Biology Interactive

Notebook 2011-2012
Click on the page number to go
to the page.
1 21 41 61 81 10 12 The purpose of
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this guide is to
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help you
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content of each
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page of your
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notebook. Most
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of the graphic
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organizers are
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available from
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Interactive
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your
Biology
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Notebook Rubric
teacher.
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10 This rubric is
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available from
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your
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0
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Biology teacher.
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Back

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Unit 1:

SCIENCE
AND
EVIDENCE-BASED
THINKING

Back

Aha!!!

What is
Science?

Heart Rate Lab

Vocabulary Activity

10

Back

Connection

is
What
ncee
d
i
v
E
nking
i
h
t
d
base
o we
d
w
o
and h
?
use it

Promotional Claims

Back

11

Output Science
Vocabulary
1. What words did I know?

2. What words was I clueless

about?

3. Word Relationship: What heading

would these words fall under?

4. Why is it important for us to

learn technology?

12

Back

Input Science Vocabulary

Science field of study constantly
changing that uses investigations to
solve problems
Control the part of an investigation
that remains normal
Theory hypothesis that has not been
disproven after much rigorous testing
Inference a belief not supported by
evidence
Hypothesis tentative explanation of
an observation which has not yet
been fully tested
Independent Variable part of an
investigation that is changed or
manipulated on purpose
Dependent Variable part of an
investigation that is measured as it
changes as a result of changes made
to the Independent Variable

Back

13

Heartbea
ts

Output Heartrate Lab

Output Heartrate Lab
14
0
12
0
10
0
80
60
40
20
0

1
Time (min)

Conclusion
1. Did exercise have an effect on
my heartrate?
2. Did your data support your
hypothesis?
3. Using your graph, explain your
answer to #2.
4. If data does not support your
hypothesis, what should a
scientific thinker do?
14

Back

14

Input Heartrate Lab

PROBLEM:
How does one minute of exercise affect your heart
rate?

HYPOTHESIS:
Must be an if-then statement

MATERIALS:
Stopwatch, spiral (you choose an activity)

PROCEDURES:
VARIABLES:
-Independent Variable
-- Dependent Variable

DATA TABLE
Resting Heartrate

60

Heartrate after 1 minute

120

Heartrate after resting for 1

minute

80

Back

15

Output Promotional
Claims
Find a promotional claim
ad of your own and tape it
on this page. Then answer
the four questions on page
17 for this ad.

16

Back

Input Promotional Claims

1.What are the promotional claims of

this advertisement?
2.What research would you conduct to
evaluate the claims of this
advertisement?
3.What other information would you
want to know about the product?
4.What are some safety issues with the
product?

Back

17

Self ReflectionUnit 1
Answer the following questions in
complete sentences.
1. Count the number of
assignment/activities completed
during this unit.
2. Which one of the activities did you
enjoy the most and why?
3. Which activities did you struggle with
the most and why?
4. What kind of learner do you think you
are? ( example: visual, auditory,
tactile)
5. Explain your answer to #4 using
specific examples or situations.

18

Back

Back

19

Table of Contents
Unit Title_____________________________________
Left Side

Page

Right Side

Page

Total Number of Assignments Completed in this Unit _____________

20

Back

Unit 2

Biochemi
stry

Back

21

Aha!

role
t
a
h
W
do
es
enzym e
th
play in
body?

22

Back

Connecti
on

is
What
ist
m
e
h
c
Bio
ry?

Back

23

Output Properties of
1. Why isWater
H2O considered to be a polar
molecule?
2. Explain how the picture below is
possible using
the terms from
your input page.

3. Explain why raindrops sty on the

windshield of the car. (Use terms from
your input page.)
4. Was there a difference in the number
of drops that sayed on the penny from
Beaker A and Beaker B?
5. What property of water accounts for
this difference?

24

6. A surfactant is a substance that

weakens the bonds between water
molecules. Which solution has the
surfactant? How do you know?
Back

Input Properties of
Hydrogen
Water
bonds

H
+

Water is POLAR
unequal charges

H
+

Water to
water

Unversal
Solvent

O-

Dissolves many
substances

Cohesion &
Adhesion
Work together to
help H2O move
against gravity
Hypothesis:
If I use
(capillary action)
regular water, then I
can put more drops on
a penny
Number of
drops on a
penny

Water
1

Av
g

Beaker A
(Reg.
water)
Beaker B
(Soapy

Back

Cohesion
(creates
surface
Water sticks
tension)
to something
else

Adhesio
n
Properties of
Water
Polar

Nonpolar

Hydroliphi Hydropho
c
bic
Unequal
area of
charge

Equal area
of change

25

Output Biomolecules

Compou
nd

Element
s

Carbohydrat
es

CHO

monosaccharides

Bread
Pasta

Proteins

CHON

amino acids

Meat, nuts,
fish

Lipids

CHOP

fatty acids

Oils, fats,
butter

CHONP

nucleotides

DNA, RNA

Nucleic Acids

Monome
rs

Sources

1. What three things do all these

macromolecules have in common?
2. What macromolecule(s) would be
changed by the order of their
monomers? Why?
3. What macromolecule(s) would not be
changed by the order of their
monomers? Why?
Organic = have carbon in the presence
of hydrogen
26

Back

Nucleic Acids

F
ou N
nd UC
in LE

ge S
D IC
t
N A
D ne or

e
N tic & Fu A & CI
A
R
in t nc RN DS
b
N
as fo ra ti A
A
P
es rm ns on
ba
R
m
:
a
E

tio it
se
xa O T
A

An m E
s
C
T n

A
di ti pl IN
C
A
R

En se bo es S
G
B
U
as di &
M O
o
z
C
on H
H f r ym e es F
G
Y
un
em ea e
Si sa D
s
he ct
ng cc RA
U ub o ct s
io
io c
l
g
s
p
D
le ha T
s
n:
m ed ta lo ns o
ri d E S
fi
D isa
s

n
gh
ug e
ou c
tr
Ca us to nce bin
cl
ol
t
ar s
bl ch
s

n
L
f
e
ra
e ar
s
tr
be s orm
N IPI
sa
a
su id
te
D
n

o
d
cc
e
s
ga s
sp
bo
W t S
e
h
ny a
na
or
rs
ne
ar at so
e
l
r
tu
t
su id
hy e
s
r ub

r
n
i
&
ga es
ed
In dr o s le

n
p
s
rs
En u op p o in
la Lipids
h o la w
C ter erg tio ob lar r; at
m
ne us ) y s n ic or lipi er
ds
F r hi
to
vo on
o
r
ag
(p rm u
ho c s co
e
t
m
(lo
sp el is
p
ng
ho l m s u o
e n

Input - Biomolecules

CAR OHY RAT

B
D ES

Disaccharides
Monosaccharides
- double sugars
-single sugars
- Formed by
-Monomers of carbs
dehydration
-immediate energy:
synthesis
-- glucose
-- Sucrose
-- fructose
-- Lactose
-- ribose
-- Maltose

Back

Polysaccharides
- many sugars
- Structural :
-- cellulose (plants)
-- chitin (fungi)
- Storage
-- glycogen (animals)
-- starch (plants)

Carbohydrates

27

Proteins

Making and
1. Explain the process of dehydration
synthesis.

2. Explain the process of hydrolysis.

3. During digestion, our bodies must

break down the complex molecules we
eat into simpler molecules that we can
use for energy. Knowing that, explain
why it is important for us to keep our
bodies hydrated throughout the day.

28

Back

Breaking Polymers

Disacchari
de

Back

29

Output Enzymes
Problem: How does the amount of
substrate effect enzyme action?
Hypothesis: (make sure to write as
If.then statement.)
Amt of
H2 O 2
(mL)

Trial 1
(secs)

Trial 2
(secs)

Trial 3
(secs)

Avg
time
(secs)

2
4
6
8
10
Graph the data in your data table
underneath
the table.
12
1. Draw a picture of enzyme-substrate
complex. Lablel the enzyme,
substrate and active site.
2.

30

Explain how an enzymes structure

is related to its function. Use words
from your concept map (input) and
enzyme activity in your answer.
Back

Input - Enzymes

Back

31

Unit 2 Self-Reflection
On page 32 and 33 in your notebook
you will be completing your selfreflection. Use pages 32 and 33 to
take notes to write your selfreflection. It will be an essay and will
need to be to a full page. It can be
typed for extra credit. It will be turned
in separate from your spiral and will
be taped in after its graded.
Answer the following statements in
your self-reflection:

32

1.The total number of activities

2.Pick one activity you enjoyed the
most and explain why (what did you
like about it; how did it help you)
3.Rate your notebook for Unit 2 based
on the matrix on page 1.
4.What information did you learn that
was new (be specific).
5.How did your notebook help you?
6.How could you improve your
notebook?
Back

Back

33

Table of Contents
Unit Title_____________________________________
Left Side

Page

Right Side

Page

Total Number of Assignments Completed in this Unit _____________

34

Back

Unit 3

Cel
ls
Back

35

Unit 1 Self-Reflection
Aha!!!

Plant vs. Animal

Cells

36

What are the

distinguishing
characteristic
s of
prokaryotes &
eukaryotes?

Back

36

Connections

re
How a d
l an
Anima ells
C
Plant
urally
t
c
u
r
t
s
nt?
e
r
e
ff
i
d

Prokaryote vs.
Eukaryote

Back

37

Output Plant vs. Animal

Create a graphic organizer showing
an analogy between organelle
function and a city or factory. Be
sure to explain ALL analogies.

38

Back

Input Cell Structures

Under the flap, create a table

including each organelle and its
color, structure, and function.
On the flip side of the cell pictures,
draw a Venn Diagram and compare
animal and plant cells.
Back

39

Output Prokaryote vs.

Eukaryote
Prokaryo
te

Eukaryot
e

Summary of Prokaryotes vs.

Eukaryotes

40

Back

Input Prokaryote vs.

Eukaryote

Back

41

Output Organization of Living

1. Use
the diagrams provided and arrange
Things

in order from most complex to simplest.

Label the diagrams.

2. The cells viewed with the microscope

are all eukaryotes. Explain how this can
be determined by looking at them highly
magnified.
3. What would you expect a bacterial cell
to look like under the microscope?
Sketch what you have described.

42

Back

Input Microscope Lab &

Organization of Living
Problem:Things
How can you tell the difference
between REAL plant and animal cells?
Hypothesis:
Materials: Microscope, prepared slides A & B
Procedures:
1. Place slide A on the stage of the microscope
and secure in place.
2. Focus using the scanning lens (shortest one).
3. Switch to the low power objective (middle
lens) and bring in to clear focus.
4. When in focus, switch to the high power
objective (longest lens) and ONLY USE the FINE
ADJUSTMENT knob.
5. Using the data table below, sketch a cell from
slide A & slide B. There will be multiple cells on
the slide; just pick the best one &sketch it,
paying attending to any organelles you see.
Slide A Sketch:

Slide B Sketch:

Plant or Animal
Cell?

Plant or Animal
Cell?

Evidence:

Evidence:
Back

43

Unit 3 Self-Reflection

44

Back

Back

45

Table of Contents
Unit Title_____________________________________
Left Side

Page

Right Side

Page

Total Number of Assignments Completed in this Unit _____________

46

Back

Unit 4: Cellular Processes

Cellular
Processe
s

Back

47

AHA!!

ells
c
o
d
How
uce?
d
o
r
p
re

nergy
e
s
i
How
d in
e
r
r
e
f
trans
s?
m
e
t
s
y
s
living

48

Back

Connections

How does the

plasma
membrane assist
in maintaining
homeostasis?

Back

49

Output Plasma
Membrane

1. Knowing that a mosaic in art is made

up of many pieces, explain why the cell
membrane is called a fluid mosaic.

2. What biomolecules are a part of the

cell membrane, and a what is their job?

50

Back

Input Plasma Membrane

Back

51

Output Cell Transport

A few drops of Lugols iodine solution placed in a beaker

of water will turn the water red. A starch solution was
poured into a length of dialysis tubing and the ends
were tied. The starch solution was white.
The tubing was then dropped into the beaker of iodine
solution. After 10 minutes, the white starch solution
turned black and the iodine water remained red.
If the dialysis tubing
Which of the following
represents a cell
research questions BEST
membrane , what
describes the
process is being
experimental setup in
observed in the
the diagram above?
changing color of the
A. How does
starch solution?
temperature affect
A. Iodine cannot pass
the rate of solubility
through a
of the iodine?
membrane.
B. Does molecule size
B. Starch can be easily
determine
diffused through a
permeability of a
membrane.
membrane?
C. A permeable
C. Which color of
membrane diffuses
molecule will move
chemicals in and out
the fastest across a
of its surface.
membrane?
BackD. How does the
52
D. A semi-permeable

Input Cell Transport

Diffusio
n

Facilitated
Diffusion

High
low

High
low

Movement of
molecules
across a
membrane
with the
concentration
Passive
gradient

Active
Transport

Movement of
molecules
across a
membrane
with the help
of a carrier
protein

Transport
with the
concentration
gradient

Low
high
Movement of
molecules
across the
membrane
with energy
Active

Transport
against the
concentration
gradient;
requires energy

*concentration gradient difference between concentration

on both sides of
membrane

Back

53

Output- Photosynthesis & Cellular

Complete the photosynthesis/respiration cycle using the puzzle pieces
Respiration
provided. Then sketch the cycle into your interactive notebook and
answer the following questions using any resources in your interactive
notebook or textbook from previous units.
1. Where does all energy used on the earth originate?
2. What other two substances from our environment are needed for
photosynthesis?
3. Name the organelle where photosynthesis happens.
4. What organisms have this organelle?
5. Organisms that have this organelle are called ____________ since they
can make their own food.
6. Glucose is one of the products of photosynthesis.
a. What type of macromolecule is glucose?
b. Is glucose an organic or inorganic molecule?
7. Photosynthesis produces what 2 products?
8. The products from photosynthesis enter the ____________ (cell
organelle). This organelle is found in both ___________ and
_________________ (organelles).
9. Organisms that only have this organelles (& not chloroplasts) are
called ______________ since they cannot make their own food.
10. This organelle produces chemical energy in the form of the
molecule______________. This molecule stores the energy beteween
the 2nd and 3rd ____________________________.
11.Cellular respiration releases what two products back into the
environment?
Put it together:
1. Photosynthesis & cellular respiration are considered interdependent
processes. Why?
2. Why does there need to be a constant input of energy from the sun
even though other molecules are recycled?

54

Back

Input- Photosynthesis & Cellular

Respiration
Photosynthesis
6CO2 + 6H2O + energy = C6H12O6 + 6O2

chloroplast
mitochondrion

Respiration
C6H12O6 + 6O2 =6CO2 + 6H2O + energy

Back

55

Output Photosynthesis
Reactions

56

Back

Reactants

Products.

Input Photosynthesis
Reactions

Back

57

Unit 3 Self-Reflection

1. Refer to the diagram.

Choose the terms that
complete the diagram at X and
Y.
A X-oxygen, Y-carbon dioxide
B X-energy, Y-energy
C X-energy, Y-carbon dioxide
D X-water, Y-energy
2. What equation BEST
describes the process
occurring at A?
A H2O + CO2 C6H12O6 +
H2O
B O2 + C6H12O6 H2O + CO2
C H2O + CO2 C6H12O6 + O2
D H2O + O2 C6H12O6 + CO2

58

2. What equation BEST

describes the process
occurring at B?
A H2O + CO2 C6H12O6 +
H2O
B O2 + C6H12O6 H2O + CO2
C H2O + CO2 C6H12O6 + O2
D H2O + O2 C6H12O6 + CO2

4. What do glycolysis,
fermentation, and cellular
respiration have in common?
A All require oxygen to break
molecular bonds for ATP
production.
B All processes occur in all
living organisms.
C All are metabolic pathways
by which cells obtain the
energy.
D All produce relatively equal
amounts of ATP.
5. The compound synthesized
during photosynthesis is
A H 2O
B CO2
C O2
D C6H12O6

Back

Input Cellular
Respiration

Back

59

Output Mitosis vs.

Meiosis

60

Back

Input Cell Cycle

Stages of Mitosis

Stages of
Meiosis

Back

61

Unit 4 SelfThis page is a reflection of ME & what

I have gained in this unit.

C
E
L
L

62

Back

Reflection
This page is a reflection of the
knowledge I have gained & my
likes/dislikes regarding the activities in
this unit.

R
O
C
E
S
S
E
S
Back

63

Table of Contents
Unit Title_____________________________________
Left Side

Page

Right Side

Page

Total Number of Assignments Completed in this Unit _____________

64

Back

Unit 5

Genet
ics
Back

65

Aha!!

What is
protein
synthesis?

How do we
predict
genetic
outcomes?

66

Back

Connections

What is the role

of DNA & RNA
in the
development of
organisms?

How are
genes
expresse
d?

Back

67

Output - Terminology
Draw pictures of the first 13
vocabulary terms from page 69.

68

Back

Input - Terminology
Vocabulary
Term

Definition

Allele
Gene
Genotype
Phenotype
Punnett Square
Dominant
Recessive
F1 Generation
F2 Generation
Heterozygous
Homozygous
Monohybrid cross
Dihybrid cross
Incomplete
dominance
Co-dominance
Sex-linked traits
Non-mendelian
inheritance
Law of segregation

Back
Law of independent
assortment

69

(one factor)
Output Monohybrid
Crosses
- Genetics with a smile data table
- Smiley face conclusion questions

70

Back

(one factor)
Input Monohybrid Crosses
Alelles
G = green
g = yellow

Trait = color

Parent #1 = Gg = Heterozygous
Parent #2 = gg = Homozygous
recessive
G

Gg

gg

Gg

gg

Now cross: Tt
x Tt

Genotypic
Ratio:
How many of
each (letter
combo) in
Phenotypic
each offspring
Ratio:
How many of
each
phenotype
(what the
letters stand
Green:
for)Gg
inor GG
= 50%
offspring
Yellow: gg

= 50%

Back

71

Output Genetic Crosses

Dihybrids

72

Back

Back

73

Output DNA Structure

Constructing a DNA Model Lab Analysis
Sheet (taped over diagram below)

74

Back

Input DNA Structure

Back

75

Output DNA vs. RNA

DNA

76

BOTH

Back

RNA

Input RNA Structure

Back

77

Output DNA to Proteins

78

Back

Input Protein Synthesis

Back

79

SELF
Reflect on what you did, what you
learned throughout Unit 5!

G
E
N
E
T
I
C
S

80

Back

REFLECTION
Reflect on what the knowledge covered in
this unit in formation covered,
assignments, and topics in Unit 5!

H
E
R
E
D
I
T
Y

Back

81

Table of Contents
Unit Title_____________________________________
Left Side

Page

Right Side

Page

Total Number of Assignments Completed in this Unit _____________

82

Back

Unit 6

Chang
es
over
Time
Back

83

Aha!

How is
Natural
Selection
related to
adaptation &
diversity
among
species?

84

Back

Connections

What
evidence is
used to
determine
common
ancestry?

Back

85

Output Evidence of Common

Ancestry

86

Back

Input Evidence of Common

Ancestry

Back

87

Output Natural Selection

88

Back

Input Natural Selection

Back

89

Table of Contents
Unit Title_____________________________________
Left Side

Page

Right Side

Page

Total Number of Assignments Completed in this Unit _____________

90

Back

Unit 7

Classificat
ion

Back

91

Aha!

How are
living
things
classified?

92

Back

Connections

What is
taxonomy;
why is it
important
?

Back

93

Output - Kingdom
1. Which kingdom consists of true
bacteria some of which cause
disease?
2. Which two kingdoms are
unicellular prokaryotes?
3. Which kingdom is
photosynthetic with
chloroplasts?
4. Which kingdom is known for
living in harsh/extreme
environments such as very salty
lakes, mammal intestines, and
hot springs?
5. Which kingdom is mainly
unicellular and may be
autotrophic or heterotrophic?
6. Which kingdom includes
multicellular mushrooms and
mold and are absorptive
heterotrophs?
94

Back

Input Classification
DOMAI
N

Domain
Archae
a

Domai
n
Bacteri
a

KINGD
OM

ARCHA
EBACTE
RIA

EUBAC
-TERIA

Domain Eukarya

PROTIS
TA

FUNGI

ANIMA
LIA

PLANTA
E

Numbe
r of
Cells
Type
of Cell
Mode
of
Nutriti
on
Cell
wall? If
yes
what is
it made
of?

Examp
les

Back

95

Output Classification

96

Back

Input - Systems
K
KINGDOM
Most inclusive; broadest

P
PHYLUM
Contains a group of related classes

CLASS
Contains a group of related orders

ORDER
Contains a group of related families

FAMILY
Contains a group of related genus

GENUS
Contains a group of related species

SPECIES
Most exclusive; specific, can
interbreed
Levels of Classification

Back

97

Output -

98

Back

Input -

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99

Output -

100

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Input -

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101

Output -

102

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103

Output -

104

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105

Output -

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107

Output -

108

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109

Output -

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111

Output -

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Output -

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115

Output -

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117

Output -

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Output -

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Output -

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Output -

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Output -

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Output -

128

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Output -

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Output -

132

Back

Input -

Back

133

Output -

134

Back

Input -

Back

135

Output -

136

Back

Input -

Back

137

Output -

138

Back

Input -

Back

139

Output -

140

Back