Oil Spill Project

Scribepost oct. 27 by Danyal

Today, Mr. Paek reminded us that their is a quiz tomorrow. The disease of the day is cholera plus we also watched a video on cholera. Here are the facts of cholera in haiti.

CHOLERA

1. Bacteria
2. endemic/diarrheal
3. transmission through contaminated food or water
4. targets intestines epithelial cells
5. treated with antibiotics
6. prevented by purified water, sewage treatment, and proper cooking
7. 100,000-200,00 deaths/year world wide

This is a picture of

the cholera virus

These were the notes we took today in addition to a hand out he gave us about bacteria.

Bacteria

1. unicellular prokaryotes [lack a nucleus] or other membrane bound organelles


2. 
   
   Contain a cell wall


3. 
   
   Bacteria are separated into 2 kingdoms eubacteria[common bacteria] and archaebacteria

Eubacteria- exists almost everywhere has cell wall made of peptidoglycan.[a carbohydrate]

This is a picture of Eubacteria.

Archaebacteria- live in harsh environments and have a cell wall that lack peptidoglyc an.

Here is a picture of of Archaebacteria.

Shapes of bacteria

1. Bacilli [rod shaped] picture
   

2. cocci [spherical shaped] picture

3. sprillum [spiral] and corkscew shaped] picture

METABOLISM[ENERGY]

1. heterotrophs- obtain energy from organic molecules
2. Autotrophs- make their own food from in organic molecules
3. Phototroph- make own enrgy from light
4. chemotroph- lives of energy from chemicals
   
5. saprophytic- live of dead or decaying organic matter[decomposer]

METABOLISM[RESPIRATION]

1. obligate aerobes- organisms that require a constant supply of oxygen
2. obligate anaerobes- organisms that do not require oxygen and some die with oxygen
3. facultative anaerobes- organisms that can survive with or without oxygen
   

At the end of class we watched a video on bacteria.

END

Scibepost for October 25, 2010 by Jiyoon

Today, Mr. Paek reminded us that the Cancer Paper is due tomorrow. We have to make sure to turn it in to www.turnitin.com and ALSO bring in a hard copy to turn in for class. He also told us that it's a good idea to have quotes in our papers and to make sure to have the bibliography within your paper. Don't forget to read 20.1 for tomorrow and 20.2 for Wednesday, you don't have to take notes.

Then Mr. Paek showed us a funny video about cooties

After the video, Mr. Paek gave a short lecture about Viruses.

-Viruses are made of

• non-cellular particles (no organelles)
• genetic material (DNA/RNA)
• Protein (outer coat or capsid)

EX: bacteriophage

Virus Structure

bacteriophage

Lastly, We got into groups and got 20 minutes to start on our Who Infected Whom? Lab(UP 6-9)

Background- A science teacher at our high school was sent to the hospital with a serious illness and the results came back as a unknown illness. This illness and this illness is not spreading throughout the town.

Our goal in this lab was to be epidemiologists (scientists who trace the spread of a disease through the population) and find out who (or are) the carrier(s) (someone who does not suffer from a disease but has the infection orgenetic fault that causes it and can give the disease to someone else) of the disease is.

Procedure-

First, we got into groups and received a pile of cards with the names Mr.Paek, Heather, Tran, Mr. Dillon, Miriam, Ed, Mr.Wigley, and Laura with informations about each person.

Then, our group came up with a hypothesis after discussing how the disease may have spread from person to person.

We then drew a web of disease transmission based on the information on the card and our hypothesis.

After that, in order to test our hypothesis we had to test samples of "saliva" from 4 of these people for the presence of the disease. We ad

ded 2 drops of indicator in the saliva. If the solution turned red or pink it meant that the person was infected, if the solution DIDN'T turn red or pink the person was not infected with the virus.

Using our results from the disease indicator test, we drew another web of disease transmission which was our final answer.

Our homework tonight is

• cancer paper
• reading 20.1
• try to finish the lab

Scribepost- October 14th, 2010- Fox :D

Picture Copyright goes to Yulia B. DO NOT TAKE WITHOUT PERMISSION. thank you. (just kidding, do whatever you want with it)

Today started right after the bell rung and everyone shuffled to their seats.

We had a sub today, and she told us that Mr. Peak was not there. He was absent. It was pretty obvious, but every sub has the need to tell us that. After that, she told us that today we will be doing a lab (yes, another one!) this time ,we will be examining an onion root cell through a microscope.

procedure:

We were told to get into groups of three. Three and no more. We could choose to work with anyone in the class we wanteed to work with. Then, we went to the lab tables and got the microscope working. Than we were supposed to get the onion root cell slide, which were allready prepeard for us, from the front of the room.

After that, we were to put the slide on the satage of the microscope, adjust it accordingly, and view it on low power objective first. We needed to find the cell, and after that, we needed to get to the medium power objective, which, as I found out, was the best way to view the cell.

Than we needed to locate teh cells that were at different stages of Mitosis. Mitosis, to those who forgot, is the proccess in cell devision in which to nucleus devides, typically consisting of four stages, prophase, methopase, anaphase, and telophase, and resulting in two new nuclei, each of which contains a complete copy of the parent chromosome.

Than we needed to identify and label the stages of mitosis we were seeing through the microscope.

When we were done with that, we needed to complete the lab quetions, found on pages 45-47 in the unit packet.

On page 47, we were supposed to name each of the stages and label what was inside the cell.

That concludes the lab. the lab itself took about 10-15 minutes, and thequetions took up the rest of class. If you didn't do the lab quetions, they are homework.

Speaking of which, the homework for tonight was Unit packet page 52A. we are supposed to color and label each one of the cell parts.

Hopefully, Mr. Paek is back tommorow.

The next scriber will be chosen by destiny!! (stolen from Josh B.) (sort of.)

DESTINY CHOOSES... MALIAHA! YOU CANT ESCAPE THE FAITH!!

...(isn't that a band...? I think so. oh well. do the scribepost :) )

Scibepost for October 13, 2010 by Amreen M(=

Today we had shortened classes because of late arrival, so for 35 minutes, Mr. Paek taught us about Mitosis and we took notes. He also gave us a worksheet with some of the notes and pictures of the stages of mitosis.

First, he explained that the reason we don't have a bunch of big cells in our body is because with small cells, theres more surface area in terms of volume so its easier for gases to get exchanged.

Mitosis-the life cycle and division of a cell

Mr. Paek explained to us that interphase, which are the three big parts of this cycle, takes much longer then metaphase, which are the four small parts. Interphase has three parts: the G Phase, S Phase, and the G2Phase, and it basically is preparing the cell to divide. During interphase, the individual chromosomes cannot be distinguished and appears as a dark mass of material called chromatin.

Interphase- Each chromosome is replicated, consisting of two identical "sister" chromatids; the DNA of each chromosome replicates at the end of this stage.

After he explained Interphase for a couple minutes, he went on to mitosis, which has four stages. Phrophase, Metaphase, Anaphase, and Telephase. Mr. Paek said that when he was learning the cell cycle in school, he used an anagram called IPMAT, which stands for Interphase, Prophase, Metaphase, Anaphase, and Telephase. These stages are also in order.

Prophase-The stage when chromatin condsenses into chromosomes, centrioles seperate, spindle fibers form, the membrane gets broken, and the nuclear envelope disapears. This is a picture of a cell in the prophase stage.You can tell its in the phrophase stage because the membrane has holes in is and is beginning to break.

Metaphase-The chromosomes line up at the center of the cell. Each chromosome is connected at the centromere to the spindle fibers.

Anaphase-The paired chromosomes split into individual chromosomes and are moved apart.

Telephase- The chromosomes gather at opposite ends of the cell and then split. The spindles are broken apart, the nuclear envelope reappears, and the nucleus divides

We also briefly talked about Cytokinises, which takes place after Telophase. Cytokinesis is when the cytoplasm pinches in half and each daughter cell has duplicate chromosomes. Here is picture summing up everything:

After we were finished taking notes, Mr. Paek let us watch the Last Lecture for the last two minutes of class. Our homework is to read, highlight, and complete page 40-43 in our Unit Packet. These pages are our Mitosis Pre-Lab for the lab that we will be doing tomorrow

The next scriber is..MALIHA!=D

Scribe post for October 11th, 2010 by Junsup Lee

Today Mr. Paek was with us. First in class, we talked about the Organelle quiz that we took last friday. The Organelle quiz is total 15 points and there was total 30 questions.

Next, We got our two labs back which was cell structure and function lab and second was diffusion and drawing of cell. Mr. Paek promised us that we'll get our oil spill project scores by thursday. Mr. Paek said if he dosen't get it graded by thirsday he'll give us 5% more of the grade.

Next we went over Enzyme lab our unit packet which was page 24 to page 32 we had to simply start on this during the weekend. Mr. Paek gave us 10 to 15 minutes to graph the individual and group data of enzyme lab.

We had to make sure that
Independent variable is on X-axis
dependent variable on the Y-axis

3 definition that will help you during lab tomorrow



-Crenated is word for animals
-plasmolysed is word for plants
-Plasolysed: meaning when cell shrinks in hypertonic solution

1.Hypertonic solution : more stuff outside the cell so outside stuff tries to come inside like the first picture above so the cell looks like its shrinked . More thing comes in and less thing comes out.

2. Isotonic solution: Cell shape dosen't change. Same ratio of water coming out and same amount going in. The middle one of the picture above. Its just regular size of blood cell.

3.Hyponic solution : more amount exist insides so it trieds to go out so the cell expands. Third picture above the blood cell got bigger. More thing comes out and Less thing comes in.

makes sure you know all these definitions above

OUR HOMEWORK TODAY is to finish the Enzyme lab it is page 24 to 32 of your Unit packet

Scribe Post for October 8th, 2010 by Richard P.

Today in class, Mr.Paek was absent, so we had a substitute from the TLC who also happened to be a biology teacher fill in for him.

The Pre-lab was due for homework today, so if you were unable to complete it, have it ready for Monday, October 11.

Today, we did a lab involving Enzymes. The Lab is detailed on Pages 24 through 32 in your Unit Packet.

For those of you who don't know, Enzymes are proteins that speed up chemical reactions in cells. Almost all chemical reactions that occur in living organisms (For example, digestion) are catalyzed (sped up) by enzymes. Many factors in the environment of a cell affect the action of an enzyme. For example, enzymes work best at certain pH values and at certain temperatures.

Catalase is an Enzyme found in blood and other cells. It speeds up the breakdown of hydrogen peroxide (the substrate) into water and oxygen. If left to build up within cells, hydrogen peroxide is toxic.

Picture of Catalase Enzyme

Picture of Hydrogen Peroxide

The Materials we needed for the lab were:
1. Catalase (enzyme)
2. 6% hydrogen peroxide solution (substrate)
3. water
4. dropper pipette
5. test tubes
6. 25-mL graduated cylinder
7. metric ruler
8. glass-marking pencil
9. ice bath
10. thermometers
11. warm water bath
12. safety glasses
All materials were provided for us.

For the Lab, we had pre-assigned groups of 4 people each. Specific temperatures were assigned to each group.

In the Enzyme Lab we did,we tried to determine the effect of different temperatures on enzyme activity. In the lab, we subjected the Catalase Enzyme to different temperatures. We then added hydrogen peroxide to the test tube, and we then measured how much activity occurs by measuring the height of the oxygen bubble column in the test tube. The higher the bubble column, the more enzyme activity there was.

The Lab was divided into two sections: Part A: Observe the Catalase Reaction and Part B: How does Temperature affect Enzyme Activity?

Part A: Observe the Catalase Reaction Steps:
1. Put on your gloves and safety goggles

2. With the red marking pencil, label 3 test tubes at the 1 cm and 5 cm levels (Measure from bottom of test tubes.)

3. Fill test tube #1 to the first mark with catalase (enzyme). Then, fill test tube #1 to the second mark with hydrogen peroxide (substrate). Swirl to mix them together. Then wait 20 seconds for the bubbling to occur.

4. Measure the height of the bubble column in mm, then record the data in the first table that corresponds to the lab in the Unit Packet.

5. Next, fill test tube #2 to the first mark with water. the, fill test tube #2 to the second mark with hydrogen peroxide (substrate). Swirl to mix. Wait 20 seconds for bubbling to occur.

6. Measure the height of the bubble column in mm, and record in the first table.

7. Lastly, fill test tube #3 to the first mark with catalase. next, fill Test tube #3 to the second mark with sucrose solution (a different substrate). Swirl to mix. Wait 20 seconds for bubbling to occur.

8. Measure the height of the bubble column in mm, and record it in Table 1 of your Unit Packet.
We then had to answer questions about Part A.






Part B: How does Temperature affect Enzyme Activity? Steps:

1. Formulate a Hypothesis

2. Test your hypothesis. Outline a brief procedure for your experiment.

3. Set up your warm or hot water, or ice bath to achieve your desired temperature.

4. With the red marking pencil, label a new test tube at the 1 cm and 5 cm levels.

5. Fill your test tube to the first mark with catalase enzyme.

6. Place your test tube into the water bath of your assigned temperature for 10 minutes. Monitor the temperature of the catalase until it reaches the desired temperature.

7. After 10 minutes, use your thermometer to record thee actual temperature of the catalase. Remove your test tube from the water bath, and add hydrogen peroxide (substrate) to the second line. Swirl to mix. Wait 20 seconds for bubbling to occur.

8. Measure the height of the bubble column in mm. Make a table of results and record the data in it.

9. Repeat the experiment one more time.

10. Determine your average temperature (Celsius). Record your data on the sheet with the class
data.






For homework, we have to start on the analysis and interpretation questions in our Unit Packet starting on page 27. We do not need to finish it, but simply start it.

- Richard P.

Yet Another Scribepost by Josh B, on Enzymes, p4sts2010

This is the Scribepost for the day of October, the 7th, of the year 2010, The Year of the Tiger, also the 29th of Tishrei, 5771

I apologize in advance for anything I may miss, for I found out that I was to be the scriber in the middle of class and hadn't taken notes.

Don't misunderestimate my note taking power, by the way. (Word from George Bush).

Homework

-The only thing was to finish the pre-lab for tomorrow, if you didn't during class.

What we did today

-The very first thing that we did today was turn in both labs. Yes, both. The recent diffusion one, and the not-so-recent microscope lab, with the frog blood. These labs will be counted as grades, as surprising as it may seem. So turning them in if you haven't yet is probably a good idea.

We also went over some of the later questions from the diffusion lab, but seeing as I am a GOOD STUDENT and turned in both of my labs, I can't give you the answers.

-Next, Mr. Paek decided to be insane and put Potassium Iodide (KI) into a large cylinder that had some Hydrogen Peroxide (H2O2) in it. It exploded... in a huge column of condensed steam that looked like a solid. It just kept foaming up and breaking off over the top of the cylinder. This picture isn't from class, but sort of portrays the reaction.

This was really cool, and if you missed it, then that sucks.



-Mr. Paek also decided to use a new system of punishment for talkative people. If you are talking too much, he will take you to the front of the room and make you put your finger in Hydrochloric Acid for several minutes. Just kidding (or am I...). Actually, if you are talking, your name will be written on the board, and a point will be taken off your grade. Another offence, and that number is doubled. For more information, talk to Jake C.

-ATTENTION PEOPLE- WE HAVE A SUB TOMORROW! If any one of us were to be rude and talk, everyone looses points. You really don't want to be the person responsible for that. So be nice and do the lab and all will be well.

-WOAH! Another lab! Again! This lab can be found on pages 24-32 in the UP. It is rather long, but I am sure that most of us can handle it. It is all about the effect of temperature on enzyme activity. Basically, we just need to follow the instructions, because I don't feel like going through the entire lab. We will need to fill three test tubes with a small combination of stuff, and record our data in the table. The bubble column height is measured when the bubbles stop rising. The higher the bubble column, the more enzyme activity there is. In part B, we will need to get the enzyme catalase to a certain tempertaure, then answer some questions, do some tables, and make some graphs. (CAUTION: I downsized this lab quite a bit).

-Now for the boring part: the notes from today.

Enzymes

Are protiens

The subtrait is the material that the enzyme works on

H2O2 to H2O+O2

Where H2O2 is the substrate and "to" is the enzyme

Catalyst-an enzyme that speeds up the rate of a chemical reaction

Enzymes are affected by pH(the acidity of something) and temperature

Catalase-an enzyme found in the blood cells. It spefically speeds up the breakdown of hydrogen peroxide.

Thats all, folks, except for some pictures

I like money

THE VICTIM FOR TOMORROW WILL BE CHOSEN BY THE FORCE OF GOD!

GOD CHOOSES... Richard

Wednsday, 10/6/10

Period 4 had a substitute today, and all we basically did was start our Diffusion Lab in class. Diffusion is the slow transfer of substances through a filtering barrier, molecule by molecule, from an area of higher concentration to another area of lower concentration. Here is a brief overview of what was done (Remember that all of this is on UP p.33-34):

1. A tied-off cellophane dialysis tube is filled with a starch solution and then a glucose solution to represent a membrane full of fluid.


2. The filled tube of starch and glucose is submerged into a glass of water and iodine, where it will sit for about 15 min. (During this time, we took the Organelle Quiz.)


3. Upon returning, the solutions in the tube and the glass should show some results. If the iodine water in the glass has turned blue, that means there is starch in the water. Then, a piece of Tes-Tape is dipped into the iodine water, and if the tip turns green or yellow, then there is glucose in the water. Meanwhile, if the tube full of starch and glucose solution has turned purple, then there is iodine inside the tube.



4. For our group's lab test, the membrane tube turned purple, the iodine water solution stayed orange and didn't change color, but the piece of Tes-Tape turned blue instead of green or yellow.
   

Overall, it can be concluded that the glucose passed through the tube and went into the water surrounding it, the iodine in the water passed through the tube and went inside, the starch never went anywhere and stayed in the tube, and the water passed throughout freely. This is explained by the fact that the cellophane tube is full of holes that can allow individual molecules to pass through one by one through each tiny hole. This is what allowed the small iodine and glucose molecules to pass slowly through the barrier of the tube, but starch is made up of larger molecules made from glucose, which is why starch was unable to transfer through the tube at all.


As for our own experiment, however, the tape turning blue rather than green or yellow was probably a small fault in our preparation.

BTW, who's the next scriber? :P

Tuesday-Carly

Today in Biology Mr. Paek told us that we have a quiz tomorrow on the organelles and their functions. Remember to study the prokaryote and eukaryote cells also. Mr. Paek also gave us a quick review on organelles. Listed below is what the power point basically said. you can also view this slide show on moodle.

-nucleus: DNA

-Nucleolus: the assembly of Ribosomes; Proteins

-Golgi Apparatus: produced in Rough ER; appears as a stack of pancakes.

-Lysosomes- break down lipids, proteins, and carbohydrates.

-Vaculoes: stores materials

-Mitochondria: power house of the cell; where the cell gets energy

-cytoskeleton: maintains shape and provides movement

-chloroplast- takes energy from the sun

-cell membrane: 2 layers of fat ( lipid bilayer), regulates what goes in and out of the cell

After this everbody took notes on...

AEROBIC RESPIRATION

Glycolysis> takes sugar and splits it; makes 2 ATP

Krebs Cycle

Electron transport chain -> 34 ATP - Fermentation> 2 ATP

-Alcoholic fermentation and

-Lactic Acid

36 ATP

...............

After that we looked at page 20 in the UP. we also worked on a Prelab for Difusion using pg 33-34 in the UP!

the next scriber is........Tristen

Monday 10.4.10

10.4.2010 Today in Biology, we worked on two worksheets. On one we filled out chart on the many organelles. It was kind of like the one below. The columns were; the organelles function, which cell its found in, an analogy to a city and a sketch of the organelle.  example; | Vacuoles | both | stores materials | (picture) | Storage Places (P.O.D.) | The second worksheet, we had to draw a cell and label it.  TYPE OF ORGANELLE WHAT THEY DO: Cytoplasm- Hold parts of cell and nucleus together Nucleus Contains DNA Vacuole- Store Materials like water, salts, proteins, and carbs Lysosome- Break down lipids, carbs and proteins to go to other parts of the cell Cytoskeleton- Helps cell maintain its shape and is also involved with movement Centriole- Help organize cell division Ribosomes- Small particles of RNA, proteins are assembled there Endoplasmic Reticulum- Where lipid components of the cell membrane are assembled Golgi Apparatus- Modifies, sorts and packages proteins Chloroplast- Capture energy from the sun and convert it to food Mitochondrion- Convert chemical energy in food into compounds that are more important to cell use Cell Wall- Supporting layer to protect the cell Cell Membrane: Gives the sell a strong structure, allows things to come in and out of the cell Organelles that Store Clean Up and Support -Vacuoles -       Has vesicles that store and move cells to and from cells -Lysosomes -       Clean up crew -       Remove waste -Cytoskeleton -       Microfilaments; support the cell -       Microtubes; important with cell division Organelles That Build Proteins -Ribosomes -       Makes proteins -Endoplasmic Reticulum -       Have smooth and rough ET -Golgi Apparatus -       Gets proteins to the right places Organelles that Capture and Release Energy -Chloroplasts -       Same a solar plants -       Contain the green pigment chlorophyll -Mitocandria -       Have their own small DNA Cellular Boundaries -Cell Wall -       Animal cells do not have cell walls -       Nearly all of trees and stems are made up of cell wall material -Cell Membrane -       Has a lipid bilayer -       Allows some things to pass through and other things not the next scriber will be...... Carly!

7.2 Texter---Grace

7.2 Notes

Definitions

• Cytoplasm- Portion of the cell outside the Nucleus
• Organelles-Specialized structure that performs important cellular functions within an eukaryotic Cell
• Vacuoles- Structures in a cell that stores diffrent materials
• Lysosomes- Small organelles filled with enzymes
• Cytoskeleton- A network of protein filaments
• Microfilaments-threadlike structures made up of a protein called actin
• Microtubules- hollow structures made up of protein called tubulins
• Centrioles- Organelles that help organize cell division
• Ribosomes- small particles of RNA and protein found throughout the cytoplasm in all cells
• Endolplasmic Reticulum- An internal membrane system
• Golgi Apparatus- Organelles that modifies, sorts, and packages protein and other materials for storage in a cell or release outside the cell
• Chloroplast- Organelles that capture energy from the sunlight and converts it into food
• Mitochondria- Organelles that convert solar energy stored in food into copounds that are more convenient for the cell to use
• Cell Wall- a strong supporting layer around the membrane of a cell
• Lipid Bilayer-flexible double layered sheet that makes up the cell membrane and forms a barrier between the cell and its surroundings
• Selectively Permeable- Substances that can pass across cell membrane and other can't

Important Information

• The nucleus contains most of the cells DNA and controls the functions of the cell
• Chromosomes contain the cells genetic information
• Nuclei are contained in the nucleolus
• Proteins are assembled on ribosomes
• Proteins created on the Endoplasmic Rectum includes ones that will be released, membrane proteins, and proteins for lysosomes and other specific locations in a cell
• Most cell walls have enough pores to allow water, oxygen, carbon Dioxide, and other substances pass through
• The cell membrane chooses what goes in and out of the cell as well as it also protects and supports the cell
• Most of the cell membrane is protein molecules

10/3/2010

Frogs Blood

Title: Sunday October 3, 2010

Homework: -Finish lab questions and 7.2 notes in your book

Body: On Friday during class we continued our lab in the UP, pages 9-14. In this lab we looked at elodea leafs, human cheek cells, onion cells, and frog blood cells.

Part 1 - #1 We prepared wet mounts for the elodea leaf and looked at it through the high power objective in the microscope.

#2 Next we added a drop of Lugols's iodine to the leaf to aid in seeing the organelles clearer. Organelles are the parts of the cell like nucleus, cell wall (for plant cells) and etc.

#3 After looking at both through the high power objective we had to sketch what we saw, title the drawing in the bubbles below the instructions. It looked like green blocks (which was the cell wall) stacked on each other with little dots darker green in color which were chloroplasts.

When idodine was added to the specimen there really wasn't a clearer view except for the orange tinge because of the iodine.

Part 2 We examined a human cheek cell under the high power objective.

#1 First we put a drop of water on the slide. Then we took a toothpick, rubbed it on the inside of our cheeks, then added it to the water. The final step in preparation of the slide was adding a little drop of Methylene blue. The Methylene blue was used to enhance the view of the organelles.

#2 After examining the cheek cells we had to sketch what we saw under the instructions again. The slide looked mostly blue with a darker blue circle in the middle which we all identified as the nucleus. We noticed the shape was not a square like the leaf because there is no cell wall in animal cells.

Part 3 We observed an onion cell in this section.

#1 First we observed it on high power as a wet mount. We then had to draw what we saw. Again, it was mostly like bricks so the cell wall was visible, but the cells were translucent. After drawing this, we added a drop of iodine to the cell. It made the chloroplasts appear which showed as dots around the cell wall, and it gave an orange tinge to the whole onion cell making the cell wall more obvious.

Part 4 We looked at a prepared slide of Frog's blood to see frog blood cells. We had to sketch what we saw for the frogs blood which had a blue background with red circles packed closely together with blue circles inside which was the nucleus. The red circles were the cytoplasm on the inside and the outside was the cell membrane.

Part 5 We answered the analysis questions of the Cell Structure and Function lab. There were 5 questions focusing on comparing and contrasting different cells we observed. The last question had us identify real pictures of the 4 different cells observed.

The next scriber will be. . . . . Lexie.