Entering the Classroom Sit at your new seat (if you have a problem with that seat, talk to Mr. Switzer outside of class) Wait quietly at your seat, until you receive your metric measurement lab. (Note: If you didn’t get a metric measurement lab, pick up a blank copy at the front of the classroom.)

Objectives C: Convert between metric units using dimensional analysis or moving the decimal point. L: Write the conclusion for the lab report. Standard: I.I.III.2. Use mathematical expressions to represent data and observations collected in scientific investigations.

Metric Conversions Note: This is on p. 1 of your lab handout.

Lab Checklist 1.All parts of the lab are complete (all shaded areas) 2.Hypothesis has something written in the “because” area. 3.All drawings of scientific instruments are complete 4.Graphs on p. 5 are complete with Titles, labels, and are done in color. 5.Conclusion (p.6) restates your hypothesis and includes new questions you have.

Entering the Classroom Pick up an Exit Ticket paper at the door. Get out your Measurement packet Sit in your assigned seat. Get out your binder and a sharp pencil. Open to p. 9 Note: If you lost or forgot your packet, please take out a blank piece of paper for taking notes.

Flashback 1.If the temperature was 65° Fahrenheit, which would most likely happen? – Humans would be at a comfortable room temperature – This room would be too hot for humans 2.How many inches are in one yard? 3.(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters)

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

Metric vs. Standard System Why should the U.S. change to the metric system? Or not?

Objectives C: Use Conversions in the English Standard system L: Write complete sentences on your exit ticket. Standards: I.I.I.2. Use models to explain the relationships between variables being investigated. I.I.III.2. Use mathematical expressions to represent data and observations collected in scientific investigations.

Gallon Jug

3 ounces

Exit Ticket 4. Which English Standard Unit would you use to measure the volume of a pool? - Gallons, Cups, Tons, or Ounces 5. About how much do you think a watermelon weighs? -8 gallons, 8 pounds, 8 ounces, or 8 liters

Exit Ticket: (Use dimensional Analysis) 6. Your backpack weighs 48 ounces. How many pounds does it weight? (16 ounces = 1 pound) 7. How many pints are in 1 gallon of milk (1 quart = 2 pints; 1 gallon = 4 quarts)

Exit Ticket--BONUS 1. A centipede lives in the forest ecosystem, under decaying materials. Centipedes hunt for small insects at night. Which is the most likely role of the centipede in the temperate forest ecosystem? – Decomposer – Herbivore – Predator – Producer

Exit Ticket--BONUS 2. Which process results in offspring that are most genetically different from their parents? – Division of Bacteria Cells – Mitosis in human skin cells – Budding in hydra cells – Fertilization of sex cells

Entering the Classroom Pick up an Measurement Study Guide. Pick up a NMSBA Review Sit in your assigned seat. Get out your binder, a sharp pencil, and a blank piece of paper. Note: If you don’t have a blank piece of paper, please borrow from someone around you or borrow from Mr. Switzer.

Objectives: C: Review for NMSBA C: Graph CBM and Test Scores in Data Folder C: Review For Measurement Test (next Tuesday) L: Write short answer responses for NMSBA

NMSBA Review Flashback Please use this time to answer 4 questions to the best of you ability (No “expansion” necessary for today) Write on your own piece of paper (if you don’t have paper, please get a piece from the front of the classroom) (Hint: bias is unfair influence) When your finish, please raise your hand to help pass out CBMs and Data Folders.

1. Describe one difference and one similarity between animal cells and plant cells Animal and plant cells are both similar and different. Both cell types have a cell membrane, nucleus, mitochondria, and endoplasmic reticulum. However, plant cells have a cell wall, chloroplast, and large vacuole. Animal cells do not have these things. These are the similarities and differences of plant and animal cells.

2. Identify two factors that allow organisms to live on Earth. Organisms can live on Earth for two reasons. The Earth has an atmosphere that allows humans to breath. The atmosphere contains oxygen. Also, the Earth has lots of liquid water. Living things all need water. These are the two things that allow organisms to live on earth.

3a. Identify a source of bias in this investigation and explain why it is bias. This investigation is biased. A source of bias is the researchers asking their own dentists to be part of the study. It is bias because the dentists know the researchers and might be favorable in their response to the questionnaire. This is one source of bias.

3b. Describe two ways to improve the investigation that will eliminate sources of bias. This investigation could be improved in several ways. First, researchers could ask a random sample of dentists to test the toothpaste. Second, the researchers could not pay the dentists or clients. These are two ways to improve the investigation.

4. Select two organisms from the food chain and describe their niche in the ecosystem. The mouse has a niche in the ecosystem. The mouse’s role is a consumer or pine cones. It also plays a role as prey for the hawk. The mouse lives on the forest floor and hides in the grass. This is the mouse’s niche. The mushroom has a niche in the ecosystem. The mushroom is a decomposer. It grows on dead things. Mushrooms are at the end of the food chain. This is the niche of a mushroom.

WCB Test (Webs, Cycles, Biomes) -Add Your test corrections to your original score -Graph your percentage

Rest of Class Work on your Measurement Study Guide This is due on Tuesday (B.O.C)