Tuesday, December 9, 2014

extra credit all classes due by Wed. 12/17/14

Current events for ALL Classes!
You will choose an article or science related video of over 2 pages or 45 minutes on science current event. It will fall into one (or more) of these categories:

· Scientific discovery – for example, scientists find comets may have delivered the water found in earth’s oceans.

· Science-related event – for example, the Japan earthquake/tsunami/nuclear plant meltdown; the launch of a space probe.

· A cultural change/happening that involves science/technology – for example, bicyclists’ clothing that can act as a radar gun to show drivers how fast they’re moving.

· Science in public policy – for example, a bill or law that deals with science (cap on carbon emissions).

The article must be timely, meaning it’s been published within the past one/two months. Videos should not be older than 2 years. Finally, technology articles are okay, but I will not accept any product announcements or reviews.

Create a write-up of your current event, summarizing the story and answering key questions. You will include a copy of the story you are citing or the golden page format for the video, movie or program.

Science current events will:

Cite the news source, using the Oceana Golden page format for citations found on the Oceana website. Magazine Article:

Perlman, Jeff. “Sultan of Swat.” Sports Illustrated. 12 February 2001: 54-59.

Newspaper Article:

* Taylor, Michael. “Potholes Scar Roads Across Region.” San Francisco Chronicle. 23 October 2005:

* Give the title of the article, author’s name, and article date within the body of the summary.

* Summarize the event in your own words, using complete sentences. Spelling and grammar count.

* Your summary will answer the following questions:

· Who/what is the subject of the story?

· Where did it happen?

· When did it happen?

· How did it happen?

· Why did the event happen, or why was the event important enough to make the news?

· Why did you choose this article?

· What did you learn from the article, and what are your thoughts about this event/issue?


· How does this event affect the world or region where it occurred?

· How does this discovery advance science?

· What does the discovery/event mean for our society?

· What does this discovery/event mean for future work/the environment/humanity/etc.?

· If the story is about a law or policy, how does the policy or law affect science/society?

Below are several acceptable web sites and sources for science news stories. If you wish to use a source not listed below, please check with me first.

Popular Science

New Scientist (News)

Wired Science

New York Times (Science Times)

Discover Magazine

National Geographic (News)

BBC Science/Environment


NPR - Science News

Boing Boing (Science)


Good (Environment, Food, Health, Technology, Transportation)

The Guardian (UK) Science

Scientific American (Often written for college level or higher)

Reuters Science

NOVA Science videos  138 full episodes on line!

E. S. ch 30.1

Read and notes for pg. 804 - 812

Earth sci 12/5/14 ch 30.2 + 3

Read and notes for pg. 813 - 825

earth sci fr0m 12/3/14 Ch 31.1

Read and notes for pg. 833 -838

Earth sci from 11/26;12/1 ch 31.2

Read and notes for pg. 839 -846

Earth science from 11/24-5 ch 31.3

read and notes for pg.847-851

Biology Alu PV92 lab write up due 12/17

Due tuesday Dec. 17th

Question: Do I have the Alu insert PV92 on my 16th chromosome; determined through polymerase chain reaction and gel electrophoresis?

Hypothesis:. HINT, ‘kinda’ spelled out in the test!
Test: We will isolate DNA from human cheek cells. We will then amplify a segment of chromosome 16 using PCR. DNA samples will be separated by different sized fragments using gel electrophoresis. Finally, using proper staining methods to make the DNA visible using Ethidium Bromide; we will be able to determine the genotype for the human Alu insert PV92.It will be +,+ (yes, Alu); -,- (no alu), or + ,-(one alu).

You will NOT need to include full materials lists, procedures or diagrams for this lab.
Each of these section headings should be included and followed by “See BABEC/Gene Connection hand outs.”
Data is a Labeled diagram of your DNA photo results after gel electrophoresis and your observation journal.  *Observation Journal is Key here!
Analysis will include a discussion of Possible types of error and how they could have affected your results.
Conclusion as per rubric in paragraph format.
  .conclusion (What happened?  Did you answer question? Did data support or refute hypothesis? Why? How did error influence your results? Next step/societal implications)

biology 12/8-9/14 ch 12.3 + 4

Read and notes for pg. 336 -350.

biology from 12/4/14 CH 13.3

Read and notes for pg. 372 -379

biology from 11/21/14 ch 13.1 + 2

read and notes for pg. 360- 368.

biology from 11/19/14 Ch 12.1 + 2

read and notes for pg. 326 -335

Monday, November 17, 2014

Wednesday, November 5, 2014

Earth science Mass lab guide sheet

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)

Thursday, October 30, 2014

Biology due 10/31 & 11/3 Ch 7.1 - 3

Read and take Cornell notes for Ch 7. 1 - 3 , pgs, 181 - 200.

Biology Cell analogy project: DUe 11/17-18/2014

Cell Analogy Group/Individual Project: 500pts  

You are to look at the internal structure and function of a cell and create an illustrated diagram, t-chart, web page, power point, story or other teacher approved project format that compares the cell and its’ organelles to an analogous system such as a school, a car, a factory or whatever; each of which have important smaller parts with important functions.

Your project needs to include each organelle listed below and its role in the cell and it will need an analogous system to the cell and each organelle.  Make sure you compare and explain the roles of each organelle and their analogous counterparts.

Ex: Cell = School, where the nucleus, which controls all cell functions, could be compared to the principal in the school.  If you use this example I will not give you higher than a 3 on #3 of the rubric.

Use the text book, Internet, notes and your brains

Grading (subjective rubric = score of 5-0 points based on my feelings about the quality and evident effort on the project and its’ parts)

Grade categories
  1. Cell organelles/structures and function
    1. Include:  cell membrane, cytoskeleton, nucleus, ribosome, endoplasmic reticulum, golgi apparatus, lysosomes, vacuole and mitochondria.  Bonus points: for doing a plant cell (cell wall and chloroplast) = 30pts; Include flagella or cilia = 15pts
       !!!No analogous structures = no Bonus Points!!!
  1. Analogous system with corresponding features for each organelle/structure and function
  2. Quality (color, creativity, attention to detail…)

Deadline Due Date:  Even period on Monday/Tuesday 11/17 or 18/2014

Thursday, October 23, 2014

Biology- Biochemistry Quest Tuesday/Wednesday 10/28 + 29

400 pt. quiz/test on material from Ch 6 in Glencoe biology text book:  elements, compounds, chemical/physical changes, enzymes, properties of water, acid/base/ph , bio-molecules

Earth science Volume of a drop guide sheet

Instructions:  DO NOT WRITE ON THIS HAND OUT!  You and your group will be practicing the steps of the scientific method, conducting an experiment and writing-up a lab. 
·        On a separate sheet of paper write the names of the members of your table that actively help with all parts of the mini-lab; this will be your lab write-up.
·        Write out the question I gave you below, include the label Question:
·        Write our Hypothesis: and then your educated guess to answer the question.  Remember to discuss with your tablemates about how to make an educated guess then record the hypothesis on your lab write-up.
·        Continue writing the label for each step (Q, H, T, M, P, D, A, & C) and following my hints for each step.

Question:  How much space (volume) does a drop of water take up?

Hypothesis:  What is your educated guess to answer the question? Compare 1 drop to 1 mL of water.

Materials:  Every item used for data collection

Procedures: Step by step directions of your experiment that include diagrams that help illustrate your procedures

Data table:  Have room to include ten trials, Yes, do the experiment ten times, make sure everyone in your group has an opportunity to collect data by doing the experiment.

Analysis:   Show an example of how calculated the volume of a drop, in mL. Also show an example of how calculated the average volume of a drop, in mL, for the trials you did. Create a data table and Bar graph showing the average drop # for all other groups in the class.

Conclusion:        Restate your hypothesis. Did you answer the question?
                   How do your results compare to the other tables?  Explain.
How might error have occurred in your experiment?  What affect might it have had?  How can you redo your experiment to attain more accurate
Bonus Points:  if you finish both mini-labs early, you may earn bonus points for conducting a next step to this experiment.  You are limited to the materials provided or on your person.  You may also include a graph(s) of your data for e.c.
Bonus Points: if you finish both mini-labs early, you may earn bonus points for applying your data from this lab to the drops on a penny lab to find the ave. volume of the bubble of water that formed on the penny. Explain what you did and show the calculation.