Tuesday, November 26, 2013
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.
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.
Do the problem solving minilab into your notebook on pg 63.
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??
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
antibodies.
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
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:
- Question: Are dominant or recessive expressions of
genetic traits most common in this class?
- Hypothesis: Insert your
educated answer to the question here
- Data
Table: must
be ruled and include any observations that may affect data collection
- With
observation journal
- 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?
- 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).
Procedures:
- 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.
- Describe any variations,
environmental changes or other OBSERVATIONS of note that may influence the
observance of the trait for each person tested.
- Don’t forget to keep track of
who you test and any relevant observations about trait expression for
each person tested.
- 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.
examples:
TRAITS
|
DOMINANT
|
RECESSIVE
|
Space
Between Top Teeth
|
Space
|
No
Space
|
Chin
Shape
|
Cleft
|
No
Cleft
|
Rolling
Tongue in a “U” Shape
|
Can
Roll
|
Can’t
Roll
|
Tongue
Flipping
|
Flip
|
Can’t
Flip
|
Eye
Color
|
Brown/Green
|
Blue/Gray
|
Hand
Usage
|
Right
|
Left
|
Hair
Color
|
Not
Red
|
Red
|
Hair
Type
|
Curly
|
Straight
|
Hair
Shade
|
Dark
|
Blond
|
Earlobes
|
Detached
|
Attached
|
Freckle
Amount
|
Freckles
|
No
Freckles
|
Having
Dimples
|
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
|
Eyebrows
|
Bushy
|
Fine
|
Fold
both hands
|
Right
thumb on top
|
Left
thumb on top
|
Mid
digit hair (knuckles)
|
Present
|
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.
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)
Procedures:
- Convert the posted mass from oz → g
using the following formula 1oz. = 28.3 g
- 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.
- 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)
- 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).
- Take the relative error in grams
and divide by the converted posted mass, in grams, and multiply by 100 to
determine the percent error.
Data:
Rubber
stopper #
|
Posted mass
Converted (g)
|
Average measured
mass
(g)
|
Relative
Error
|
% error
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Observations:
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)
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