ systems on Wednesday. Students should study from their 9-page organ system packet they completed two weeks ago. All questions will be taken directly from these worksheets! Also, all notes and labs students completed this week during presentations should be turned in tomorrow.

posted on: December 19, 2006

Organ System Presentations

Students have been working very diligently this past week to prepare their organ system projects. Each group will present their PowerPoint, Lab, and Visual on the following days. Because the 7th grade is hosting a Book Chat tomorrow, there may be a shortened schedule that could affect how many groups can present on Wednesday.

Wednesday
Skeletal
Muscular
Integumentary

Thursday
Digestive
Circulatory
Respiratory

Friday
Excretory
Immune
Nervous

Monday
Endocrine
Make-ups

posted on: December 12, 2006

Organ System Web Sites

To help you with your research, I have bookmarked several student-friendly websites that might help you. I will continue to update and add links to this site so check back frequently. If you find a website that was particularly helpful to your group, email me the link and I will post it. Go to the website below and click on your organ system folder to access the links.

www.ikeepbookmarks.com/Ms. Larkin's Life Science Class

posted on: December 02, 2006

Organ System Notes

Click on the links below to download your organ system's note sheet. At minimum, your group should address all the terms and questions listed for your organ system. Each member of the group is responsible for having their own notes in the group folder.

Circulatory System Notes.doc

Digestive System Notes.doc

Endocrine System Notes.doc

Excretory System Notes.doc

Immune System Notes.doc

Integumentary System Notes.doc

Muscular System Notes.doc

Nervous System Notes.doc

Respiratory System Notes.doc

Skeletal System Notes.doc

posted on: December 01, 2006

Designing a Lab

Below are two templates groups may use to assist them in planning and conducting their labs. One template is in an outline format and one is in the form of a concept map.

Experimental Design Experimental Design Map

posted on: December 01, 2006

Organ System Project

This week, students broke themselves into groups and were assigned an organ system in the human body. Students will be working with laptops to create a digital presentation, design a lab experiment to conduct with their classmates, and construct a visual model or demonstration. Students will begin presenting their organ systems in class beginning the week of December 11th. Download the instructions and rubric by clicking below.

Organ System Project

posted on: December 01, 2006

Homework

If you didn't finish in class, students should finish making their pedigrees and answer the five questions from today's activity.

posted on: November 06, 2006

Genetic Disorders

During the next few days, students will be studying genetic disorders. We will explore the causes and symptoms of various genetic disorders, study the inheritance pattern of genetic disorders, explain how genetic disorders are diagnosed, and describe the role of genetic counseling through biomedical technology. Here's a sneak peek at a few images and articles we will be referring to during class.


How Genetic Disorders Are Inherited Three Ways To Check A Fetus's Chromosomes-1 Understanding Gene Testing

posted on: November 01, 2006

Crime Scene Investigation

Students are studying the different uses of DNA fingerprinting by participating in a mock Crime Scene Investigation. Students received police reports, collected DNA samples from the four suspects, and evaluated the DNA found at the crime scene. Students evaluated the base pairs, Adenine, Thymine, Guanine, and Cytosine, and charted their molecular weight to form a unique pattern of bands. These bands are used by police and investigators to assess the DNA evidence of victims, suspects, and perpetrators.

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posted on: October 31, 2006

Punnett Square Game

We practiced our Punnett Squares by playing a game on our Promethean Board. To breed more chickens and lemmings, click on the link below.

Chickens and Lemmings Game - Click Here to Play

posted on: October 12, 2006

Blonde Chias?

When we began our Chia experiment, students designed an independent variable that would test the effect of light on the growth of a plant. Group C was locked in a dark cabinet for almost two weeks, with no exposure to sunlight. Most students predicted the Chias would not grow any hair at all, but when the cabinets were opened yesterday, students were in for a surprise! The Chias did grow hair, but because they were not exposed to sunlight, the chloroplasts were not able to effectively produce the green pigment chlorophyll. The result was yellow and white grass!

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posted on: October 04, 2006

Chia Update

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posted on: October 02, 2006

Respiration

Students need to complete their Photosynthesis & Respiration compare/contrast sheet, plus Workbook 2-4 on Respiration. Students also need to bring a plastic bag to class tomorrow so they can take their Chia Pets home!

Click on the link below to download the Compare/Contrast sheet.

Compareandcontrastphotoresp

posted on: October 02, 2006

Cha-Cha-Cha Chia Lab

So it's not all fun and games in science, we actually have work to do! Last Friday, students created their sawdust Chia pets. We are anxiously awaiting the first signs of grass! Once the grass begins to grow, students will examine how light, carbon dioxide, and fertilizer effect the plant's growth. Click on the link below to download the lab format.

Photosynthesis Lab

posted on: September 26, 2006

So what's up with the panty hose?

Many parents have been wondering, "Why does my child need panty hose for science class?" To kick off our unit on photosynthesis, students used panty hose, saw dust, and grass seeds to create their very own Chia Pets. We will keep the pets at school for the next few weeks and observe how they change and grow. Stay tuned!

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posted on: September 22, 2006

Podcast on Cells
Check out our podcast about what we are learning about cells.

posted on: September 18, 2006

Rotten Eggs

At last, the eggs have been laid to rest! Remember, last night students soaked their eggs in a solution of their choice. We had some really cool results! Here are some pictures of an egg that was soaked with a peppermint tea bag (and now smells like peppermint) and another egg that was soaked in laundry detergent and formed a light blue, shell-like coating.

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In the next pictures, you can see what happens when water diffuses out of the egg and into the cup. Notice the cup of blue detergent now has a layer of water sitting on top, water that was once inside the egg. Check out how deflated one egg looks next to another. Can you guess which egg was sitting in a fluid with a higher water concentration?

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A tragic ending.

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posted on: September 15, 2006

Last Night of the Eggcellent Eggsperiment!

So was the dye inside the egg or only on the membrane? Did you guess correctly? Check out the broken egg on the floor. When the egg went splat, notice that its insides were red. This is because the red water in the cup diffused inside the egg through the cell membrane. Now check out the eggs in the cup. Last night we soaked the eggs in clear salt water, so why is the water colored again? This is because the colored water inside the egg diffused out through the membrane and into the cup of salt water. The process of water moving from an area of higher concentration to an area of lower concentration is known as osmosis.

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Tonight we are soaking our eggs in a solution of the students' choice. We have a great variety of liquids, examples include WD-40, Pepto, laundry detergent, tea, chocolate sauce, Listerine, and pancake syrup.

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posted on: September 14, 2006

Easter, already?

Last night our eggs were soaked in water and food coloring. Was your hypothesis correct? What do you think happened? Did the membrane change colors, or is it the water inside the egg that's a different color? If you want to know the answer, check out section two of chapter two!

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Tonight we have added water and salt to our eggs. What effect will the salt have on the mass and circumference of the eggs?
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?

posted on: September 13, 2006

Workbooks and Fluids

Today we began Chapter Two. Students should complete Workbook 2-1 as a review. Also, students are supposed to bring in a liquid of their choice for tomorrow's lab. Remember, fluids should be school appropriate, safe to touch, and in a sealed container.

posted on: September 13, 2006

Eggcellent Eggsperiment

By Thursday students should have brought in a liquid of their choice to soak their eggs in overnight. It is only necessary for one partner to bring in a liquid. Please be sure that the liquid you choose is safe and school appropriate. Bring liquids in a sealed container (such as a water or coke bottle) with your name, class period, and liquid name clearly labeled.

Check out what our eggs are doing tonight! Can you guess what will happen to the eggs when soaked in food coloring overnight? Will the egg lose or gain mass? What effect will the dye have on the egg?

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posted on: September 12, 2006

Sunny Side Up

This week students are participating in an Eggcellent Eggsperiment. For the past week we have been studying about cell organelles. Using a chicken egg, students will model how the cell membrane works to allow certain materials to diffuse into or out of the cell. We left the eggs soaking in vinegar over the weekend so that the shell would be dissolved, exposing the membrane. Students will be using various solutions, including salt water, dye, and syrup, to soak the eggs overnight. Each day they will remeasure the eggs, form a new hypothesis, and journal their conclusions. For a downloadable lab sheet, click on the link below:

Eggcellent Experiment-1

Check out our eggs today!

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posted on: September 11, 2006

Microscope Mania Podcast
Click the play button to learn about our Microscope Mania project in class.

posted on: August 31, 2006

Students Explore Scientific Method
We studied the scientific method by doing an experiment with Gummy Bears. Click the movie to learn all about our activity.

posted on: August 24, 2006

Cha-Cha-Cha Chia

Students will be making their very own Chia Pets in class on Monday. Students need to bring in pantyhose and any decorative items that can be glued down, such as pom-poms, googley eyes, pipe cleaners, buttons, beads, or anything that sparkles and shines. The pantyhose may be used or new and knee-highs will work as well.

Images

posted on: May 19, 2006

Why Pigs?

As you may already know, the pig organ system is most similar to that of the human. But did you know major research is going on to see if pig organs can help ease the demand for humans in need of life saving organ transplants? Check out some of the articles below.

Researchers Explore Pig Organ Transplants

Scientists Choose a Transplant Donor That's Smart, Plentiful, and Kind of Cute

Organ Transplants From Animals: Examining the Possibilities

posted on: May 11, 2006

Why Pigs?

As you may already know, the pig organ system is most similar to that of the human. But did you know major research is going on to see if pig organs can help ease the demand for humans in need of life saving organ transplants? Check out some of the articles below.

Researchers Explore Pig Organ Transplants

Scientists Choose a Transplant Donor That's Smart, Plentiful, and Kind of Cute

Organ Transplants From Animals: Examining the Possibilities

posted on: May 11, 2006

Pig Dissection Guide and Test

The Pig Dissection Guide was posted yesterday afternoon. It is an extremely large file and may take as long as 5 minutes to upload. You might even see a blank screen/file...please be patient. Don't forget, after school study session tomorrow until 5:30. Pig test will be on Friday.

posted on: May 10, 2006

Oink Oink!

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posted on: May 08, 2006

Pig Dissection Guide

Click below to download the dissection guides you used in class. The dissection guide contains very helpful information, such as the location and function of different organs.

Pig Dissection Guide

posted on: May 08, 2006

Piggy Week is Next Week!

Students will be exploring the human body by participating in a pig dissection next week. As you may already know, the organ systems of pigs are most similar to that of humans and are becoming a major resource for organ transplants. The dissection will take place Monday-Thursday, with a lab test scheduled for Friday. Each day, students will follow an instruction and question packet to guide them through the dissections. Each night, students should review the packet, as its content will make up the majority of the test.

posted on: May 03, 2006

Organ System Projects

This week students are presenting their organ system projects they've worked so hard to create. Students will present their digital presentation, explain their model and/or demo, and lead their classmates through the lab they created. All total, students will be instructing their peers for 20 to 30 minutes.

posted on: May 01, 2006

Organ System Project

This week, students broke themselves into groups and were assigned an organ system in the human body. Students have been working with laptops to create a digital presentation, design a lab experiment to conduct with their classmates, and construct a visual model or demonstration. Students will begin presenting their organ systems in class next week. Click below to see the specifics.

Organ System Project.doc

posted on: April 25, 2006

Piggy Week!

Piggy Week is coming up and students are already excited! As a conclusion to our Human Body unit, students will spend a week dissecting fetal pigs. We are currently scheduled to dissect the week of May 8th - 12th, ending with a lab test on Friday the 12th. For those students not wanting to participate in the lab, other alternatives will be offered closer to date. It's only two weeks away, get excited!

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posted on: April 18, 2006

Vertebrates and Invertebrates Test

There will be a Test on Friday, April 21st, covering Chapters 10, 11, 12, and 13. Because of the large size of this unit, students will be given an open-note test (please note that it is NOT OPEN-BOOK). Students will be tested directly from the Section Reviews completed in class and the invertebrate and vertebrate fact tables completed in class. Because the test is open-note, there will not be a study guide.

posted on: April 18, 2006

3/14 Classwork for Orchestra Students

For those students who were out with the Orchestra today, we completed Workbook 22-1, answered the questions on pg. 693, and read 22-2. Also, don't forget to turn in your ecosystem!

posted on: March 14, 2006

Vocab Quiz and Graphic Organizers

There will be a vocabulary quiz on Tuesday, February 7th. The quiz will cover all terms from Chapter 7, section 1. A list of terms is attached. Students used these terms to fill in graphic organizers during class on Friday. The graphic organizers should be used as a study guide for the quiz and is due on Monday if the student did not finish in class.

Vocab terms -

Chapter 7-1 Terms.doc

posted on: February 03, 2006

Homework for the Weekend

Due Monday, January 23rd.

Students will use Chapter 6, Section 3 to create a "WANTED" (think Wild West or police search) poster for bacteria. Students may make a "WANTED" poster representing either an unlawful, harmful bacteria, or a desirable, helpful bacteria. Students may use their text book or Internet to research a type of bacteria.

Include:
- Color picture/graphic of the cell (may be hand drawn or computer generated; may include facial features, clothes, props, ect.)
- Genus and Species name (may be real or fictitious name, use correct punctuation)
- Explanation for why the bacteria is wanted (Harmful ex: strep throat, vomiting, food poisoning, spoiling food OR Helpful ex: food digestion, making milk, cheese, yogurt, medication)
- Description of physical characteristics (ex: spherical, rodlike, or spiral shape, color, etc).
- Where you would find the bacteria (Last seen.....ex: in the intestines, cheese factory, hiding in a pond, the bottom of your shoe)

Posters should be made on a sheet of computer paper, (no lines), but may also be made on construction paper, poster, etc.

Have a great weekend!

posted on: January 20, 2006

Writing Assignment

Students should bring in a rough draft of their paper tomorrow, December 20th. Students will peer-edit their papers in class. Scroll to the bottom of this entry to read a sample paper.

Choose One Writing Prompt:
What is the potential effect of genetic engineering on the course of evolution?
OR
Do the potential benefits of genetic engineering outweigh the potential risks?

Turn In/Staple
- Rubric
- Final Copy
- Peer Evaluation
- Rough Draft

Do Not
- Write in 1st person, (no “I think…”)
- Avoid use of words such as this, that, it, stuff, etc. Use proper names, nouns, or adjectives that are descriptive.

Do
- Make your opinion clear.
- Type and double-space 2 pages, (done at school)

Search terms to use if you decide to research at home
- genetic engineering or gene therapy
- controversy of..., benefits of..., risks of...

Text
- Chapter 4, Modern Genetics
- Chapter 5, Evolution

Click below to read a SAMPLE STUDENT PAPER.
Download file

posted on: December 19, 2005

Hey Mom, look what I did!

As many of you may know, our students participated in a genetic transformation lab. Students took a DNA plasmid extracted from a jellyfish and inserted it into the DNA of a bacteria. For a week, they grew this new microorganism in the lab. They have completed a cutting-edge transgenic lab, designing a new species of bacteria which manufactures a protein that fluoresces under UV light, indicating that the new DNA has been successfully inserted into the DNA of the bacteria. Our students are getting an authentic look at how genetic scientists are using new technologies to create treatments (and hopefully someday even cures) for diseases such as diabetes, hemophilia, and cystic fibrosis to name a few.

Check out some of the pictures!

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posted on: December 14, 2005

Classwork

Based on quiz scores, students were assigned one of three activities that would meet their learning needs. The distribution is as follows:

Quiz Score/Activity:
0-14 points - Review Sheet (blue handout)
15-17 points - Design Crossword (lime green handout)
18-20 points - Persuasive Arguement (red handout)

Though the Word Document is not color coordinated, click on the link below to view and print the appropriate activity. All three options will appear so be sure to scroll down until you find your activity!

Download file

posted on: September 28, 2005

Classwork

Based on quiz scores, students were assigned one of three activities that would meet their learning needs. The distribution is as follows:

Quiz Score/Activity:
0-14 points - Review Sheet (blue handout)
15-17 points - Design Crossword (lime green handout)
18-20 points - Persuasive Arguement (red handout)

Though the Word Document is not color coordinated, click on the link below to view and print the appropriate activity. All three options will appear so be sure to scroll down until you find your activity!

Download file

posted on: September 28, 2005

Eggcellent Eggsperiement

For the past week students have been learning about osmosis and diffusion through an egg experiment. Once the shell is removed, a raw egg serves as an excellent model of an animal cell. Students were able observe solutions of varying water concentration diffusing through the egg's membrane.

Egg diffusion.jpg

To conclude the laboratory experience, students will be spending the next week writing a lab report. Students may choose to present their data in the following formats: PowerPoint, Microsoft Word, Key Notes, 3-sided display board, or Pod Casting. The project will be completed entirely in class and should require no outside resources. To view the project components, click on the link below.

Download file

Skills:
1. Computation of mass and circumference
2. Application of knowledge of diffusion and osmosis
3. Deduction of daily lab data and results
4. Creation of lab report, rationale, data, and graphs

Assessment:
1. Eggcellent Eggsperiment Lab Journal
2. Eggcellent Eggsperiment Lab Report
3. Test


Standards:

Standard Element: S7L5.1.d
Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal.

Standard Element: S7CS2.2.b
Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

Standard Element: S7CS2.2.f

Scientists use technology and mathematics to enhance the process of scientific inquiry.

posted on: September 20, 2005

Cell City

For Third Period AC Only!

Brainstorm tonight so that you're ready to hit the ground running tomorrow! The link below will allow you to download the Cell City instruction sheet. Remember, if you'd like to use your home computer you may, but please come to class tomorrow ready to work on your "city blueprint" before building your city at home. I will provide you with computer paper, markers, rules, etc.; however, you're welcome to bring in any additional supplies from home.

Download file

posted on: September 08, 2005

Parts of the Cell

This week students are studying different types of cells, the organelles specific to each type of cell, and the function of each organelle. Students will explore the functions of the organelles through a week long "Eggs-periment!" More details will come next week.

For a review of the parts of the cell, click on the link below.
Download file

Skills:
1. Identify and explain the parts of the cell.
2. Differentiate the different types of cells.
3. Examine the importance of the cell as the basic building block of life.

Assessment/Homework:
1. Text and Workbook – Chapter 1, Section 3.
2. Cell Diagrams
3. Labratory write-up.
4. Multiple Choice and Fill-in-the-blank quiz on cell organelle parts/functions and the differences of plant and animal cells.

Standards:CCSD
S7L5.1
Students will describe the structure and function of cells, tissues, organs, and organ systems.

S7L5.1.b
Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions

posted on: September 07, 2005

The Basic Unit of Life

A Magnified View of Life!
For the rest of the week students will be engaging in a microscope lab. Students will examine chloroplasts streaming inside of elodea leaves and will even have the opportunity to check out their own cheek cells under the microscope! To learn more about what we'll be doing, download the lab from the link below.

Download file

elodea_cells.jpg


Skills:
1. Apply knowledge of the microscope parts and their function.
2. Demonstrate ability to prepare a wet-mount slide.
3. Differentiate plant and animal cells
4. Examine and illustrate plant and animal cells under the microscope.

Assessment/Homework:
1. Analyze and Conclude questions on page 43 in student text.
2. Text and Workbook – Chapter 1, Section 2.
3. Multiple Choice and Fill-in-the-blank quiz on cell organelle parts/functions and the differences of plant and animal cells.

CCSD Standards
S7L5.1
Students will describe the structure and function of cells, tissues, organs, and organ systems.

S7L5.1.b
Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.

posted on: August 31, 2005

Microscopes

To download the Microscope Student Worksheet, click on the link below. The microscope functions can be found on page 802 of the text.

Download file

posted on: August 18, 2005

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