Welcome to 10th Grade Science!

My email address: misskellie@lapazschool.org

June 15-16:

10th
Monday and Tuesday:
They should read the attached chapter, take notes, and complete both the exercises and the practice questions at the end of the chapter.




June 6th

Warmup: What are error bars used for on a graph?

Today we:
Discussed error bars
Introduced statistics on Excel






May 22:

Warmup:
Describe how radioactive fallout is produced by the explosion of a bomb.

Today:
Complete part IV and Conclusion of the following activity

Homework: Must be completed no later than the beginning of class on Tuesday, but if you're not working diligently, then your substitute teacher can decide to make it due tomorrow OR by the end of class. Use your time wisely.


May 19:

Warmup: Determine presentation order
1 Madi/McKenna
2 Camille/Zoe
3 Zack
4 Yoann
5 Leo/Pierre

Today: Presentations

  • You must summarize your plan and why you chose what you chose
  • Review each total— Give us a VISUAL
  • What was the goal--
    • Did you meet the goal?
      • If so, how?
      • If not, what is your justification?
  • Explain why your energy plan is the best option for Décimo Nation



May 16: Prepared presentations

May 15: Finished energy plans

May 13:

No warmup.

NOTICIAS: YOUR BUDGET HAS INCREASED TO $2,250 IN ENERGY BUCKS FOR YOUR ENERGY PLAN. YOU'RE WELCOME :)




May 12:
Warmup: If you had to design an energy plan for a town, which types of power plants would you use? not use? WHY??

Today we:
Discussed the warmup
Started mission possible

Solar Power (not on list)
  • Cost = -$50
  • Eco impact (job gain) = +$5
  • Eco impact (land use) = -$5
  • Capacity = 15 MW
  • Environmental impact= -5 environmental units
  • Average cost = $0.03 kWh

Homework: Final plan due Friday


May 9:

Warmup: What is half-life of a radioactive substance?

Today we:
Worked on this webquest:
http://physicsquest.homestead.com/nuclear.html

HW: Complete parts I - III of the webquest (questions 1-11)

May 8:

Warmup:
What do you know about nuclear power?
What questions do you have:

Today we:
Went through this article together:
http://education.nationalgeographic.com/education/encyclopedia/nuclear-energy/?ar_a=1

Watched/discussed this video:
http://www.teletica.com/Noticias/18223-Veneno-en-las-tuberias.note.aspx

Homework: none...

May 6:

Warmup: How are ecosystems affected by oil spills? Discuss.

Today we:
Completed the oil spill cleanup lab using the various sorbents that you brought in

Homework: completed lab due Thursday



May 5:

Warmup:
How would you go about cleaning up an oil spill in the ocean?

Today we:
Did a homework check
Discussed sorbents and how we would clean up a simulated oil spill
  • Sorbents that will be provided tomorrow: Cotton balls, cups, coffee filters, paper towels

HW:
  1. Read this article:
  2. Bring in the materials you volunteered for
    • Pierre: Bread
    • Madi: Oatmeal
    • Zoe- Rice
    • McKenna- Toilet Paper
    • Leo - Sponge and coco husks
    • Zack - Nylon stockings or mesh
    • Yoann- Straw
    • Idan - Old Clothes
    • Camille- Dish soap
    • Imane - Brown paper bags




May 2:

Warmup:
  • How is crude oil refined?
  • What equipment and processes are involved in the chemical manufacturing of petroleum?

Today we:
Finished presentations
Had a discussion about the overall advantages and disadvantages of petroleum use, as well as how life in CR would be affected if petroleum prices doubled.
Took a QUIZ on fossil fuels

Homework: Page 2 of the quiz due Monday

April 29:

Warmup: 3 minutes to prepare for presentation

Today we: Presented our posters (Zack needs to finish on Friday and Camille will be the last presentation)

Homework: Study your presentation notes--QUIZ FRIDAY


April 28:

Warmup: Differentiate between fission and fusion.

Today we:
Watched a TED talk about the future of fusion power
Finished our posters to be presented tomorrow

Homework: Presentations TOMORROW (TUESDAY)

April 25:

WARMUP:
•What are petroleum and natural gas?
•Where do they come from?
•How are they retrieved?
•How are they turned into useful products?
•What petroleum products do we use every day?
What is their impact on society in Costa Rica?

Today we:
Discussed the warmup
Introduced the petroleum jigsaw activity


Homework:
Presentations on Tuesday

April 24:

Warmup: Decide presentation order

Today:
Article presentations

Homework: NONE


April 22:
Warmup: none

Today we:
Discussed the formation of fossil fuels (coal vs oil/natural gas)
Watched a video on the processing of coal and how it's converted electricity:
https://www.youtube.com/watch?v=e_CcrgKLyzc

Homework: Find an interesting current event related to nonrenewable energy (fossil fuels and/or nuclear) to present to the class on Thurs. Read it thoroughly and be prepared to answer followup questions. Send me a link to your article no later than 8:00 am on Thursday morning. The article must have been published within the past year.

Presentation format:

1) Talk about your article.

  • Why did you choose it?
  • What was it about?

2) Talk about your response

  • What were your thoughts?
  • Were any unique issues or conflicts presented? Explain



3) Pose a thought-provoking discussion question to the class inspired by this article



4) Time for class discussion of above plus Q and A time


April 21:
Warmup:
Define ENERGY
Differentiate between kinetic and potential energy

Today we:
  • Reviewed energy, different types of kinetic vs potential energy, laws of thermodynamics, and energy transformations
  • Diagrammed all of the different energy transformations that occur in order to turn on a flashlight--starting with fusion in the sun

Homework: review your notes


March 24:
Today:
Worked on STD posters (Due by the end of the school day on Wednesday)
Went over discussion/conclusions (Due by 8:00 pm on Wednesday)

Homework: See above.

Don't forget that your portfolios are due tomorrow!


March 21:

Looked at final ppt (minus Madi and Pierre)

Written Hypotheses and conclusion from lab due Tuesday
STD posters due Wed


Helpful websites:
This one from Planned Parenthood has all of your topics:
http://www.plannedparenthood.org/health-topics/stds-hiv-safer-sex-101.htm

Mayoclinic:
http://www.mayoclinic.org/diseases-conditions/sexually-transmitted-diseases-stds/in-depth/std-symptoms/art-20047081

Centers for Disease Control:
www.cdc.gov

Topics:
Chlamydia-Camille
Gonorrhea - Zack
Syphillis - Madi
HPV (Herpes and/or cervical cancer) -Leo
HIV/AIDS - Imane
Hepatitis B - Idan
Trichomoniasis - Yoann
Pubic Lice (crabs) - Pierre
Getting tested for STDs- Zoe


March 18-20-
Finished powerpoint


March 17:

Camila presented about Creek Camp
  • If you are interested in going, your letter of interest must be submitted no later than Monday, March 24 by 8:00 am to CAMILA'S email:
  • Your letter must discuss the following:
    • Why do you want to go to the camp?
    • What is your passion and how does this opportunity relate to it ?
    • What makes you the best candidate to go to the camp?
    • What do you hope to learn from this experience?
    • How will you use the knowledge you've gained to give back to your community?
    • Is there anything else you would like us to know?
    • Other information to add:
      • Is your passport up to date? (It cannot be within 3 months of its expiration)
      • Does your passport give you permission to travel on your own?
      • If you have a residency or student visa, do you need special permission from the government to leave the country?
      • Do you have a US visa?

We worked on the powerpoint:

Homework: For tomorrow, you must be able to show me that you have the necessary information on your assigned slides. If you haven't put all the pictures in yet, that's ok, but you MUST have the info completed.


March 14:
Outlined powerpoint

March 13:
Drafts due

March 11:
Warmup: Check in about rough drafts

Today:
Read this article:
https://theusindependent.com/scientists-admit-we-dont-know-the-impact-of-fukushima-radiation-on-humans/
Discuss and introduce our new geiger counter to add to our study!

Outline powerpoint that summarizes our study for Jim's conference

Homework:
Final Draft: Due Tuesday (18/3) no later than 8:00 am (EMAIL ATTACHMENT AND PRINTED COPY)


March 10:

No warmup...

Today will be one of the last days you have to work on your papers during class. Use your time wisely as this is an extensive report.

DON'T FORGET THE ROUGH DRAFT IS DUE ON THURSDAY NO LATER THAN 8:00 AM!! :)

March 7:

No warmup

You will have class time today to work on your science papers

March 6:

Warmup: Check in about progress

Today we:
Began the lab writeup process


Rough Draft: Due Next Thursday (13/3) no later than 8:00 am as an email attachment
Final Draft: Due Tuesday (18/3) no later than 8:00 am


March 4:
Warmup: Upload your data to Google Doc

Today we:

Discussed the layout of the formal report

Outline and Rubric will be uploaded tonight

Homework:
1) Write 2 thank you cards: 1 for Sean and another for Jim
  • Be sure to make it look nice, neat, and colorful
    • make an attractive cover and a genuine (and legible) thank you message inside
  • Your "thank you" message should at least include the following:
    • Say what you're thankful for and why
    • Mention something you learned either using the chemical test kits (donated by Jim) or while on the trip (accompanied by Sean) and how they (either Sean or Jim) made this experience important/unique/special for you
    • Add any other positive thoughts you'd like to share
    • Sign your name

2)Begin outlining/writing the conclusion for the lab report


March 3:

Warmup: 5 minutes to organize your facts and open your tables/graphs to show to the class.


Today we:

Went around to show the results for the various chemical tests and tables

  • Camille… you will do arsenic once I have results for both estuaries.

Uploaded results to google doc


Homework:

Send results to Miss Kellie via email. (Tables, graphs and answers to analysis questions)

Upload results to google doc for class

Paper due next Thursday


Feb 28:

1. Create tables of each test’s results for all 3 estuaries
  • Things to include in your table:
  • Date, location, time, data

2. Create graphs from the tables to show a visual of the results (once we establish a database this would be a good way to incorporate math and statistical analysis)

3. Chemical Indicator questions to consider:
  • What is the normal range for this test?
  • What was each waterway’s result?
  • Are these results too high, too low or in the normal range?
  • If it is too high or too low, what might the consequences be for the estuary?
  • If there are differences between one estuary and the other, what do you infer may be causing these differences? What further studies could you do in order to obtain evidence in support of or against your inferences?


Yoann: Dissolved oxygen

Zoe: Turbidity

Idan: Phosphates

Pierre: Nitrates

Imane: Alkalinity

Madi: Temperature

Zack: pH

Leo: Qualitative observations for each location

Camille:

Arsenic and Fecal coliform to be determined…






Homework: have the tables and graphs completed as well as the questions answered for the beginning of class on Monday



Feb 27:

Reflect on the field trip. What went well? What could we do better for next time? What did you learn?

Today we:
Discussed the field trip
Reviewed our data
Created an analysis plan

Homework:
None

Feb 24-25: Data collection at estuaries

Feb 21;
WARMUP:
Take out your hypotheses.
Share your observations (pg. 1) with a partner and compare your hypotheses.

Today we:
Completed our hypotheses for Conchal and Brasilito

Homework:
FIELD TRIP MONDAY TO FLAMINGO AND TUESDAY TO BRASILITO/CONCHAL--have your parents email me back that you have permission to attend
All hypotheses due Monday.

Feb 20:

Warmup: Think back to the "Color Me a Watershed" activity. What were some different categories for land use and how did each affect water flow, filtration, pollution, etc.?

Today we:
Stated our hypotheses for the field trip

Here are the guide sheets we filled out for each of the chemical parameters to assist you with your hypotheses:
(I'm missing Madi's).

Water testing fact sheets if you need even MORE information:
http://creekconnections.allegheny.edu/classroom-resources/water-chemistry-parameters-factsheets


Flamingo Estuary Pic from Google Earth: 10-4-project-estuary-flamingo aerial.jpg

Conchal Estuary (I think.): (Also, looking at the green note, by rainy season I meant dry season)

10-4-project-estuary-conchal aerial.jpg

Brasilito Estuary:

10-4-project-estuary-brasilito aerial.jpg

Homework: Pages 1-2 of the hypothesis packet are due tomorrow (Make sure you are thorough, clear, and articulate with your work--don't be lazy about it.)

Pages 3-4 will be due Monday


Feb 19:
Went over project details during your usual math time:

Homework: Let your parents know about the field trip and to check for an email permission slip so that they can respond (permission slip will be sent out early on FRIDAY)

Feb 18:

Today we:
Came up with conclusions about Brasilito water by analyzing each test result then making an overall conclusion.

1) What to write for each test:
What is the normal range for this test?
•What was Brasilito’s result?
•Is this result too high, too low or in the normal range?
•If it is too high or too low, what could this mean? How could the health of the water be affected by this result?

2) Once you have completed your analysis of each test result, conclude whether the Brasilito water overall is healthy, not healthy, or somewhere in between. Use your data to justify your conclusion.

To be turned in by the end of class.


Feb 14:
Warmup: 1. complete the water test parameters page provided
2. take out your data sheet
3. join with your classmates to draw conclusions about the water you tested this week

Today we:
Summarized each water quality test's parameters
Collaborated to draw conclusions about Brasilito's water Quality

Water testing fact sheets:
http://creekconnections.allegheny.edu/classroom-resources/water-chemistry-parameters-factsheets

Homework: Parameters sheet must be thoroughly completed for Monday

Feb 13:
Continued water testing

Feb 11:
Warmup: What are some advantages and disadvantages of the sensors vs the water testing kits?

Today we: Practiced using the water testing field kits using a Brasilito water sample.

Feb 10:

Warmup: Illustrate and describe the water wedge that forms in an estuary. Why is it important?

Today we:
Discussed estuaries article
Feb 7:
Warmup:
  • What are some special characteristics of estuaries?
  • How would you go about investigating/profiling the health of an estuary? (What would you test/measure/look for?)

Today:
We discussed facets of estuary health

Homework: Read and annotate the following report:


Feb 6:
Warmup- None, you were late again!

Today we:
Completed the Aquifer Pollution Lab

Homework: Lab and completed questions are due tomorrow first thing


Feb 4:
Describe the features that form the boundaries of a watershed.
What happens to water that falls inside of these boundaries?
What happens to water that falls outside of these boundaries?

Today:

Complete the watershed activity that we started yesterday in class

Homework:
The activity is due THURSDAY as soon as you enter the classroom


Feb 3:
Warmup:
What is a watershed?

Today we: Discussed /took notes on watersheds
Started the watershed activity

Homework: Activity due Thursday



Jan 31:

Warmup: Get into groups

Leo Zoe Yoa(nn)
Camille Pierre Kellie
Zach Madi Idan

Today we: Completed the water testing pre-lab activity

Homework: Complete the discussion questions at the end of the lab. Due Monday ON PAPER (not on the computer) at the beginning of class.

Absent: Imane

Jan 30: Field trip with Miss Amy

Jan 28:
Warmup:
??

Today we:
Took notes on types of water pollution and biomagnification
Each person went around and discussed his/her water test

Homework:

Please, if you can, bring in a water sample from somewhere for the next class.

I can bring one from Brasilito. It would be nice to have some others as well :)



Jan 27: Gone on field trip with Miss Amy
Jan 24:

Warmup:
What do you know about water quality testing?
What kinds of tests are there?

Answer the following questions about your assigned test:

  • What is the test? (Exe: Define nitrates, pH, DO, etc.)
  • Why is this test important?
  • How is it measured (general method and units) and what is an acceptable range for this test?
  • What happens if it is too high?
  • What happens if it is too low?

pH - Leo
DO - Pierre
Fecal Coliform - Madi
Chlorine - Imane
Arsenic - Camille
Turbidity - Zoe
Phosphates -Idan
Nitrates - Zack
BOD - Yoann

Jan 23:
10th gone on field trip

Jan 21:

Warmup: Write a paragraph in response to each of the articles you read after the test.

Today we:
Discussed the articles

Homework: none
Jan 20:

Warmup: Write down any final questions you have about the cycles before the test.

Today we:
Took the cycles test (Zoe and Idan you'll take the test as soon as you return)

When you're finished read these:

1. http://www.bbc.co.uk/nature/humanplanetexplorer/survival_skills/finding_water
2. http://www.nacion.com/nacional/elecciones2014/Candidatos-destacan-agenda-ambiental-marginada_0_1390260976.html



Jan 17:

Warmup: Decide presentation order...
Madi
Leo
Zack
Zoe
Pierre
Awesome (Idan)
Imane
Camille
Yoann

Today we:
Finished reviewing the sulfur cycle
Presented articles
Imane, Camille and Yoann will present Monday before the test

Homework:

Review cycles and acid rain for test!
Powerpoint is uploaded below (on yesterday's post)


Jan 16:

No warmup

Today we spent the first part of class working on your article responses and the second part of class reviewing your cycles for the test on Monday.

Here is the powerpoint we used to review today:


Jan 14:
Even More websites (the rest are listed below):

http://geology.com/news/category/water.shtml
http://newswatch.nationalgeographic.com/blog/water-currents/


Warmup:
Describe 3 of the following:
Surface water
groundwater
aquifer
watershed

Today we:
Go over the terms above
Started Current event (DUE FRIDAY)


Homework:



1) Find a science related current event--preferably regarding water and water quality.

2) Actively read it.

3) Write a response to the article that is at least 1 page (double spaced, 1 inch margins, size 12 font, times new roman)

4) Attach the article and the response to an email, then send it to me no later than Friday at 8:00 am

5) You will present on Friday



What is a reaction paper?

–Intro paragraph

–1 paragraph is dedicated to a summary of the article – in your own words!

–1 paragraph is dedicated to your personal reaction/opinion in regards to the event and the concepts presented

–Conclusion paragraph (Wrap up the paper with any final thoughts, ideas, thought-provoking questions, etc.)



Possible websites:

**http://www.sciencedaily.com/**

**http://www.the-scientist.com/**

http://www.newscientist.com

http://www.popsci.com/

**http://myscienceacademy.org**

Vsauce (youtube)

smarter every day (youtube)

http://www.livescience.com

http://www.nationalgeographic.com/

http://discovermagazine.com/

http://www.popsci.com/

http://www.mnn.com

http://www.bbc.co.uk/science/0/



Presentation format:



1) Talk about your article.

  • Why did you choose it?
  • What was it about?

2) Talk about your response

  • What were your thoughts?
  • Were any unique issues or conflicts presented? Explain



3) Pose a thought-provoking discussion question to the class inspired by this article



4) Time for class discussion of above plus Q and A time

Jan 13:

Warmup: Read the global village selection below then write your initial reactions. Your response should be at least one paragraph long.

10-4-global village.pngJan

Today we:
Discussed the Global village excerpt.
Performed the drops in the bucket demo.
Took notes on water

Homework: Review for cycles test Thurs

Jan10: Presentations
Jan 9: Check in with me, make guided notes page, and finalize test questions
Jan 8: Time to work on presentation


JAN 7:

Welcome back!

Today:

1. Locate your biogeochemical cycles project materials from before break
2. Reunite with your partner (s)
3. Put your final touches on your project/presentation
4. Rough draft presentation in front of me ON THURS
5. Final presentations in front of the class on FRI


HOMEWORK:
EACH GROUP MUST SUBMIT THE FOLLOWING REGARDING YOUR CYCLE VIA EMAIL BY THE END OF THE DAY:
  1. 1 MULTIPLE CHOICE QUESTION
  2. 1 SHORT ANSWER QUESTION
  3. 1 EXTENDED RESPONSE QUESTION

Handout from before break:





HOMEWORK: BE READY TO PRESENT ON THURSDAY

Nov 29:

Worked on projects

You will present the first Thursday after we get back from vacations. (We come back on a Tuesday but the first day back is too chaotic, and we don't have science class Wednesday, so presentations will be on Thursday, January 9)

Nov 28: work on project

Cycle summaries:

Full Chapter on cycles:
http://www.mcgrawhill.ca/school/secondary/albertabiology/mhriib_se/02_InquiryBio_ch02.pdf

Nov 26: Work on project

Nov 25

Warmup:

Read this article and take notes:
http://www.eoearth.org/view/article/150616/

Today we:
Introduced the final project and got started!

Homework:
Presentations will be next Mon and Tues. Test will be next Wed.



Nov 22:

Nov 19:

Warmup: Outline the levels of organization of the biosphere starting with species and ending with biome.

Today we:
Introduced our final topic of the trimester -- The biosphere, with a focus on biogeochemical cycles
Discussed organization of the biosphere
Reviewed energy flow through the biosphere

This will lead into our biogeochemical cycles project

Homework: Watch this video and we will discuss it on Thursday first thing: Greg Asner: Ecology from the air
  • If I get the impression that you're not prepared, then I'll give you a quiz on it.


Nov 18:

Warmup: 5 mins to study for quiz part 3

Today we:
Took the quiz

When you are finished read this article:
http://www.the-scientist.com/?articles.view/articleNo/38156/title/HIV-Structural-Studies-Undermine-Prior-Work/

Homework: None

Nov 14:
Warmup: What is a demographic transition?

Today we:
Went over the stages of a demographic transition
Went over the age structure activity
Took quiz part 3

Homework: none

Website of pop terminology:
http://www.uwmc.uwc.edu/geography/demotrans/demodef.htm#fertility

About demographic transitions:
http://www.uwmc.uwc.edu/geography/demotrans/demtran.htm
http://www.bbc.co.uk/schools/gcsebitesize/geography/population/population_change_structure_rev5.shtml



Nov 13:
No warmup

Today we worked in groups of 5 (1 member from each region) to analyze and answer questions about the age-structure data

Homework: Finish the group work

Nov 12:

Warmup: None.

  1. Sit with your partner
  2. Take out your info packets from yesterday
  3. Start your calculations, etc.

Today we:
1. Calculated the percentages of people comprising each age group for the country in your region in order to construct your age-structure diagram
2. Began working on the sheet for the Expert Groups

Homework: Parts I, II and III must be completed before class on Thursday


On Thurs, we will go over growth rate, doubling time and replacement rate in greater detail.

Nov 11:

Warmup:
What is demography?
What kinds of statistics are used to study demography?

Today we:
Finished our population notes--specifically discussing human populations and age-structure diagrams
Introduced the age-structure diagram mini-project

Homework: None--we will begin the project tomorrow

Zoe: You will be North America. If you need to consult with someone, you can talk with Yoann because he was assigned the same region.



Nov 7:

Warmup: Differentiate between fundamental niche and realized niche. Use your computer to investigate if necessary.
http://www.youtube.com/watch?v=-6COob_bymw

Today we:
Finished our population notes
Completed the OH DEER! activity

Data from today to make your graph:


Homework:
Oh deer questions due tomorrow at the beginning of class



Nov 5:

Warmup:
  • Define "population"
  • Differentiate b/w DDLF and DILF
**homework check

Today we:
Distinguished between DDLF and DILF
Talked about human population growth projections and how Earth will be impacted by these changes
Looked at these websites:

Homework: Review your notes. There will be a quiz on Friday.


Nov 4:

Warmup: How did your actual graph (lynx/hare) differ from your original prediction?

Today we:
Discussed lynx/hare lab and turned it in
Introduced population studies
NOTES:


Homework:
  1. Review your notes
  2. On the back of your notes somewhere:
    • Define "Niche"
    • Describe your own niche

ZOE AND ZACK: HERE IS DATA YOU CAN USE FOR YOUR LYNX HARE LAB:

Nov 1:

Warmup: None--get into your groups and continue the lab.

Today we:
Continued the lynx/hare lab

Homework: Lab due Monday

Oct 31:

Warmup:

Draw a graph that predicts how predator and prey populations might change over time. (You will need 2 lines—one for predator and one for prey. You will also need a legend!)

For example:


10-2-predator prey exe graph.png




Today we:

Started the lynx/hare lab



Homework: None. Tomorrow we will work to finish the lab.

Absent people: You can use paper squares (approx 2cm x 2cm) to represent the hares. We used a piece of cardboard (approx. 7cm x 7cm) for the lynx.

Oct 29:

Warmup:

Today we:
Discussed the warmup
Reviewed ecology
Watched the TED talk about the upcoming phosphorus shortage

HW: none

Oct 28:

Warmup: What do you know about biogeochemical cycles? (Exe: carbon cycle, nitrogen cycle, sulfur cycle, phosphorus cycle)

Today you will:
1) Complete this activity: Food webs, chains and biomass
  • Take notes! I will check them tomorrow.
  • Here is the same information in article format if the activity won't load: Food chain/Biomass Article
    • You still have to take notes.
2) Take this quiz to make sure you've gotten the main points: Food chains quiz
  • Email me the questions plus your responses (exe: 1. A, 2. A, 3. C, etc.)

3) Complete this carbon cycle activity: Carbon Cycle Activity
  • Take notes! I will check them tomorrow.
  • Here is the same information in article format if the activity won't load: Carbon Cycle Article Format
    • You still have to take notes.

4) Take this quiz: Carbon Cycle Quiz
  • Email me the questions plus your responses (exe: 1. A, 2. A, 3. C, etc.)

Homework: Complete whatever you didn't finish




Oct 25:

No warmup

Today we:
Finished presentations
Watched 10 dimensions video (http://www.snotr.com/video/2219/)

Homework: None

Oct 24:
Warmup: Write your name next to a number on the board to determine the presentation order.

Today we:
Did presentations

Idan, Camille, Yoann and Zack must present tomorrow

Oct 22:

Warmup: Tell me about an interesting science-related current event that you've read, watched or listened to lately

Today we:
Did science current events

Homework:

1) Find a science related current event--preferably related to things we've been studying.
2) Actively read it.
3) Write a response to the article that is at least 1 page (double spaced, 1 inch margins, size 12 font, times new roman)
4) Attach the article and the response to an email, then send it to me no later than Thursday at 8:00 am
5) you will present on Thursday

What is a reaction paper?
–Intro paragraph
–1 paragraph is dedicated to a summary of the article – in your own words!
–1 paragraph is dedicated to your personal reaction/opinion in regards to the event and the concepts presented
–Conclusion paragraph (Wrap up the paper with any final thoughts, ideas, thought-provoking questions, etc.)

Possible websites:
**http://www.sciencedaily.com/**
**http://www.the-scientist.com/**
http://www.newscientist.com
http://www.popsci.com/
**http://myscienceacademy.org**
Vsauce (youtube)
smarter every day (youtube)
http://www.livescience.com
http://www.nationalgeographic.com/
http://discovermagazine.com/
http://www.popsci.com/
http://www.mnn.com
http://www.bbc.co.uk/science/0/

Presentation format:

1) Talk about your article.
  • Why did you choose it?
  • What was it about?
2) Talk about your response
  • What were your thoughts?
  • Were any unique issues or conflicts presented? Explain

3) Pose a thought-provoking discussion question to the class inspired by this article

4) Time for class discussion of above plus Q and A time


Oct 18:

Warmup: List 6 things that are attacking your immune system at any given time.

Today we:
Finished illustrating the immune system
Discussed the different types of macrophages as well as dendritic cells and their roles in immune response

Homework: Review your notes. Expect a quiz Tuesday.

Oct 17:

Warmup: Tell me about the human immune system, what it does and how it works.

Today we:
Went over the immune system (we'll come back to parasites at the end)
Illustrated your body's lines of defense

Homework: Nada. Review your notes.


Oct 15:
Warmup:
What do you know about parasites? What do you want to know?

Today we:
Went over the outbreak activity
Introduced parasites

Homework: None

Oct 14:

Warmup:

Draw a graph that predicts how a population might grow from generation to generation. For example:

pop graph warmup.png


Today we:
Discussed how populations grow and touched upon the concept of a carrying capacity
Completed the Outbreak simulation as a class

Homework: Finish graph and discussion questions (attached below)








Oct 11:

No warmup

Today we:
Looked over the graded quizzes
Continued with part 2 of your assignment with the sub yesterday (look at yesterday's post)

Homework: Finish response. It must be emailed by no later than 8:00 am on Monday.



Oct 10:

Warmup:
Write everything you know about antibiotics. How do they work?

Today we:
Had a substitute teacher
1) Read the following article and answered questions about antibiotics:

2) When you're finished, read the following and email me a 2 paragraph response:

Items to think about and explain for your response:

What were your initial reactions to this article?
What did you find interesting or useful and why?
What do you agree with? Explain.
What do you disagree with? Explain.
Are there any points where you found the article to be too extreme, or not extreme enough? Explain.
What questions do you have after reading this article?
What ideas for experiments did this article inspire?


Oct 8:

Warmup:
How do living things obtain energy?
--list the process(es) involved and the main source of energy

Today we:
Discussed photosynthesis and chemosynthesis
Talked about archaebacteria and how they're different from eubacteria
Side tangent:
How do science and art intersect? Fabian Oefner: Psychadellic Images of Science
How will 3D printing change the world and how we access goods? 3D Printing: Make anything you want

Homework: None

OCT 7:

Warmup:
Describe protists:
  • Structure/characteristics
  • How are they different from bacteria?
  • What are the 4 main groups of protists?

Today we:
Finished the protist lab
Turned it in

Homework: None


Oct 4:

Warmup:
Illustrate and label both a prokaryotic cell and a eukaryotic cell.

Today we:
Reviewed differences between prokaryotes and eukaryotes
Discussed single-celled eukaryotes--Protists
Observed your water samples under the microscope in partners
  • We will continue this on Monday

Homework: none


Oct 3:

Warmup: Drawing and identifying the image on the projector

Today we:
Discussed the different kingdoms of life
Differentiated between prokaryotes and eukaryotes
Labeled the parts of a prokaryotic cell



Homework:
Bring in a sample of still water for tomorrow so that we can view it under the microscope

Oct 2

Warmup: Debrief on The Hot Zone reading

Today we:
Attempted to observe the debris on top of canned goods using the microscope
  • First, I want to say that I loved your resourcefulness today :)
  • With that said, please realize that our viewing capacity for bacteria and fungi, specifically, was extremely limited due to not having agar to grow cultures, not having bacterial stains, not having sterile equipment, etc. You were, however, still able to observe some interesting specimens regardless, such as hairs, fibers, insects/mites, larva, exoskeletons, etc.
  • If/When our supplies arrive, we'll try this again and compare the difference in the amount of data we're able to collect.

Homework: Finish your observation sheet from today. I will collect it tomorrow first thing.

Sept 30:

Warmup: 5 min to study for your quiz

Today we took a quiz

When you're finished with the quiz please start the HOMEWORK:

1. Go to this website:
http://richardpreston.net/preston-books/hot-zone

2. Read the background info and the exerpt from the book
3. Write a paragraph or two in response to the reading. You can use the questions below to help guide your response.
  • What are your initial thoughts?
  • What struck you as interesting?
  • What did you learn about Ebola?
  • How does reading about viruses in this context paint a similar or different picture than how we study them in science class?
  • What further questions do you have after reading this selection?

4. Email your response to me by no later than 8:00 am tomorrow morning

Idan: You will take the quiz as soon as you return. You also have to take your lab safety quiz from a few weeks ago. You are also responsible for completing today's homework.


Sept 27:
Warmup: Summarize the difference between the lytic and lysogenic cycles.

Today we:
Discussed lytic and lysogenic cycles
Watched a video to review viral replication
Took notes on how to treat viruses

Homework: I moved the quiz to MONDAY. STUDY!!!!!!!!!!!!!!!!

(Virus Quiz: shapes, types, parts, replication, treatment)


Sept 26:

Warmup: How do you suggest we go about analyzing our cans of food?

Today we:
Discussed viral replication
Decided on our method of experimentation for the cans

Homework: Study for quiz tomorrow (Viruses: shapes, types, parts, replication)



Sept 24:

Warmup: Make a T-chart that describes on one side why viruses are sort of living, and on the other side why they are sort of not living.

Agenda:

Discussed types of viruses (retroviruses and prions)
Discussed virus shapes

Homework: none


Sept 23:

Warmup:
What is a virus?
  • Describe it
  • Draw it
  • Label its parts

Today we:
Reviewed viruses
Took notes on viral structure and characteristics
Discussed why it's KIND OF like a living thing, but NOT EXACTLY living


Homework: Differentiate between retroviruses, proviruses and prions.



Sept 20:

Warmup:
What are some sources of infectious diseases?
What do you know about viruses?


Today we:

Discussed the differences between bacteria, viruses and parasites as sources of disease.
Took an in-depth look at viruses and took some notes
Wondered what kind of disease agents we might find on the tops of canned goods from the grocery store (Thanks, Yaritza!)

Homework: Find a canned product at your house and bring it in for Monday so we can observe what is on top of it.

Sept 17

Warmup:
What are some characteristics of an excellent research project?
How about an excellent presentation.

Today we:
Discussed the warmup
Went over the homework
Began background research for your Waterborne diseases (Topics and preliminary questions are below)

Diseases:
  1. 1. Cholera -Laura
  2. 2. Dengue Fever - Yoann
  3. 3. Escherichia coli (E. coli) - Yari
  4. 4. Giardia -Not assigned
  5. 5. Hepatitis - Camille
  6. 6. Malaria - Zoe
  7. 7. Pinworms- Not assigned
  8. 8. Ringworm (see also Tinea) - Idan
  9. 9. Salmonella - Imane
  10. 10.Typhoid Fever- Leo
  11. 11. West Nile Virus - Zack
  12. 12. Yellow Fever - Pierre
  13. 13. Dysentery - Madi

Initial questions:
  • What is Epidemiology?
  • What is Prevalence? (Also describe the prevalence of your specific disease)
  • What is Incidence? (Also describe the prevalence of your specific disease)
  • What are the causes of this disease and in what locations in the world are they found? Map these locations (for example, the UNICEF Google Earth map can be used for finding locations).
  • Describe in detail the characteristics of the organism responsible for the cause of your disease. i.e the life cycle of the pathogen and how that life style relates to symptoms and spread of the disease.
  • What are the symptoms of this disease and what is occurring within the body that causes these symptoms?
  • How do you treat this disease?
  • How might social economic status effect the chances of contracting this disease and how might it effect the course of treatment?
  • How does the prevalence of this disease in certain locations relate to the social economical status of that area?
  • What can be done to prevent the spread of this disease?

Helpful sites to get you started:

Center for Disease Control: cdc.gov
World Health Org.: who.int/
National Institute of Health: nih.gov

HW: Finish all background research questions regarding your disease UP THROUGH "How do you treat this disease?". You can focus on the last three questions tomorrow. Don't forget to keep track of your sources!


Sept. 13

Warmup: How does quality of water affect one's health?

Today we:
Discussed water quality and health
Described bacteria and listed their positive and negative health effects
Described the body's reactions to invaders--specifically diarrhea--as well as discussed the positive and negatives of this bodily response
Defined and gave an example of the following words:
  • Epidemiology
  • Prevalence
  • Incidence

Homework: Finish describing and providing an example of the three words above for Monday

Other key words:
Bacteria
Prokaryote
Eukaryote
Leukocyte
Phagocyte
Antibiotics
Probiotics
Binary fission
Unicellular
homeostasis


Sept. 10

Warmup: 3 minutes to review for quiz

Today we took the lab safety quiz and corrected it in class
We then finished the microbe video

On Thursday we will officially start our Waterborne disease project

Homework: None



Sept. 9
Warmup: Write three questions you have about waterborne diseases.

Today we went over levels of questioning and introduced a bit about waterborne diseases.
We also watched a quick video about microbes.


No homework

Lab safety quiz tomorrow


Sept 6:

1) Signed lab safety contract due Mon


2) Binder check on Mon

Tabs:
1. Warmups/Reflections
2. Notes
3. Current work/projects
4. Graded Work
5. Toolkit

Sept 2
Homework: Go over syllabus with a parent and have them sign it (anywhere) to acknowledge that you've both read it.