Tuesday, November 26, 2013

Earth Science Reading

Read Ch 31.2 on galaxies, pgs. 839 - 846.  Take Cornell Notes.

Tech C-3: seperation of charged Dyes

“ Tech C ” Analysis Questions

6) Based on your results, what is the charge of each of the dyes you ran?  Why?  


7) The distance a dye runs is based on size of the dye, bigger molecules travel slower.  What are the relative sizes of your 6 dyes?


8) What conclusions can you make about your dyes?


9) In this activity DNA is NOT mixed with this loading dye but it will be when you load and test your DNA.  Where would you expect to find the DNA?


Friday, November 22, 2013

Earth Sci Quiz and reading

Study for "Stuff" quiz on material from Ch.3 , ppts and  in class readings.

Read Ch 31.3 on cosmology, pgs. 847 - 851.

ES - 11/15 + 18: Notes and minilab

Read and take notes for Ch 3.2 + 3.3 , pgs 60 - 69

Do the problem solving minilab into your notebook on pg 63.

Biology Read and notes

Read ch 13.1 & 13.3 in text , pgs 360-2; 372 -380, and take Cornell notes.

Wednesday, November 20, 2013

Drots Questions

1)  Draw  a pedigree of your drot and neighbors drot linage.  SHow you, neighbor two drotlinggs, dotling partner and 2 grand drots.  use diamond shapes and subdivide into six regions to shade for the pressence of each of your genes.  you pick whether you are shading dominant or reccessive.

2) What are all the possible genotypes for Drot tenticles?

3)   What are all the possible phenotypes for Drot tenticles?

 4) If you consider tenticles and body type , what are all the possble combinations for phenotypes and genotypes forthis pair of gene traits?

5)  Considering the three drot genes on the first chromosome, How many possible phenotype and genotypes are there?

6)  How do you know the answer for #5?

7)  What other factors could possibly affect the expression of any of these Drot genes??

Friday, November 15, 2013

Biology11/15 + 18 - Blood testing questions

“ Got Blood ” Analysis Questions

1) What are the Blood “types “ of the four stations?  Why do you think so? (Explain)


2) Draw a Punnet square for a heterozygous type A mom ( A,o ) and a heterozygous type B dad ( B,o ).

What are the Phenotypes/genotypes and the ratios for each that would form?


3) Why is O blood type called the “universal donor?”  Why is AB blood type called the “universal receiver? “ Explain your answer discuss about antigens and



4) How might you use this ability to find out blood types to solve a crime or determine paternity of a child? Explain your answer.


Friday, November 8, 2013

2nd period volumetrics

2* 400ml  pb/250ml gb/100ml gc
grp 1 2 3 4 5 6 7 8 9 10
object Accepted values ML ML ML ML ML ML ML ML ML ML
1 256 cm3 #1 260/250/256 240/260/249 260/275/267 260/250/260
2 139 cm3 #2 140/150/137 140/150/149 160/125/140 140/150/140 140/150/139
3 160 cm3 #3 160/150/153 160/150/160 160/150/161 180/150/160 160/150/166 180/150/161
4 161 cm3 #4 140/125/134 140/125/135 140/125/135 140/125/140 140/125/130
5 441 cm3 #5 440/450/445 440/450/440 440/450/455
6 266 cm3 #6 260/250/270 260/250/264 280/275/270
7 555 cm3 #7 560/550/560 580/550/563 580/550/549
8 299  cm3 #8 300/300/292 300/300/293 300/300/293 300/300/300 300/300/299
9 214 cm3 #9 220/200/210 220/200/210 220/200/220 220/200/210 220/200/219 220/200/210
relative error = accepted value - measured average
*data from 5th * for 400 ml plastic beaker for 250 mL glass beaker for 100 mL G.C.
Ex #5: 441 - 453 = -12  Ex #5: 441 mL - 450 ml = -9 Ex #5: 441 mL - 449 ml = -8

Thursday, November 7, 2013

Bio notes

Read and take Cornell notes for 10.3 - pgs. 283-6 and Ch 11.2 pgs. 302 - 315

Bioogy Traits lab guidesheet

Data will be collected in class 11/8 + 11/12;Final  lab write ups wll;; be due Friday/monday 11/15 & 11/18

Traits Lab for District Competency (graphing skills, analysis and predictions)

Back ground:  This partial lab will be used to determine your science competency for the district.  It is expected that you should be able to complete this lab with a score of 70% or higher; scoring below this # in essence suggest that you do not have the skills needed to earn credit for this class.  You may continue to redo this lab until you have a 70% score.  But your grade on the lab for my class will

only change if you earn the passing score by its due date or after the first revision.

Task:  This is a partial lab write up you will need to include the following for your final draft:

  1. Question:  Are dominant or recessive expressions of genetic traits most common in this class?
  2. Hypothesis:  Insert your educated answer to the question here
  3. Data Table:  must be ruled and include any observations that may affect data collection
  4. With observation journal
  5. Analysis:  Using the good graphing rules create a bar graph that compares the # of students that have the dominant or recessive expression of each trait you test.  Questions 1) How would testing the entire 10th grade population affect your answer to the question?  2) Which traits were most commonly affected by environmental factors obscuring the genetic phenotype?
  6. Conclusion:  write your conclusion paragraph.  Restate the hypothesis, use evidence to support your comments, address sources of error and include a next step (social context is not required).

  1. Survey at least 30 people in class for the presence of at least 7 genetic traits.  Coordinate with your group members you may not all test the same traits (no more than 4 can be in common) for each table group.
  2. Describe any variations, environmental changes or other OBSERVATIONS of note that may influence the observance of the trait for each person tested.
    1. Don’t forget to keep track of who you test and any relevant observations about trait expression for each person tested.
  3. Once the data collection process is complete begin the analysis and conclusions.  This part can easily be completed at home.  Use REAL graph paper.

The Lab rubric/grading:

  • I will grade all parts of the Format section
  • Data Manipulation will be x2 pts a score for data tables, graphs and analysis questions
  •  And all of the Conclusion section should be included with all sections (except Logic) worth x2 pts.

Space Between Top Teeth
No Space
Chin Shape
No Cleft
Rolling Tongue in a “U” Shape
Can Roll
Can’t Roll
Tongue Flipping
Can’t Flip
Eye Color
Hand Usage
Hair Color
Not Red
Hair Type
Hair Shade
Freckle Amount
No Freckles
Having Dimples
No Dimples
Hair Line
Widow’s Peak
No Widow’s Peak
Hitchhiker Thumbs
Curved Thumbs
Straight Thumbs
Little Finger “Pinky” Shape
Bent Pinky
Straight Pinky
Fold both hands
Right thumb on top
Left thumb on top
Mid digit hair (knuckles)
Not present




ES Stuedy for test

Nature of science and measure test is next period:  11/8 for odd classes and 11/12 for even classes.  Good luck
All students were given a pretest to work through.

ES Mass Lab Guidesheet


Do not write on this handout, make an RD in your notebook, the FD will be on a separate sheet(s) of paper one for each student.


Title:  Just how much Rubber is in a Rubber Stopper?


Question:  How will the rubber stopper’s actual metric mass compare (more, less or same mass) to the converted mass taken from posted English standard measurements?


Hypothesis:  The Rubber stopper’s actual mass will be________________ then/as the posted mass.


Test:  By using a metric balance to determine the actual mass of a Rubber stopper, we can convert ounces to grams for the posted mass and compare to the actual mass found using a scale.


Materials:  metric balance (triple beam pan balance), rubber stoppers of varying size, (calculator)



  1. Convert the posted mass from oz → g using the following formula 1oz. = 28.3 g 
  2. Take the mass measurement of the rubber stopper on the metric balance.  Each group member should separately find the mass using the metric balance.  Zero scale between trials and find the average for the object and enter into the data sheet.
  3. Do this for four different rubber stoppers with different posted masses (each table member should do all parts of the experiment for at least one sinker)
  4. Subtract the measured mass in grams from the posted mass in grams to determine the relative error.  You may disregard any negative numbers9 take an absolute value of your result).
  5. Take the relative error in grams and divide by the converted posted mass, in grams, and multiply by 100 to determine the percent error.



Rubber stopper #
Posted mass
Converted (g)
Average measured mass
Relative Error
% error




Analysis:  include your calculations and math work for doing the oz-g conversions, relative and percent error. 

Make a Bar graph of actual versus converted mass values of the rubber stoppers used.





Conclusion: (restate the hypothesis, explain how you answered the question or not and compare numeric results to prove or refute your hypothesis, discuss observations as possible errors and propose a next step and who outside of this science class might care about your results)