2nd Period: IB SL Biology I Assignments

Attached are the spreadsheet for us to brainstorm our variables of interest as a class and signup for each group, the slides with clarifications of lab terminology, and the document for each group to work out of when designing and creating their mesocosm labs. The guiding question for this activity is: How can living organisms best survive in a sealed container? 

Introduction: A mesocosm is a sealed environment that acts as a model of a mini ecosystem to examine the natural environment under controlled conditions. Under very specific circumstances, it is possible to create an entirely sustainable mesocosm that survives for years without ever needing to open the sealed container. Our goal is to determine what qualities make a successful mesocosm by experimenting with different variables that make up mesocosms as a class with different groups testing on different aspects of the mesocosm.

Directions: Use the following lab organizer to show how you have set up your sealed mesocosms to try to establish sustainability. Ecosystems are delicate environments in which living things live, and there must be a balance in the system in order for living things to obtain the necessary nutrients and energy to stay alive. Our goal is to create a lab testing various sealed environments on how well they can maintain life for at least 3 months!

This final is composed of 45 multiple choice content-based questions, a third of which are modeled after paper 1 of the IB exam and the rest that are modeled after paper 2 of the IB exam. Read carefully and good luck.

The final exam this semester will consist of 45 multiple choice questions that are mostly focused on the content we've covered this semester: cells and evolution. However, since this is a continuous course over 2 years, there may also be a sprinkling of questions that refer to some of the topics we've covered first semester: water, molecules, digestion, and respiration. 


Turn in photo evidence of at least ONE of the following as you study during class this week (which study strategy has worked best for you this year??):
- Rewrite a 1-pager for each topic (we've focused primarily on Topic 1 & Topic 2 second semester) in your own words and WITHOUT looking anything up in your notes (can you do it??)
- Make flash cards/make a quizlet from the vocabulary list provided in the study guide attached and USE IT (do you have examples of each word??)
- Make up IB-aligned exam questions to PRACTICE w/ a study buddy (how does IB ask exam questions??)


Please refer to the study guide attached as you study this week!!

Every IB aligned quiz or exam will contain the following parts (called papers): Paper 1 Multiple Choice and Paper 2 Short Answer. Each of the following sections will be a separate grade in gradebook, and the percentages are based on how IB calculates your overall grade. Read carefully, be as specific as you can, and good luck!! 

NOTE: The link for paper 2 will appear on the last page of the paper 1 portion. Paper 1 has 10 marks and Paper 2 has 8! This means that Paper 1 should take around 15 minutes to complete and Paper 2 should take around 15 minutes to complete. PLEASE MANAGE YOUR TIME ACCORDINGLY.

Read and take notes the rest of section “5.3 Classification” from page 169-175 in the textbook. 
Answer the Test Yourself Questions #8-13 on page 178. 

Take a photo of your notes/answers and attach it here!

After listening to the various phyla presentations and observing how each group has incorporated dichotomous keys and cladograms into the process of classifying their species and groups of organisms into certain categories, take some time to put all of our new knowledge together into a comprehensive response to answer the following question:

How can we classify the diversity of organisms that exist on this earth in an organized, chronological and evolutionary manner?

Remember to include terms such as: kingdom, phylum, class, order, family, genus, species, taxa, taxonomy, cladogram, classification, speciation, dichotomous key, nodes, clades, distinguishing features, chromosomes, common ancestor, evolution, binomial nomenclature, fossils, comparative anatomy etc

Video: To watch how cladograms are created and how to read them, please view and complete the interactive video lesson posted in Google Classroom through EdPuzzle first. This will hopefully help give you a little more context for how cladograms work. Once you’ve done that, come back and build your own cladogram with the simulation below. 

Simulation: Questions below will use this simulation game from this website. You may need to scroll down for the simulation; reading the text below it is optional. There are 7 levels to this game - try them out and include screenshots of your cladogram at each level in the boxes below! 


Links are posted below!

As you read, complete the questions below: 
1.  Using context clues to define the nodes used to create the example cladogram. [7]
2. Compare cladograms to dichotomous keys. [3]

Read and take notes on part of section “5.3 Classification & 5.4 Cladistics” from page 176-184 in the textbook. 
Answer the Test Yourself Questions #14 on page 178 and #15-17 on page 185. 

Take a photo of your notes/answers and attach it here!

This is a multi-part activity we will complete over the next week. Our goal is to complete the following steps today (4/30).
1. Annotate by recording your reactions to the introduction. What surprised you? What do you not agree with? What questions do you have? 
2. Our job is to identify the species these skulls belong to. Walk around to make detailed observations of the skulls we have obtained. Note the distinguishing features you must include in your descriptions to earn credit!

With your groups: Help each other out to create a dichotomous key (flow chart OR steps) of at least 5 levels/steps for at least 5 bugs we sorted last week. Do this in jamboard as well as your notes as an example!
Be ready to share out!

As you read and annotate, identify any key scientific terms. Reflect after you read, consider how do these terms help us identify an organism? How do they help us group organisms (like we did last week)? 


After you have a solid understanding of how classification works, go back to the Human Evolution Activity and complete the last two pages of that!

Using your previous knowledge, draw/write an explanation on a notecard to the following question: 
Are modern humans a different species from prehistoric humans? What questions do you have?
Attach your response here!

We will be working through this today in class!

Every IB aligned quiz or exam will contain the following parts (called papers): Paper 1 Multiple Choice and Paper 2 Short Answer. Each of the following sections will be a separate grade in gradebook, and the percentages are based on how IB calculates your overall grade. Read carefully, be as specific as you can, and good luck!! 



NOTE: The link for paper 2 will appear on the last page of the paper 1 portion. Paper 1 has 7 marks and Paper 2 has 15! This means that Paper 1 should take around 10 minutes to complete and Paper 2 should take around 20 minutes to complete. PLEASE MANAGE YOUR TIME ACCORDINGLY.

Complete this to help you review for the quiz on Monday!

UPDATED FOR 4/21: 
Using as much scientific reasoning as possible, respond to the following question with specific examples.
How are complex organisms impacted by evolution? How do we know? 


4/12: Using your previous knowledge, draw/write an explanation on a notecard to the following question: 
How do complex organisms change over time? Do you have any examples that you have heard of? What questions do you have?
Take a photo of your response and attach it here!

How can we briefly explain the types of evidence? (Note the command term is outline, not list!)

Read and take notes on section “5.1 Evidence for Evolution” from page 159-163 in the textbook. 
Answer the Test Yourself Questions #1-3 on page 163. 

Take a photo of your notes/answers and attach it here!

Use as many scientific concepts and terms as you can to get full credit!

Read and take notes on section “5.2 Natural Selection” from page 164-168 in the textbook. 

Answer the Test Yourself Questions #4-7 on page 168. 

Take a photo of your notes/answers and attach it here!

1. Directions and overview of these frames.
2. Reflection/summary of observations from yesterday's simulation. [1] 
3. Claims we can make from our simulation observations. [1]
4. Directions for text reading and annotations. [10]
5. Golden line from the text after you read.
6. Scientific reasoning to explain the evidence for our claims. [3]


*note: please put a text/sticky with your initials when you respond to the questions in all the blue background frames for today's grade (/15)!

Throughout this next unit, we are focused on how living things change over time, and we are starting with pathogens because they are often small and change quickly over time. Over the past week, we have examined different pathogens and how they can impact the body. We have been focusing on two in particular, bacteria and viruses, as they are most common but often confused to be the same thing. As we zoom into bacteria and viruses, we recognize their structures are vastly different, as well as their methods of treatment. This activity will examine even further how antibiotics work amongst a bacteria population over time so we can address our unit 4 question: how do living things change over time? We will use an online simulation to make observations and answer some of the questions that we have.

This activity has 2 parts!

Part I Directions: Pathogens are typically small, disease-causing agents that are foreign to an organism. There are a variety of pathogens that are responsible for causing diseases in the human body. As we begin to examine how living things change over time, one of the fastest ways to determine an answer to this involves examining things that are small and reproduce quickly. Below are several images of different types of pathogens. Describe what you observe in these images, and then determine if there are any patterns from your observations. Record your observations and patterns in the table below. [10]

If you finish Part I early, you can move on to Part II.

Part II Directions: Keeping the guiding questions you’ve determined from our image analysis from Part I, read the following texts with the purpose of answering your own questions. Read and annotate the text below by commenting your thoughts and highlighting sections that may answer your own questions generated from above. [10]

UPDATED for 4/7: Looking back at our notes and information from this week, can we add on to our initial explanation?

What should Patient X do now? Why?
What do you think Patient X has?
Can we answer any of our questions we had about Patient X’s case?


3/23: Using your previous knowledge, draw or write an initial explanation to the following question for unit 4: What should Patient X do now? Why? What do you think Patient X has? What questions do you have?
If you wrote on a notecard, take a photo and attach it here!

Every IB aligned quiz or exam will contain the following parts (called papers): Paper 1 Multiple Choice and Paper 2 Short Answer. Each of the following sections will be a separate grade in gradebook, and the percentages are based on how IB calculates your overall grade. Read carefully, be as specific as you can, and good luck!!

NOTE: At the end of the paper 1 section, there will be a link for paper 2. Please copy and paste that link for the google form for paper 2 to work on that section. I have separated these sections this time!

Two study options (do 1!) to prepare for the exam tomorrow:

1. Practice Exam: We have officially finished an entire chapter (topic 1) in the textbook for the first time!! Check out the IB exam questions at the end of this chapter (pg 41-42) and complete the questions there.
Turn in here a picture/document of your responses to these questions.

2. Vocabulary quizzing: This unit had lots of terms and concepts! Take some time to make flashcards and use them to quiz yourself on these new terms and concepts!
Turn in here a picture/link to your flashcards.

If you worked in a group, turn in one per group (and make a note of names so I know who you worked with).

Our guiding question this unit has been: Where do cells come from?

Take some time to review your initial and revised explanations over the last 6 weeks. Look at how much you've grown!!

Then, contemplate how can we use our knowledge on various theories, experiments and observations to create a full and final explanation??

A theory is a well-established and widely accepted principle that arises from observations and incorporates facts as evidence.
Contemplate: How can we use our new vocabulary terms and concepts to help explain these events?

Using the rubric attached, summarize all of the organelles we've discussed over the last couple of weeks into an organized study tool. The product of this practice could look like many forms - a drawing comparing cells and their organelles, flashcards for each organelle, etc. How do you like to study?

Note the rubric requires that:
- All prokaryotic organelles are clearly labeled
- All eukaryotic organelles are clearly labeled
- All organelles are drawn to scale
- All cells are drawn to scale
- All organelle structure forms are drawn accurately
- All organelle functions are described thoroughly
- 20+ vocabulary terms used appropriately
- Images/descriptions appear completely well made and cohesive as a result of clear evidence of thought/planning
- Unique characteristics to each cell/organelle are identified and noted in some way in the images, such as incorporating analogies/acronyms/other study strategies

Read and take notes on section 1.5 pg 30-33 in the textbook!

Answer the test yourself questions #18-19 on pg 33.

Take a photo of your notes/answers and attach it here!

Over the last couple of weeks we have zoomed into specific structures found in cells. Let's take a moment to check-in.

Where do cells come from? How can we use our knowledge about organelles of different cells and the theory of abiogenesis to add to our explanation?

Questions to contemplate as you write your response: How do living things originate? Which type of cell came first? How do these cells compare to each other? How can we use evidence from organelles within these cells to explain what came first?

Draw/write on a notecard to compile an answer to our guiding question this unit! Turn in a photo/attachment of your response!

Read and take notes on section 1.2 pg 12-19 in the textbook!

Answer the test yourself questions #7-10 on pg 19.

Take a photo of your notes/answers and attach it here!

Scientists have theorized that organic compounds can give rise to living things, which can then be developed over time into more complex organisms. As we start zooming into the details of this whole new world of tiny microscopic organisms, we have been able to draw up general images, such as #1-3 below, of different types of cells that exist - but is there one that would have existed before the others? Describe what you observe in these images, and then determine if there are any patterns from your observations. Record your observations and patterns in the table below. [10]

Every IB aligned quiz or exam will contain the following parts (called papers): Paper 1 Multiple Choice and Paper 2 Short Answer. Each of the following sections will be a separate grade in gradebook, and the percentages are based on how IB calculates your overall grade. Read carefully, be as specific as you can, and good luck!!

Updated: 2/24
Using your new knowledge and vocabulary from the last couple of weeks, draw/write a revised explanation to explain one of the following, either: How do cells divide? Or your individual question from last week. Please elaborate! What vocabulary terms do we know now that we can utilize?

Remember to incorporate accurate usage of our new vocabulary terms and concepts to get full credit - AT LEAST 10!

Context: Last week, we determined that cells must come from other cells, and that the original cell in our body is called a stem cell. This week, we are zooming into the process of how cells can come from other cells - what does this division process look like? How does it work? After observing some preliminary micrographs, we have made several observations and noted patterns of similarities and differences between 8 cells, and now we have some questions of our own.

Directions: For this assignment, draw and/or write your initial explanation to your individual questions about the images we have been observing.

Individual question format example: Why would [the cells] have this [pattern]?

Submit: If you wrote on a notecard, take a photo and attach it here!

Refer to the rubric below to determine what you need to include in your images. Attach a photo of your drawing to turn in for this assignment!

Contemplate: What key words from this question should you focus on in your response? What does the command term explain mean? What terms should you make sure to include and define in your explanation?

Read and take notes on section 1.6 pg 33-40 in the textbook!

Answer the test yourself questions #20-23 on pg 40.

Take a photo of your notes/answers and attach it here!

We will work through the following steps throughout class today:
1. Individually observe the cell micrographs posted.
2. Record your observations of each cell using as many descriptive words as possible.
3. Share with your group your observations.
4. Record any observations that are repeated multiple times in the similarity column and record any observations that are unique in the different column.
5. Choose a pattern that will help us understand how cells divide. Flip your pattern into a question!

UPDATED: 2/16
Using your new knowledge and vocabulary from LAST week, draw/write a revised explanation to explain: Where do cells come from? (Please elaborate! Consider how would you answer if it was the IB-style question: Discuss the importance of stem cells in differentiation. [5])

Remember to include new vocabulary terms to get full credit. Submit a photo of your explanation!


ORIGINAL: 2/8
Using your previous knowledge, draw or write an initial explanation to the following question for unit 3:

Where do cells come from?

If you wrote on a notecard, take a photo and attach it here!

Read and take notes on section 1.1 pg 1-3, 7-11 in the textbook!

SKIP the following green sections (pg 3-6): Cell size, Magnification and scale, Surface area to volume ratio.

Answer the test yourself questions #3-5 on pg 11.

Take a photo of your notes/answers and attach it here!

This question was modified from the original IB-style question: Describe, using a named example of a disorder, how stem cell therapy works. [3]

Note: you do not need to answer these questions differently, I am including the different versions to illustrate how what we do in class aligns with IB!

Answer the following questions as we watch the documentary over these next two days. I would recommend having this document pulled up side-by-side to our google meet showing the documentary so you can answer the questions as we watch. This documentary reviews most of the content covered in the first semester!

This final is composed of 60 multiple choice questions. You have 85 minutes to complete this. 45 questions are content-based and are modeled after paper 1 & 2 of the IB exam. 15 questions are data-based and are modeled after paper 3 of the IB exam. Read carefully and good luck.

Use the following activity to help you practice with our terms covered so far. You are a molecule of glucose, and *gasp*, along with your friends (other macromolecules), you've all been eaten. Your goal is to turn into energy and escape this form by correctly answering the questions related to macromolecules, metabolic processes, the digestive system, and cellular respiration! Good luck, and don't lose all your energy!!!

Go back and read over all of your initial and revised explanations for this past unit...

Then, using your knowledge of biochemical reactions, put it ALL together and say/draw/write a flipgrid explanation to the following question: How do we get energy from food?

Use at least 10 vocabulary terms from this past unit to get full credit!

Complete the practice sheet on energy and cell respiration. Use your breakout groups for help!

Read and take notes on section 2.8 page 78-81. Answer the “test yourself questions” 23-26 on page 81.
Take a photo of your notes/answers and attach it here!

Read and annotate the text.
- Highlight words that are familiar; write down what connections you can make to those words. [2]
- Underline 3 key takeaways; paraphrase them so that they answer the guiding question. [3]

Next steps: What are you imagining this process to look like? Attach an image of your model/visualization that you drew on the next page! [5]

Throughout this unit, we have covered 12 potential conditions of the body that relate to the digestive system. Take the rest of today to look through your notes and create a summary to remember all of these different digestive issues! Here are some suggestions as you organize:

- Quizlet flashcards
- Physical notecards
- 1 pagers in notes
- Another strategy you prefer

Whatever format you choose, make sure you include the following: condition name, scientific causes, resulting symptoms/effects, rationale behind treatment, and how it’s connected to our biology class (as a general rule, aim to include at least 3 vocab terms when explaining each condition).

Attach your work here (link to quizlet or photo of notecards/notes).

Using your previous knowledge, draw or write an initial explanation to the following question for the last part of unit 2:

How do we get energy from food?

If you wrote on a notecard, take a photo and attach it here!

Use this to fill out your group’s initial diagnosis and individual final diagnosis (at the end of class) using symptoms or science as evidence for each person. There is a different frame for each patient we are examining today.

We are wrapping up this unit and putting everything together!

Discuss and draw as a group what body parts/processes/molecules you might want to include in a model to describe what happens to the things we consume in our body. [20]

Submit 1 jamboard per group, decide if each member will make their own model in each frame of jamboard
OR if you’ll work together to make 1 model on the 1 frame of jamboard.

Read and take notes on page 187-192. Answer the “test yourself questions” 1-4 on page 192.
Take a photo of your notes/answers and attach it here!

Read and annotate by making note of any connections you see with the text and the images from the microscope. [5]
1. Identifying any new vocabulary for different layers of the small intestine.
2. How many layers are there in the small intestine?
3. What do they do?
4. How does it absorb the nutrients we’ve eaten? Where do the nutrients go?

Read and take notes on section 2.5 page 62-67. Answer the “test yourself questions” 13-15 on page 67.
Take a photo of your notes/answers and attach it here!

You are a piece of food and *gasp* you've been eaten. Your goal is to "escape" out of the human body by answering the correct answers related to macromolecules and their metabolic processes in different parts of the digestive system!

Let's work together to draw a model of what happens to the things we consume in our body. [10]

Options:
1. Draw/add directly to the jamboard
2. Share out loud with me so I can draw/add for you!

Read and annotate the text that’s posted.

Make comments along the side to keep track of:

1) connections to vocabulary terms we’ve seen previously. [5]

2) parts of the body that help break down nutrients. [5]

Using your previous knowledge, draw or write an initial explanation to the following question for the second half of unit 2:

What happens to nutrients in our body?

If you wrote on a notecard, take a photo and attach it here!

Every IB aligned quiz or exam will contain the following parts (called papers): Paper 1 Multiple Choice, Paper 2 Short Answer, and Paper 3 Data-based/Lab Skills. Each of the following sections will be a separate grade in gradebook, and the percentages are based on how IB calculates your overall grade. Read carefully, be as specific as you can, and good luck!!

Turn in photo evidence of at least ONE of the following as you study during class (did your study strategy work last time??):
- Rewrite a 1-pager of your notes WITHOUT looking anything up (can you do it??)
- Make index cards/make a quizlet and USE IT (do you have examples of each word??)
- Make up exam questions to PRACTICE w/ study buddy (how does IB ask exam questions??)

Read and take notes/post-it annotate section 2.1, page 43-48 from the book. Answer questions #1-3 on pg 49 when you are done. Take a photo of your notes/answers and attach it here!

Read and take notes/post-it annotate section 2.4, page 59-61 from the book. Answer questions #10-12 on pg 61 when you are done. Take a photo of your notes/answers and attach it here!

REVISED EXPLANATION DIRECTIONS:
1. Read over your initial explanation to our unit question: How can babies survive on breast milk?

2. Then, in a flipgrid using our knowledge of types of nutrients, draw/write/say an explanation that includes as many of the new vocabulary terms we've covered as possible.

INITIAL EXPLANATION DIRECTIONS:
On a notecard using your previous knowledge, draw and/or write an explanation to the following question:

How can babies survive on breast milk?

Please attach your response here!

Read and annotate this text. [4] As you read, identify any patterns between the examples mentioned in this article by highlighting and writing comments on the side. [6]

Summarize carbs/lipids/proteins in this table for your notes. You may choose to redraw this table in your notes (and just take a photo of it to turn in here) or make a copy of this document and fill it in electronically.

Identify each of the following molecules as either a lipid, a carbohydrate, or a protein. [1 mark/each problem] Then describe the monomers that make them up. [1 mark/each problem] Bonus: If you are able to be more specific (ie, name the type such as disaccharide or saturated fat), please do so!

We will walk through the following steps below as a class today:

Step 1: Each person pick a set of protein molecules to make observations of.
Step 2: Discuss and share your observations. Make note of similarities and patterns from all of the molecules.
Step 3: Come up with at least 3 rules that all proteins follow.
Step 4: After analyzing these images, what questions do you have? What are your initial hypotheses to your questions?

Read and take notes/post-it annotate section 2.3, page 54-58 from the book. Answer questions #7-9 on pg 58 when you are done. Take a photo of your notes/answers and attach it here!

Attached are 6 images of the basic building blocks of lipids that all lipids have in common. Describe what you observe in each of the images 1-6 using previous knowledge or scientific terms we’ve learned. Then determine if there are any patterns from your observations. Record your observations and patterns at the bottom of this sheet.

Choose one of the following to complete based on what you know you need more help with. Make a copy and attach the one you want to submit for a grade. You can do more than one for extra credit if you wish. For each of these, read over the excerpt, look at the images, and then answer the IB-style questions at the bottom.

Attached are 4 images of complex carbohydrates. Describe what you observe in each of them. Then determine if there are any patterns from your observations. Record your observations and patterns at the bottom.

In this assignment, there are 6 images of the basic building blocks of carbohydrates that all carbohydrates have in common. Record your observations and patterns at the bottom of this sheet.

1. Describe what you observe in each of images 1-6.
2. Determine if there are any patterns from your observations.
2. What questions do you have about the patterns you’ve observed?

As you read, identify any common words or patterns as well as any unique differences by directly annotating on the text.

Remember, many of us asked, “What nutrients are essential?” to help us understand our unit question, “How can babies survive on (only) breast milk?”

This article introduces unit 2 and gives us some context.

As you read the article, annotate to identify the problem this article describes as well as the factors that contribute to the problem and compare and contrast the food options for infants to stay alive.

GOAL: To conduct a lab that observes the process of osmosis and membrane transport in our model cell membranes.

Attached to this assignment are several things to walk us through this process:
1. A practice virtual lab so we understand the expectations for this at home lab.
2. A lab rubric for our at home lab that we will eventually conduct!
3. A lab proposal form to fill out with our lab groups once we've discussed and decided how we want to conduct this lab!

Please have 1 person/group attach your group's lab document to this assignment! Remember, there is no template for labs; look at the rubric to determine what you need to include!

Please submit by 9:20am today! Read carefully and good luck :)

If it doesn’t let you submit a file for your pencil/paper response photo, email it to me instead [email protected]

Read and take notes/post-it annotate section 1.3, page 19-22 from the book. Answer questions #11-13 on page 22 when you are done. Take a photo of your notes/answers and attach it here!

Read and take notes/post-it annotate section 1.4, page 23-29 from the book. Answer questions #14-17 on pg 30 when you are done. Take a photo of your notes/answers and attach it here!

Thinking about what we know about cells, membranes and properties of water, we will construct a complete and final explanation for our focus question:
Describe what happens in body cells when we drink too much water. [10]

Turn in photo evidence of at least ONE of the following as you study during class (did your study strategy work last time??):
- Rewrite a 1-pager of your notes w/o looking anything up (can you do it??)
- Make index cards/make a quizlet (do you have examples of each word??)
- Make up exam questions to practice w/ study buddy (how does IB ask exam questions??)

Look back at your revised explanation (it was submitted here) where you drew/wrote to show what is happening in Jennifer’s body cells.

Being as specific and scientific as you can (using keywords and concepts from what we’ve learned about membrane transport this week):
Describe what is happening in the cell when we drink too much water?

Please submit your revised (revised) explanation here!

Work with your groups to research your membrane transport using the following: textbook, images, videos, and reliable website sources. Create a powerpoint with your group on the following for your membrane transport! Note: I only need 1 person per group to attach the link for their powerpoint in this assignment.
- image [2]
- definition [1]
- examples [4]
- description w/ key membrane terms [3]

Read and annotate by highlighting and commenting on the following passage. Take notes in your notebooks as well. Notice that images have been purposefully removed from this reading; as you read, try to imagine and picture what is happening in your head. We will work on page 2 with our breakout groups!

Please submit this before 9:46am today!

We will be working on this in class today (9/21)!

Read and take notes/post-it annotate section 2.2 from the book. Answer questions #4-6 on page 53 when you are done. Take a photo of your notes/answers and attach it here!

Turn in photo evidence of at least ONE of the following as you study during class today:
- Rewrite a 1-pager of your notes w/o looking anything up (can you do it??)
- Make index cards/make a quizlet (do you have examples of each word??)
- Make up exam questions to practice w/ study group (how does IB ask exam questions??)

Read and annotate the following article and images on the properties of water. Annotate by highlighting and commenting your questions/thoughts/summaries on the side of this document. Make any notes of new vocabulary or concepts in your notebooks. Include examples and drawings for yourself!