Into My Classroom

Fourth Year Biology Teacher Sharing My Musings With The World

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Physical Science Study Guide Answers

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Answers to Physical Science Study Guide

  1. The nucleus has a positive charge
  2. Atoms are made of even smaller particles
  3. Proton, neutron, electron
  4. The masses and distribution of the elements isotopes
  5. 14
  6. 35 protons, 46 neutrons, and 35 electrons
  7. Two
  8. Metal cations and shared electrons that surround them
  9. One-twelfth (1/12)
  10. Increasing atomic mass, with similar elements grouped in columns
  11. Elements that filled blank spaces in the table
  12. Answers will vary:
    1. Halogens – F, Cl, Br, I, At
    2. Noble gases – He, Ne, Ar, Kr, Xe, Rn
    3. Alkali metals – Li, Na, K, Rb, Cs, Fr
    4. Carbon family – C, Si, Ge, Sn, Pb
    5. Ionic compound
    6. Become less metallic
    7. +1
    8. The reactivity of barium is greater because reactivity of group 2A metals increases from top to bottom of the column
    9. Ionic because there is electron transfer
    10. Metalloid
    11. Types and amounts of elements in the alloy
    12. Bronze is harder than copper
    13. Less
    14. Ca2+ and Br
    15. Covalent
    16. Given
    17. 2
    18. They become more stable
    19. Electrons are not shared equally between atoms
    20. Aluminum sulfide
    21. Iron(III) hydroxide
    22. Iron and carbon



Written by Ashley Erin

May 15, 2013 at 1:29 pm

Posted in Uncategorized

biology study guide answers

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Biology study guide answer sheet

  1. Mitosis
    1. Prophase – spindle fibers appear, chromosomes condense, nuclear envelope disappears
    2. Metaphase – chromosomes line up in middle of cell
    3. Anaphase – chromosomes separate
    4. Telophase – chromosomes unravel, nuclear envelope appears
    5. See in class
    6. Before – interphase (cell growing and DNA is copied); After – cytokinesis (final division of cell.  Forms a cleavage furrow in animal cells and a cell plate in plant cells)
    7. Helps to move the chromosomes during mitosis
    8. Mitosis is cell growth and replication.  Chromosome number is same as the parent (haploid to haploid).  Meiosis is responsible for genetic variation and the chromosome number is split in half (diploid to haploid).
    9. Crossing over of chromosomes in Prophase I
    10. Split in half
    11. Gametes/sex cells: egg and sperm
    12. Nucleotides; sugar, base, nitrogen base
    13. Adenine pairs with thymine, cytosine pairs with guanine
    14. To copy genetic information; interphase
    15. DNA to RNA to Protein
    16. All living things are made of cells, new cells come from existing cells, the cell is the basic unit of life
    17. Prokaryotic and eukaryotic; eukaryotic cells have a nucleus and membrane bound organelles, while prokaryotes do not
    18. Diffusion
    19. Active transport moves substances against the concentration gradient
    20. ATP (adenosine triphosphate); energy is released when the bond is broken between the 2nd and 3rd phosphate
    21. Observe, question, make a testable explanation, experiment, collect and analyze data, state findings
    22. Independent variable is the variable that is manipulated by the scientist.  Dependent variable changes according to the independent variable.  A control is what is used to compare results, like baseline data.
    23. Different alleles; same alleles
    24. 50
    25. 50
    26. Pure breed
    27. Living things
    28. 0
    29. It will swell
    30. 75 rose comb and 25 single comb
    31. Response to the environment; rabbit running in the rain
    32. Tt
    33. A control

Written by Ashley Erin

May 15, 2013 at 9:29 am

Posted in Uncategorized

Book Review: Never Work Harder Than Your Students & Other Principles of Great Teaching (Part I)

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Never Work Harder Than Your Students & Other Principles of Great Teaching by Robin R. Jackson is the book that has been assigned to our faculty to read.  Normally, I would look at the books with disdain as there really does not seem to be enough hours in the day, but the title of this one has me hooked.

Last year, I felt as if I worked harder than ever before and my students performed at the lowest levels I’ve seen since my teaching career.  I feel like this book may possess the secret to solve all my problems!

One thing I like about this book is that it is interactive.  By that I mean that there was a quiz in the introduction to determine what type of teacher you are and the chapters have sections titled “Try This” where you stop and reflect on what you just read.

Chapter One – Start Where Your Students Are

This chapter is focused on getting to know your students.  Not only in the sense of favorites or family life, but getting to know what their values are and what particular traits they have.  Jackson writes about teaching your students how to take a trait that may be negative and teach them how to use it in a good way.  I’ve seen this first hand, as students that may be very disruptive do a complete 180 once they have a specific role in the class.

Another takeaway from this chapter is the “Activity Bag”.  Students bring in 5 items that represent themselves and place it in a bag.  Throughout the month, randomly select a bag, go through its contents and see if the students can guess who it is.  Then the student comes up and explains why they chose the 5 items.  I feel this is a good way to help instill community in the classroom.

Chapter Two – Know Where Your Students Are Going

This chapter emphasizes focusing on the standards, similar to unwrapping the standards as mentioned in the book by Larry Ainsworth.  Last year I was very overwhelmed by unpacking the first nine weeks and never finished the year.  Reading this chapter has encouraged me to unpack one unit at a time.  That way, the task won’t seem as daunting. One interesting mention in this chapter is to lower your standards for students.  This struck me as odd initially because we want our students to reach for high expectations.  By setting the performance standards lower, students actually have a chance to reach above and beyond what is expected.  Of course, in order for students to excel beyond the given standard, they must KNOW what the standard is.

Chapter Three – Expect to Get Your Students There

This chapter has very little to do with teacher expectations of students and instead focuses on teacher expectations of ourselves.  Do we really believe that we can teach students and move them to proficiency despite their shortcomings.  Are we honest enough to realize the difficulties and weaknesses of our students.  This chapter reminded me of how I felt when my AP Environmental Science Students did not do so well on their test.  I actually wrote about it here.  I mentioned that I felt they should have excelled and that their background should not have influenced their performance based on how they did in my class.  An excerpt from the chapter that really spoke out to me…

Many teachers suffer from the same misplaced optimism.  The same false hope that comes from believing that they and their students will be successful without also confronting the brutal facts of their current reality.  We cannot hold onto high expectations for students without also considering the reality of who they are and what they are able to do.

Another important part of this chapter is the mention of not accepting failure in the classroom.  This reminded me of the NMS (not meeting standards) grading policy of our district.  There were many teachers in an uproar regarding the policy, but I favored slightly because it prompted discussion among teachers, students, and parents.  Parents and students were now concerned and asking about grades where before they would receive an F and accept it as if it was the normal grade to receive.

Written by Ashley Erin

August 15, 2011 at 5:00 am

Clearing Desktop Clutter

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As the new school year approaches, I want to start fresh…have a clean slate….um….not add to my current state of chaos…

My personal laptop. My computer at work is much, much worse. 😦

Tired of all the clutter, I spent an afternoon cleaning up my space.

Since this is my personal laptop, I designated a folder called “Work” on my desktop for easy access.

There are several categories in this folder:

  • AP Biology
  • AP Environmental Science
  • Biology
  • Curriculum and Standards
  • Grad School – Union
  • Grants/PD
  • MEA
  • MET Project
  • Reference
In the folders for each class, the categories are:
  • Assessments
  • Assignments
  • Lesson Plans
  • Media
  • Reports
  • Resources
Now my desktop is a lot cleaner with my files much easier to find.
This project is far from finished though.
My 8GB Flash Drive is filling up fast with 1.2 GB remaining and I would like to clean it up.  It is also very messy and unorganized.
Then there is my work computer, that I’m sure will take more than one afternoon to fill up.
I am also experimenting with backing up my data online, using a PB Wiki.  With the educator account from PB Wiki, I am able to upload some of my files for easy access.
What are some methods you use to keep your computer files organized?

Written by Ashley Erin

August 4, 2011 at 5:00 am

Posted in Uncategorized

Welcome to the wonderful world of teaching!

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So you have just received your teaching contract or have been offered a position…great…except for maybe you have not set foot in a classroom for many, many years.  Maybe you went to school for another discipline or you had a different career for 20 years before coming to the classroom.  Whatever the case may be, I’m sure there are many emotions running through you – whether it is fear, anxiety, or excitement.

As a new teacher, it can be very tempting to read every book, scour the web for strategies and advice (maybe that’s how you got here!), or ask veteran teachers for advice.  There is nothing wrong about doing these things and you should be commended for your enthusiasm, but before you do anything else I need you to STOP!

Take a minute to envision how YOU want to run your classroom.  How do you see your daily lessons?  What specific procedures do you want to take place in your class?  How do you want your papers headed?

Some may view those questions as a given, but the truth is that there are many teachers that fail to establish classroom routine and procedures.  This is your LIFELINE!!!  Your class will sink or swim based on what you procedures you choose to set up or not set up.

Once you have a clear picture of how you want your class to run, try it out during the school year.  I’m sure that you will discover that some methods are effective while others are not.  This time is an excellent learning opportunity and as the year progresses, you can modify your procedures as you see fit.  The key is that the procedures exist to begin with.

Again, reaching out to outside sources may not be a bad thing.  It’s just very easy to get overwhelmed by information.  Also, the person advising you may like to lead the classroom while you may like for the students to lead with guidance from you.  By setting the stage and determining your classroom routines and procedures, everything else will fall in line.

Written by Ashley Erin

July 18, 2011 at 5:00 am

Posted in Uncategorized

Activity 6 – Embedding Media: The “Nerves” of the Blog

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As mentioned in my previous post, I was becoming increasingly irritated at the fact that I cannot embed videos into wordpress.  I received confirmation after reading Sue’s post for beginners on embedding media.  This is quite disappointing, but I find comfort in knowing that I can still embed YouTube videos.  Here is one from on YouTube.

This is one of my favorite YouTube channels and my students love the videos!  If you haven’t checked them out please do so.  The subject matter varies from biology to algebra to personal finance even!

All this talk about media also caused me to think about using technology in the classroom.  I use the KhanAcademy videos to supplement instruction and I recently discovered that I can use Gaggle to safely show YouTube videos in the classroom (I would load them from home at first and just not close the browser to show at work).

Using media gives students a different perspective about the material.  Sometimes I feel as though nothing can supplement a chalkboard and a nice fresh piece of white chalk.

In addition to videos, I had my students play around with Prezi’s this week.  Prezi’s are a type of presentation software that are more visually appealing than most PowerPoints.  My student’s had to complete a project that would normally be completed using a posterboard or PowerPoint.  Here is one of the presentations created by my students.

Written by Ashley Erin

February 7, 2011 at 4:50 pm

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Activity 5 – The “Eyes of the Blog”

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Since the title of this blog is “Into My Classroom”, I decided to visually take you inside of my classroom.  I created my video using animoto.  Animoto is an easy to use site where you can upload photos and create videos.  With the free account, you can create videos that are up to 30 seconds long.  There are also upgraded and pro accounts with more features.

So take a peek into my world…

Edit:  I am about to get very frustrated and need your help!!!  I have encountered the same problem with embedding my Voki.  When I insert the link, instead of the video appearing, a link appears – even though the actual video shows up while I am editing the post.

Until I figure all this out, you can see the video that I made by clicking this link.

Create your own video slideshow at

Here is another view, using the slideshow format in wordpress.

This slideshow requires JavaScript.

Written by Ashley Erin

January 30, 2011 at 11:28 pm

Posted in Uncategorized

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