Centro de investigación y desarrollo de educación bilingüE




descargar 88.96 Kb.
títuloCentro de investigación y desarrollo de educación bilingüE
fecha de publicación22.12.2015
tamaño88.96 Kb.
tipoInvestigación
med.se-todo.com > Química > Investigación

membrete


CENTRO DE INVESTIGACIÓN Y DESARROLLO DE EDUCACIÓN BILINGÜE





1
P H A S E1CHECKLIST

Student Name: _______________________ Group: _______

Your portfolio must include, the student agreement (signed) and the portfolio checklist

Act

Description

Activity Points

Earned Points

1

Sign Agreement






2

Diagnostic Activity






3

Knowledge Acquisition







4

Organization Activity







5

Application Activity







6

Metacognition







7

Integrative Activity 1







8

Lab #1 Identificacion de compuestos organicos.






















Total

100





STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:

Presentation/Content/Activities

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Feedback to Teacher:_______________________________________________________________

Students’ Signature____________________________________ Date:____________
P H A S E 1 A G R E E M E N T
I ______________________________________________________ understand that my portfolio is a collection of my school work and related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my instructional program.
I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its content for periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in which I have presented the contents, will be evaluated for the purpose of judging my performance in school.
Student Signature: _______________________________ Date: ____________________
Parent Signature:

I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.

________________________________ Date: ______________________

Stage 1: Biology as a Science

  • Diagnostic Activity

  1. What is the importance of water for life?

In my opinion: _________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What everybody else say: ________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________



  1. What functions to carbohydrates have in an organism?

In my opinion: _________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What everybody else say: ________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________



  1. Can you think on a function that proteins have?

In my opinion: _________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What everybody else say: ________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________



  • Knowledge Acquisition Activity

  1. Read your textbook the topic the Nature of Matter and complete the scheme with the vocabulary words.

  2. Change your scheme with a classmate and evaluate what he/she did.

  3. Make any corrections to your scheme of your classmate.




  • Organization Activity

  1. In pairs build a conceptual map on the properties of water and the influence it has to humans.

  2. Remember you should start from the general facts to the specific facts. You may also use pictures or clippings.

  3. Turn it in to your teacher. Make sure that both names are written down.




  • Application Activity

  1. Fill in the following chart with the composition, function and examples of the 4 macromolecules.




Macromolecules

Composition

Monomers

Function

Examples

Proteins














Carbohydrates














Nucleic Acids














Lipids

















  • Metacognition

Answer correctly all of the Chapter 2 Assessment.

2.1 The Nature of matter

1- The positively charged particle is an atom is called the

  1. Neutron

  2. Ion

  3. Proton

  4. Electron

2- Two or more different atoms are combined in definite proportions in any

  1. Symbol

  2. Isotope

  3. Element

  4. Compound

3- A covalent bond is formed by the

  1. Transfer of electron

  2. Sharing electrons

  3. Gaining electrons

  4. Losing electrons.

4- Explain the relationship among atoms, elements, and compounds

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5- What is a radioactive isotope? Describe two scientific uses of radioactive isotopes.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. Describe how the atoms in a compound are held together

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Distinguish among single, double, and triple covalent bonds.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Use Models. Make a diagram like the one in Figure 2-4 to show how chlorine and hydrogen form from the compound hydrogen chloride, HCl.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



  1. Calculate. A nanometer (nm) is one billionth of a meter (1nm=10-9m). If 100 million atoms make a row 1 cm in length, what is the diameter of one atom in nanometers?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. When you shake sugar and sang together in a test tube, you cause them to form a

  1. Compound.

  2. Mixture.

  3. Solution.

  4. Suspension.




  1. A compound that produces hydrogen ions in solution is a(n)

  1. Salt.

  2. Acid

  3. Base.

  4. Polymer.




  1. Compared to most other substances, a great deal of heat is needed to raise the temperature of water by a given amount. This is because water

  1. Is an acid.

  2. Readily forms solutions.

  3. Has a high heat capacity.

  4. Acts as a buffer




  1. Explain the properties of cohesion and adhesion. Give an example of each property.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. What is the relationship among solutions, solvents and solutes?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. How are acids and bases different? How do their pH value differ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Propose a Solution. Silica is hard, glassy material that does not dissolve in water. Suppose sodium chloride is accidentally mixed with silica. Describe a way to remove the sodium chloride.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Predict. As part of the digestive process, the human stomach produces hydrochloric acid, HCl. Sometimes excess acid causes discomfort. In such a case, a person might take an actacid such as magnesium hydroxide, Mg(OH)2. Explain how their substance can reduce the amount of acid in the stomach.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. What does the following formula represent?




  1. Sugar

  2. A starch

  3. An amino acid

  4. A fatty acid




  1. Proteins are polymers formed from

  1. A lipid

  2. Carbohydrate

  3. Amino acid

  4. Nucleic acid




  1. Explain the relationship between monomers and polymers, using polysaccharides as an example

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Identify three major roles of proteins.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. Describe the parts of a nucleotide.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Design an Experiment. Duggest one or two simple experiments to determine whether a solid white substance is a lipid or a carbohydrate. What evidence would you need to support each hypothesis?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Infer. Explain what the name “carbohydrate” might indicate about the chemical composition of sugars.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. An enzyme speeds up a reaction by

  1. Lowering the activation energy.

  2. Raising the activation energy.

  3. Releasing energy

  4. Absorbing energy




  1. In a chemical reaction, a reactant binds to an enzyme at a region known as the

  1. Catalyst

  2. Product

  3. Substrate

  4. Active site.




  1. Describe the two types of energy changes that can occur in a chemical reaction.


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. What relationship exists between an enzyme and a catalyst?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Describe some factors that may influence enzyme activity.


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Infer. Why is it important that energy- releasing reactions take place in living organisms?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Predict. Changing the temperature or pH can change an enzyme’s shape. Describe how changing the temperature or pH might affect the function of an enzyme.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Use Analogies. Explain why a lock and key are used to describe the way an enzyme works. Describe any ways in which the analogy is not perfect.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The following graph shows the total amount of product from a chemical reaction performed at three different temperatures. The enzyme was involved in each case.

mlbio10a2155.png


  1. Interpret Graphs. At which temperature was the greatest amount of product formed?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Draw Conclusions. Describe the results of each reaction. How can you explain these results?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Predict. A student performs the same chemical reaction at 30°C. Approximately how much product can she expect to obtain?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Explanation. Write a paragraph that includes the following: (a) a description of the four major classes of organic compounds found in living things, and (b) a description of how these organic compounds are used by the human body.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


  1. Assess the Bid idea. What properties of carbon allow it to play such a major role in the chemistry of living things?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A student measured the pH of water from a small pond at several intervals throughout the day.

mlbio10a2157.png


  1. Interpret Graphs. At what time is the pond most acidic?

  1. Between noon and 6:00 P.M.

  2. At noon

  3. Between midnight and 6:00 P.M.

  4. At 6:00 P.M.



  1. Form a Hypothesis. Which of the following is the most reasonable hypothesis based on the results obtained?

  1. Pond water maintains constant pH throughout the day.

  2. pH rises with increasing daylight and falls with decreasing daylight.

  3. Living things cannot survive in this pond because enzymes will be destroyed.

  4. pH is higher at night than during the day.



  1. How can you apply the information of this chapter?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



  • Integrative Project

Make teams of 5 you will prepare a roll play. Half of the team will be a scientist and the rest of the team will be a reporter. The scientist will explain the discovery of organic compounds and enzymes. The teacher will assign the specific topic you will use. During your presentation you should answer the following:

  • How did you discover this compound?

  • Why is this compound important?

  • What are the uses of this compound?

  • Where can we find this compound?

  • Is there a sickness that causes the excess or lack of this product?




  • YOU SHOULD use a power point presentation to explain your topic.

  • If it applies bring props to exhibit your topic.

  • YOU SHOULD take at least 10 minutes in your presentation.


The topics are:

  • Phenylalanine

  • DNA

  • Celulose

  • Lactose

  • Pepsin Enzyme

  • Cholesterol


Checklist:

  • All team members should participate.

  • A power point presentation should be use.

  • The presentation should be at least 10 minutes long but no longer than 12 minutes.

  • All questions should be answered during the presentation.

  • Be creative.


Lab Session #1 Organic Compounds Identification

Instructions: Read through the laboratory practice and listen to your teacher’s instructions. Answer the question and tables from what you learn and investigated on organic compounds.
Práctica de Laboratorio 2

Identificación de compuestos orgánicos

Introducción

Los compuestos orgánicos son sumamente importantes para los seres vivos ya que representan para éstos parte fundamental de su estructura química, energía almacenada y transmisión de sus características. Como pudiste ver en el contenido del capítulo, los carbohidratos son la principal fuente de energía además de que las plantas también los usan para propósitos estructurales. Los lípidos sirven para almacenar energía y algunos forman parte de la estructura de membranas biológicas. Entre las funciones de las proteínas se encuentran: regular procesos celulares, formar huesos y músculos. Los ácidos nucléicos almacenan y transmiten información hereditaria o genética.

Problema

¿Cuáles son los principales tipos de compuestos orgánicos presentes en algunos alimentos comunes?

Discusión previa

  1. Escribe el nombre de cuatro grupos de compuestos orgánicos que se encuentran en los seres vivos.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

  1. Escribe (para cada uno de ellos) alguna función que desempeñan en los seres vivos.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


  1. De que tipo de compuesto orgánico están formados tu cabello y uñas?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


  1. Hoy en día, se hace mucho énfasis en consumir alimentos ricos en fibra como los cereales, frutas y pan integral para aumentar el tránsito intestinal. ¿A que tipo de compuesto orgánico pertenece la fibra que contienen estos alimentos?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Materiales

Microscopio compuesto

3 tubos de ensayo

Alcohol etílico

Cubreobjetos

Gradilla

Lugol

Portaobjetos

1 pipeta graduada

Pinzas

Navaja de un filo

1 mechero

Cerillos

Cacahuate

1 tripié

Agua

Clara de huevo

1 tela de asbestos

Sudan III

papa

1 vaso precip. 500 ml

HCl concentrado


Procedimiento

Parte A. Observación de carbohidratos

  1. Con la navaja realiza un corte fino de papa y colócalo sobre el portaobjetos.

  2. Agrega una gota de agua sobre el corte y luego una gota de lugol.

  3. Coloca encima el cubreobjetos tomándolo por los bordes.

  4. Coloca la preparación sobre la platina del microscopio y realiza la observación, primero con el objetivo de 10X y después con el de 40X.

  5. Dibuja lo que observaste en los círculos respectivos.

10 X 40X


Parte B. Observación de lípidos

  1. Con la navaja realiza un corte fino al cacahuate y colócalo en el portaobjetos.

  2. Agrega sobre el corte una gota de Sudan III.

  3. Coloca encima un cubreobjetos.

  4. Lleva la preparación a la platina del microscopio y realiza la observación, primero con el objetivo de 10X y después con el de 40X.

  5. Dibuja lo observado en los círculos:


10X 40X
Parte C. Observación de la coagulación de las proteínas.

  1. Coloca en tres tubos de ensayo una pequeña cantidad de clara de huevo.

  2. Calienta a baño María uno de los tubos.

  3. Observa lo que ocurrió y toma nota por escrito de ello.

  4. Al segundo tubo de ensayo que contiene clara de huevo, agrégale 2 o 3 gotas de HCl concentrado.

  5. Observa lo que ocurrió y toma nota por escrito de ello.

  6. Al tercer tubo de ensayo con clara de huevo agrégale 2 o 3 ml de alcohol etílico.

  7. Observa lo que ocurrió y toma nota por escrito de ello.



TUBO

CONTENIDO

OBSERVACIÓN


1








2










3









Análisis y conclusiones.

  1. Como observaste carbohidratos en la práctica de hoy?

________________________________________________________________

  1. De qué color se tiñó la grasa en la muestra de cacahuate?

________________________________________________________________

  1. Cómo afecta la temperatura a las proteínas?

________________________________________________________________

  1. Que pasa a la proteína en presencia de un ácido concentrado?

________________________________________________________________



CIDEB Biology Academy First Semester Aug-Dec 2011 Portfolio 2 page



similar:

Centro de investigación y desarrollo de educación bilingüE iconCentro de investigación y desarrollo de educación bilingüE

Centro de investigación y desarrollo de educación bilingüE iconCentro concertado bilingüe de la comunidad de madrid

Centro de investigación y desarrollo de educación bilingüE iconContribuciones sobre educación intercultural bilingüe en Bolivia : (estado del arte)

Centro de investigación y desarrollo de educación bilingüE iconPliego de prescripciones tecnicas para el suministro e instalacion...

Centro de investigación y desarrollo de educación bilingüE iconCentro de formación y desarrollo gerencial

Centro de investigación y desarrollo de educación bilingüE iconCentro investigaciones para el desarrollo cid

Centro de investigación y desarrollo de educación bilingüE iconCentro de educacion virtual

Centro de investigación y desarrollo de educación bilingüE iconCentro de Estudios e Investigación de Medicina y Arte

Centro de investigación y desarrollo de educación bilingüE iconCentro universitario de educación a distancia

Centro de investigación y desarrollo de educación bilingüE iconCentro Regional de Educación Normal


Medicina



Todos los derechos reservados. Copyright © 2015
contactos
med.se-todo.com