5 Today’s Objectives At lesson’s end, you should be able to: Understand the course description.Confirm that everyone has an iPad, the ebook, and the required iPad apps.Demonstrate understanding of basic lab safety.List the course units and explain the use of learning objectives.Explain how your progress in learning will be assessed.
6 Today’s Objectives At lesson’s end, you should be able to: Explain the importance of homework.Describe the purpose, use and grading of the Chapter Notes Study Guide and the Cornell Notes System.Comply with class rules governing the use of the iPad.Describe general rules of academics and behavior.Describe a little bit of your teacher’s background.
8 Biology II CP 1 Course Description This course provides students with a foundation in the study of biology. Topics will include cell structure, photosynthesis, respiration, protein synthesis, cell division, genetics, reproduction, adaptation, evolution, ecology, and some organismal biology.
9 Biology II CP 1 Course Description Typically taken in the second year of the Coyle and Cassidy science sequence, the intent is to develop the learning skills of the Biology I Human Biology course from the previous year.
10 Biology II CP 1 Course Description In Biology II, classroom and hands-on laboratory activities are used in order to foster higher-level learning.Students will continue to develop critical thinking and problem solving skills, effective communication, and interpersonal skills for future success in higher education and the workplace.
11 CommunicationMy work telephone number is , ext Please leave a message and I will call back.My school address is Parents and students may use this address to contact me.
13 GoalsSet a high goalEveryone here is a potential student in AP Biology – or any AP course!Great course for helping you decide if a career in the life sciences is for youAP courses taken in high school can be used for college credit
14 GoalsSet a high goal85% of selective colleges report that AP scores favorably impact admission decisionsStudies confirm that students who had taken even a single AP course are far more likely to finish college in four years.Savings lots of time and money!
16 What do you think your grade will be for Term I? Think about it; right it down if you wish.
17 What do I want your grade to be for Term I? Everyone can earn an “A.”AbsolutelyTell students my personal and professional belief: All students can get an A. It can be done, but the question is, will it be done? Will a student apply his/herself, work hard enough, to get the job done?
18 Why not an excellent grade? I need to knowBreak into small groupsHonestly discuss among yourselves for five minutes:What are barriers to getting an excellent grade?What are ways to go over or get around these barriers?Then we’ll hear from the groups
19 Endurance and Excellence "A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty."- Sir Winston Churchill ( )“It’s not that I’m so smart, it’s just that I stay with problems longer.”- Albert Einstein ( )
29 Laboratory Safety Purpose To demonstrate your knowledge of safe laboratory practicesKeep you out of trouble
30 Learning ObjectivesDescribe appropriate and responsible behavior in the laboratoryRecite all standard rules of laboratory safetyDescribe how and when to wear appropriate protective coveringsDemonstrate how to maintain a clean lab area
31 Learning Objectives Demonstrate how to dispose of materials properly Locate lab safety equipment and explain proper useIdentify when and what safety issues to report to instructor
32 Laboratory SafetyAccording to a July 26, 2002, article in a Milwaukee newspaper, the Associated Press reported there were 150 students in the United States seriously injured in school laboratory accidents in the past four years.To borrow an old military expression, accidents will not happen on my watch.
33 Laboratory SafetyAnyone disregarding the rules of safety, thereby putting themselves and others in jeopardy, will be appropriately disciplined.
34 Laboratory Safety Review the following Fire drill procedure Location and demonstration (as appropriate) ofEyewash stationFire extinguisherFirst aid kitSafety gogglesEmergency telephone numbersSafety shower
35 Laboratory SafetyFire drills are imminent, so we must now review laboratory safety rules
36 Fire DrillsFire Drill Procedure RM 212 Exit front door to stairway, staying to the left side, out Bradford St. exit and proceed up Hamilton St. toward Hopewell Park
37 The Basics Work together in groups of two or three Each responsible for your own lab stationArea is to be cleaned and all equipment returned at the end of each lab period
38 Safety GogglesMust be worn at all times. Neglecting this will result in a deduction of points
39 No HorseplayThe lab needs to be run in a safe and responsible manner.
55 CleanupEveryone is expected to help clean up the lab after experiments – everyoneYou will be shown how to properly clean up the lab at the appropriate time
56 Laboratory Safety Contract Distribute Lab Safety ContractTo be signed (student and parent) and returned by next classFailure to do so will result in academic penaltiesZero grade for lab safety quizNonparticipation in labs (with zero grade) until the contract is returnedLab Safety contract is posted in the classroom and on Moodle
57 Laboratory Safety Contract Come to lab prepared. Read all provided materials before coming to the lab session.Know the location and use of all safety equipment. Be aware of proper fire drill procedures. If there happens to be a fire drill during a lab period, extinguish all flames, close any open containers, and turn off the hood and any electrical equipment in use.
58 Laboratory Safety Contract No horseplay will be tolerated and will result in a deduction in the lab grade. Behavior appropriate for work in a laboratory setting is required and expected.Long hair should be tied back. Long sleeves should be rolled up. Any loose or dangling jewelry should be removed.
59 Laboratory Safety Contract Safety glasses are to be worn any time chemicals, heat or glassware are used. When forewarned by the instructor, contact lenses should not be worn as chemicals may infuse under the lens and cause serious eye damage. A lab apron, gloves and/or fume hood may be required for some experiments or procedures.
60 Laboratory Safety Contract Perform only those lab activities assigned. Follow all instructions carefully.NEVER taste chemicals. NEVER touch chemicals with your hands.NEVER leave an experiment unattended. At least one person in each group must monitor the experiment at all times.
61 Laboratory Safety Contract Bring only lab manuals and notebooks to your workstation. Leave all other items at your desk.Follow all prescribed procedures for handling all lab apparatus and as demonstrated by the instructor.Dispose of all chemical waste properly as instructed.
62 Laboratory Safety Contract Report all broken glassware and equipment. Do not dispose on your own.Report any accidents or injury immediately no matter how minor it may seem.Keep work area neat. Always clean and dry apparatus and bench top at completion of each lab session.
63 Laboratory Safety Contract EXERCISE EXTREME CAUTION when using a Bunsen burner or electric heater. Keep your head and clothing away from the flame or heater surface at all times. Light only with a flint sparker as provided. Shut off when not needed.Wash hands with soap and water at the conclusion of every lab period.
66 Laboratory Safety Quiz Lab Safety Quiz at opening of next classReview these notesComplete Lab Safety Contract
67 SummationHave we accomplished the learning objectives for this topic?
68 SummationDescribe appropriate and responsible behavior in the laboratoryRecite all standard rules of laboratory safetyDescribe how and when to wear appropriate protective coveringsDemonstrate how to maintain a clean lab area
69 Summation Demonstrate how to dispose of materials properly Locate lab safety equipment and explain proper useIdentify when and what safety issues to report to instructor
70 Assessment Classwork Did not blow up lab Did not harm fellow student or teacherQuiz (Lab Safety)
72 Course Content and Learning Objectives Refer to the Syllabus for a complete list of the units and their chapters.Learning objectives tell you what you should be able to do.Examples from Chapter 1Distinguish between the colloquial and scientific meanings of the terms theory and lawExplain the terms falsifiable and reproducibility
73 Course Content and Learning Objectives As each lesson starts, you will be reminded of the chapter’s learning objectives.You can use these to check if you are prepared for the chapter test.Try turning each of them into an essay question. Then write out an answer and then check it against the textbook. You’ll find this is a great way to prepare.
74 Term Rubric Chapter tests worth 100 points. Chapter Notes worth 25 points.Cornell Notes worth 25 points.Research Papers or PowerPoint projects, if assigned, worth 100 or more points.Lab Reports worth points.Quizzes worth 25 – 50 points.Special assignments worth 20 – 30 points.Homework worth 10 points each assignment.
75 Chapter Notes Study Guide A form of guided notes.This style of note-taking requires youlocate relevant information in a text by completing fill-in-the-blanks and short answer questionsand create outlines or summaries of the reading.Guided notes help you with knowledge recall and basic comprehension of the chapter.
76 Chapter Notes Study Guide Chapter Notes are custom designed for each chapter.Use them during class and at home.Keep them up to date.
77 Chapter Notes Study Guide Due for grading – 25 points each – on the day of each chapter test.Download from FirstClass.Complete by hand or through Adobe Reader.Hand in by printed, hard copy.Missing this deadline results in a 50% penalty.
78 Cornell NotesYou are required to take notes during lecture – they will be graded.Note-taking is a critical skill that must be developed if you are to be a successful student, here and in college.Studies indicate that writing notes is essential in storing knowledge and increasing comprehension. It is also a complex task that few of us are ever trained to do.
79 Cornell NotesNotes taken in this class must follow the Cornell Notes format.Well-known way of taking notes which is, according to a 2008 study, most effective when the students must be able to synthesize, evaluate and apply knowledge.Proceedings of the 4th Annual GRASP Symposium, Wichita State University, 2008, A Comparison of Two Note Taking Methods in a Secondary English Classroom, Keil Jacobs, Department of Curriculum and Instruction, College of Education
81 Cornell NotesWithin the first week of school, we will review the best techniques and tips for note-taking and the unique features of the Cornell Note taking system.This brings us to the question of what is more effective: taking notes by hand or on a digital tablet, such as the iPad?
82 Cornell Notes The answer is…it depends. There are advantages and disadvantages to both methods and, as far as my personal research I could not find a definitive, unbiased study.What can be found is a long list of opinion articles and blogs, but little independent scholarly, scientific research.
83 Cornell NotesTherefore, the note-taking policy in this class is simple:Students may use their iPads to take lecture notes, but the notes, whether they are done by hand or on an iPad,must be in the Cornell format or they will not be accepted nor credit awarded.
84 Cornell NotesGraded according to a detailed rubric available to you on FirstClass.Worth 25 points and must be handed in at the time of each chapter test.Missing this deadline results in a 50% penalty.Hand in as printed, hard copy.
85 Cornell NotesCornell Notes Template, essentially a blank notes page, has been uploaded to FirstClass under the file folder Study Skills.To help student using iPads to keep to the Cornell Notes format, I’ve created a pdf version of the Cornell template.Can be downloaded and notes directly entered using Adobe Reader. How to access and use this template will be explained later on.
86 Cornell Notes Tips for Taking Notes from Lecture Slides: Lecture slides include:summary of content and topics from the ebookadditional material based on research intended to augment and clarify ebook content
87 Cornell Notes Tips for Taking Notes from Lecture Slides: Lecture slides include:whenever possible, graphs showing data supporting an argumentInclude those graphs!
88 Cornell Notes Lecture slides have a consistent format. Understanding slide format will help you learn the material.
89 Subheading Title Matches ebook Important content typically appears in bullets.Anything on the slide caught my attention; it should catch yours!Pictures often pasted to slide.Slides often hyperlink to animations and helpful websites.Symbol advising you to take notesSymbol advising slide is For Your Information
90 Cornell NotesAnything that appears on a slide – unless labelled FYI – is fair game for a test.As you take notes, always ask yourself what kind of test question could be made.
91 iPad RulesNow that we’ve looked at iPad use for Cornell Notes, we need to talk about the use of the iPad in this classroom. iPads are a tool of education; not entertainment. Whatever specific rules follow, you must always be ready to learn. Focused. No distractions.
92 iPad Rules Here are the general rules for using an iPad: Turned off when entering classroom; turned on only when announced.No surfing or checking of any social media site; stay on assigned website or note-taking app. Do not attempt to multitask.No playing of games or viewing of entertainment programs will be allowed at any time.
93 iPad Rules Here are the general rules for using an iPad: Keep the iPads flat on desk or in a 45 degree holder.No audio, image or video recording.iPads will remain closed during the entire period of an exam.iPads will be closed during prayer.
94 Homework Seven important things about homework: Write down the assignment in your agenda or school manual or print out the list from Moodle.Use the textbook. You’ll find all the answers by reading the chapter.Memorize the vocabulary found in your homework.
95 Homework Read the directions. Get a dictionary. Do not spell words by how they sound.Do not doodle, color or scribble in the margins. Sloppy papers indicate sloppy effort.Stay organized! Keep your Chapter Notes in order.
96 Homework Deadlines Homework deadlines are absolute. Unless otherwise directed, homework assignments are due by the next class following assignment.No credit will be given for late homework unlessAccompanied by a written explanation signed by parent or guardian.Reasons, not excuses
97 Homework Deadlines Homework assignments will be posted on FirstClass. Whenever possible, the worksheet MS Word file or .pdf file will be uploadedStudents who are legitimately absent on the day homework is assigned are expected to complete the homework by the next class.
98 Due Diligence on Assignments Do not make technology an excuse for not meeting deadlines.If a file would not upload to Moodle, bring in a printout, or a digital copy on a disc or a memory stick.the assignment to me atIf you feel you have a legitimate reason for missing a deadline, bring in a note from home.
99 Do your own homeworkUnless stated otherwise, treat all homework as an individual assignment, not a group effort.You will do your own homework. You will not allow others to copy your work.In the past, I have found students who copied the homework assignment of others. All were given zero credit for the assignment.
100 Do your own homeworkAvoid host/parasite relationships!
104 Academic IntegrityPlagiarism – “the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work” (Webster, 2002).Plagiarism is a fancy word for stealing. As you know, plagiarism and cheating are treated very seriously at Coyle & Cassidy.
105 Academic IntegrityPlagiarism: Do not copy material from a textbook or a classmate and call it your own!Allow me to go to the Parent’s Toolbox to help you understand plagiarism.These rules apply to any and all assignments, no matter how small.
106 OrganizationThere is a strong correlation between disorganization and poor academic performance.Don’t let me see your papers stuffed into your biology textbook – get a binder and get organized!
107 Standards of WorkUnacceptable Written Words or Expressions: Do not use slang expressions or text messaging symbols in place of proper English words. For example, do not use “U” for you, “4” for four, and so on. Every instance will result in a point off.Complete Sentences: Every written answer requires a complete and grammatically correct sentence.
108 Standards of WorkNeatness Counts: Do not scribble or draw pictures in the margins of your tests, quizzes or homework assignments. If you do this, I may ask you to do the assignment over.
109 Make-ups and RetakesYou have five school days to make up a test or quiz missed due to absence.If you are absent the class before a test or quiz, you will still take the test or quiz.There are no retakes of tests.
110 Participation In my experience, Students who ask questions and add to discussionsGet better grades!What is good participation?
111 ParticipationDownload and review the course syllabus found on FirstClass conference.Locate participation rubric developed by John Craven and Tracy Hogan, as published in the September 2001 issue of Science Scope.Read it!
112 Extra HelpI will stay late to help anyone with a question or problem with an assignment.Every weekday after school.Even the day I have outside duty.Always best to make an appointment, but walk-ins OK.Please come with a specific question in mind.
113 Extra CreditNone.Sadly, extra credit only raises unrealistic expectations that somehow a project will make up for low test scores.
114 Coverage/Substitutes From time to time, a substitute will be here in my place. You will treat the substitute with the utmost respect. Penalties for poor behavior will be logical, creative and substantial.
115 FirstClassYou have been enrolled in a FirstClass conference for your class.Test it to see it works.Resources and Assignments will be posted to FirstClass.You can me through the conference.
116 Ground RulesKeep it CleanNo candy or snacks or drinks!
117 Ground RulesBe PromptUpon entering, take out the homework that is due.Be in your assigned seat when the bell rings or when class is scheduled to start.Late arriving students will need a pass. No pass, then you may have detention.Stay in your seat until you have permission to get up.
118 Ground Rules Always Ready – Semper paratus! Bring to class your homework, textbook, Chapter Notes, and a pencil or pen. If you are unprepared, you may receive a detention.Bring two pencils, not just one. If your stack of papers needs to be stapled, do that at home before you get to class.
119 Ground Rules Always Organized Do not let me see your homework and other papers stuffed inside your textbook. There is a strong correlation between sloppy habits and poor grades.
120 Ground Rules Be Polite Treat everyone as you would want to be treated. When Mr. Schoorens or any adult or fellow student speaks, you listen.Raise you hand when you have something to say and wait for permission to speak.
121 Ground RulesBe PoliteDisruptive behavior - distracting fellow students, making noises or asking irrelevant questions, sleeping, or even appearing to sleep – may earn detention. And your parents will be called.
122 Ground RulesBe Safe!Especially during a lab exercise, your safety depends on listening to Mr. Schoorens.Be ProductiveSpeak up. Ask questions about the lesson. Never miss the chance to learn!Be HonestIf you do not understand the lesson, say so! We’ll go over it again.
123 Download and Print at Home Do not print out assignments or resources downloaded from FirstClass on the school’s laser printers.
124 First Assignment Test FirstClass conference for your class. Read Chapter 1.Download and print Chapter Notes for Chapter 1 from FirstClass.
125 Overview of the Units Miller’s Units and Course Units Same material, just reorganized to match course objectives.Let’s examine the Course Units so you’ll have an idea where we are headed.
126 Unit 1 – The Chemistry of Life Term I/IIChapter 1 The Science of BiologyChapter 2 The Nature of Matter
127 Unit 2 – Anatomy of the Cell Chapter 7 Cell Structure and FunctionChapter 8 PhotosynthesisChapter 9 Cellular Respiration
128 Unit 3 – DNA, RNA and Genetics Term III/IVChapter 10 Cell Growth and DivisionChapter 11 Introduction to GeneticsChapter 12 DNA and RNA
129 Unit 3 – DNA, RNA and Genetics Term III/IVChapter 10 Cell Growth and DivisionChapter 11 Introduction to GeneticsChapter 12 DNA and RNA
130 Unit 4 – Evolution Chapter 15 Darwin’s Theory of Evolution Chapter 16 Evolution of PopulationsChapter 17 The History of LifeChapter 18 Classification
131 Unit 5 – Ecology Chapter 3 The Biosphere Chapter 4 Ecosystems and CommunitiesChapter 5 PopulationsChapter 6 Human Impact on the Biosphere
132 Midyear and Final Assessments Comprehensive and cumulative examination of Terms I and II; late JanuaryComprehensive and cumulative examination of Terms III and IV; mid June
144 My QualificationsB.S. Biology, University of Massachusetts at DartmouthM.A. Education and Human Development, The George Washington UniversityM.S. Business Administration, Boston University, Brussels, BelgiumInitial License from the Massachusetts Department of Education, Biology
145 Now let’s review how to study for biology tests Why show you all this?Now let’s review how to study for biology testsWhy show you all this?NO SECRETS! It is important, I believe, for students to know the rules and expectations of the class, but it is equally important to know something of the teacher’s background and experience.And how were these trips through Europe and Egypt achieved? EDUCATION!
146 Cornell Note-Taking System Training, Study Tactics for Biology and Test Taking Tips
147 OverviewHow many of you are experts at taking notes from a teacher presentation?How many of you plan how to study?How many of you know the best way to read a test question?The trick is to take notes effectively!The trick is to study effectively!The trick is to answer questions effectively!
149 Cornell Note-taking System Direct students to FirstClass file in conference for Cornell Notes TemplateDistribute handout, How to Take Good NotesMaster copy of both uploaded to FirstClass, Resources and Assignments, Cornell Notes folder
150 Cornell Note-taking System Cornell Notes are used during lecture; students use the template to take notesHow can you use Cornell Notes for maximum effectiveness?
151 Cornell Note-taking System Write your name and date at the top.Also enter a page number at the upper right corner to keep multiclass presentations in the correct order.
152 Cornell Note-taking System On the line labeled “Subject,” write the chapter and section number.
153 Cornell Note-taking System The left-hand column is called the “cue” column.Write into this column key words or phrases, such as vocabulary terms or topic names.This will help you review your notes later on.
154 Cornell Note-taking System The “Notes” section, the largest, is where you write notes from the lecture.Also use this space to copy down important diagrams, flowcharts, or concept maps.
155 Cornell Note-taking System “Summary/Reflection” block at the bottom may be the most important part.Summarize key ideas from the lecture.Don’t just write a list of lecture’s topics.Don’t begin with phrases like “today we learned..”
156 Cornell Note-taking System From the handout, How to Take Good Notes, review:Scoring rubricEmphasize standards 5 – 10.Why taking notes is essentialBefore the lecture starts: Getting PreparedTriggers and Inhibitors
157 Cornell Note-taking System From the handout, How to Take Good Notes, review:General Techniques and Tips for Taking NotesSometimes it is not the Student
158 Cornell Note-taking System How to write Cornell Notes during lecture:Beginning in the “Notes” section:Use graphic signals - brackets, stars, arrows, equal signs, etc.Take notes in different colors - highlights important material for later review.
159 Cornell Note-taking System How to write Cornell Notes during lecture:NeatnessThoroughness of every topic
160 Cornell Note-taking System In class, at conclusion of lecture topic, students…Compare notes with a partner for one minuteWrite reflection in bottom spacePossible open-notes spot quiz at teacher’s discretion
161 Cornell Note-taking System Reviewing your Cornell Notes…starts putting that information into long-term memory,and you discover what you know and understand, and what you do not know and do not understand.
162 Rereading Cornell Notes How shall you review your Cornell Notes?What follows is based on an article by Trent Lorcher.
163 Rereading Cornell Notes Step 1: Review and reread within 24 hours
164 Rereading Cornell Notes Step 2: Edit NotesGo back and look over the notes for things that you do not understand.Request clarification of confusing concepts.Compare notes with the textbook passagesCorrect misspelled or illegible words and grammar to help you own the notes.
165 Rereading Cornell Notes Step 3: Fill in additional cue words in the left-hand columnCornell Notes force students to do this automatically.Traditional note-takers should write key concepts and key words in the left hand margin for quick reviewing.
166 Cornell Note-taking System Remember….Cornell Notes will be graded – 25 points!Due at the moment of every chapter test!If turned in late, you lose 50% points
168 Study TacticsThe last page of every set of Chapter Notes has a checklist of study tacticsRead them.Do as many as you can.Check them off as they are accomplished.Have your parents sign the list and turn it in with your Chapter Notes.
169 Study TacticsYou may benefit from following these common sense steps in preparing for biology tests. Check those steps which you accomplished while studying.Read the chapters before the lectures start – reinforcement is better than introductionRead the sections after the lectures – reinforce once more; look for weaknessesRead all the illustrations and captions – sometimes test questions can come from these
170 Study TacticsRead the book carefully and in-depth at least twice – without distractionsComplete the Chapter Notes, using the ebook, during or immediately after lectures – be detailed; be thoroughStudy what you do not know – what you did not get right the first time
171 Study TacticsDo not wait to start preparing until the evening before the testComplete the section assessment questions – be honest with yourself
172 Study TacticsComplete the chapter assessment questions – do this the evening beforeCheck memorization of vocabulary – use the list of vocabulary found in the chapter notes; ask a friend to quiz you
173 Study Tactics Write answers to the learning objectives Learning objectives tell you the major things you need to know or be able to do.
174 Study Tactics Distribute article, Writing Your Test Stress Away Used by Military Academy at West Point (they also use Cornell Notes)You need to do this before every test.
175 Study TacticsDistribute article, New Studies Show Pitfalls Of Doing Too Much at OnceAddresses the fallacy of multitasking
177 Tips for Multiple Choice Read the question carefully – underline words like NOT or EXCEPT.Read each and every answer choice carefully – try starting at choice (E) and working backwards.Trust your instinct. Statistically proven your first choice is most likely right.Process of elimination.Never leave blank; Guess if you have to!
178 Tips for Essay Questions Limit your answers to exactly what the questions asks – saves time and earns a higher score.Read question and jot down list of vocabulary and phrases you remember about the topic. – jogs memory.Read question again carefully and know exactly what it is asking you to do.Create quick outline to plan (thesis) your answer.
179 Tips for Essay Questions Include an introductory statement that tells reader your thesis, but try not to simply restate the question.Follow with paragraphs that support your argument – back up assertions with specific factsConclude with a statement that summarizes your argument – time permitting!Only including graphs or diagrams that support your argument.
180 Tips for Essay Questions Avoid including information which you are not sure is correct.Proofread, time permitting – crossing out stuff is OK.Do not use IM speak!Do not begin an answer with, “Well,”
181 Meaning of Action Verbs Found in Test Questions Analyze – show relationships between eventsCompare – show similarities between two or more thingsContrast – show differences between two or more thingsDescribe – give a detail accountDesign – create an experiment and convey its ideasExplain – clarify; tell the meaning
182 The Language of Science Science, like any profession, has its own vocabulary, its own language.
183 Word Roots of Scientific Vocabulary These may help understand the vocabularyInstructor’s Guide for Campbell/Reece Biology, Seventh Edition
184 Word Roots of Scientific Vocabulary On FirstClass Resources and Assignments, under file Study Skills, you will find a file Word Roots of Scientific Vocabulary.Sometimes knowing the meaning of parts of a scientific term, you can figure out the meaning of the entire word.
185 Word Roots of Scientific Vocabulary Download the file and study it.
186 Word Roots of Scientific Vocabulary Distribute Worksheet, the Language of Science.Graded assignment. Due next class.
187 Summation We’ve reviewed the course for its content and the grading. You know what I expect and a little bit about myself.Now…any questions?