Category: Science 9

Modelling Meiosis

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Prophase 1:

The nuclear membrane dissolves, and the chromatin thickens and forms chromosomes.

Metaphase 1:

The chromosomes align on the equator and pair up with their matching chromosome. They then switch pieces of DNA with their matching chromosome.

Anaphase 1:

The spindle fibers pull the matching chromosomes away from each other towards opposite sides of the cell.

Telophase 1:

The cell starts to divide with the same amount of chromosomes on either side in the nucleus.

Prophase 2:

The nuclear membrane dissolves and centriols form.

Metaphase 2:

Chromosomes align in the center of the cell.

Anaphase 2:

The chromatids separate and are pulled to either side of the cell by spindle fibers.

 

Telophase 2:

Nuclear membranes form around the chromatids and the cell starts to split.

Questions For Meiosis

  1. Is meiosis I or meiosis II more similar to mitosis? Meiosis 2 because when the centrieres, pull the chromatids apart, they align by themselves instead of in pairs like in mitosis.
  2.  List three similarities between mitosis and meiosis: The first similarity is that both split into different parts. They also both have the same cycle and DNA.
  3. List three differences between mitosis and meiosis: Mitosis splits into 2 parts and meiosis splits into 4 parts. Meiosis creates genetic differences in its cells but mitosis only creates two.
  4. Explain which method contributes to genetic variation and why: Meiosis does because in it’s DNA the genes switch. Cause if it never changed then there would just be clones of people which would be scary.

 

 

Uganda connection based learning

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A summary of how you helped address the needs you noticed in Africa: The experience of talking to people that are from a different part of the world is really cool to do because you are able to help with what they need and to ask what thing are like there and compare that to here. We connected with Catherine Nakabugo from Gombe High School in Uganda. Are original plan was to make a type of stationary bike that when you pedaled it would produce electricity. That electricity could then be used to either charge electronic devices or produce lighting. We were not able to make the happen so we made a documentary video on all the groups from begging to end on how the innovation is going and their final result.   

A summary of what you learned so far: Different skills that I have developed from talking to people in Uganda and building my video is that you have to take risks and try something different. I also found that you have to be a leader so that if your group is off task you can bring them back on task. One example of when I used a different skill is when I had to video each group and made sure that we had each group and had to recap over what theirs is and do some editing. This would be an example of leadership because I had to be a leader for the group and make sure everything was there for are video. 

A debrief of the experience: The collaboration between are class and the class from Uganda went really well in my opinion because we had no trouble connecting with them and seeing what they needed help with and what helped with that was them being very cooperative with us. I think I did lot’s of things well. One of them is staying on task and staying focused on work. Another thing I did well was helping other members from my group out, so if I have something to do but they need help then I would help them. I think the connections based learning project was a great thing to do because we got to speak with another country and not many other people get to have that experience.    

 

Power Poverty Proposal

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  1. We talked to Catherine Nakabugo and her students at Gombe high school in Uganda. I liked when we talked to the students cause they spoke English really well. That is good because then they could answer are questions. It was so cool seeing and talking to Ugandan people for the first time in person. I think the connection between our two classes was really strong. We all liked the ideas that past classes have come up with. I think that if we were to come up with something to help them they would be on board with us.

2. One of my ideas is to get a power generator and hook it up to a bike and find a way so when you pedal it produces electricity. We could also find a way to pedal and save the energy produced from the bike. It will be good because you get to charge your devices and have light when you need it, but to get that energy you need  to exercise on the bike. I think that we can find a way for us to get the energy and volts from peddling the bike to get enough electricity to store away and use later or just plug a device into the cable and charge it from riding the bike. I think if i worked with a couple of kids from Uganda that we will be able to figure things out and be able to find away to make a idea come to life.

3. To accomplish this idea you would have to be able to find a way to generate electricity and how to convert that energy into energy volts. To get the idea to come true we will need a stationary exercise bike and power generator. You will also need to find a plug to plug into the generator to charge your device. The steps you would need to take is first you would need to get a stationary bike and a generator. Then you find a cable to hook them together and transfer the electricity from the bike to the generator. Then if you need to get another cable to hook your device up to the generator so you can get the volts right away to charge you device.

4. I think that my research went well and that I have a pretty good idea of how to create and work my creation. The quality of my post is pretty good because I was able to talk about what I need to do to work and create my idea. I covered everything that I needed to cover be able to carry on with my idea and to work on my invention. I think that I could have explained my creation a bit more and how it works.

Image result for bike hooked up to a power generator

Sarah Mayanja    

Excellent idea.Its really realistic and will greatly help those who are out of reach of hydroelectricity.i think one is getting two things at a go, they generate energy and at the same time do the pedaling of the stationary bicycle. At least you’ve got something that will help those who cant afford the increasing cost of electricity.

Sarah Mayanja a student of Gombe High School

 

 

 

Currents From The Kitchen

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Materials

  • Orange
  • Banana
  • Lemon
  • Potato
  • Copper strip
  • Nail
  • Cables to be able to measure the electricity

Procedure 

  1. Get all the materials you need.
  2. Cut fruit in half.
  3.  Stick the copper strip and the nail into the piece of fruit.
  4. Clip one of sides of the cable to the nail and the other to meter. Do the same with the copper strip.
  5. Repeat each step with all the fruits and see which one produces the most electric current.

Observations

What we noticed the most is that each time the nail and copper strip went into the different fruits we had to change the position of where the cables were clipped on, so we could get a result and for it to work. We also found that we had to wipe the juice off of the copper and the nail before we used it one the other fruits.

Results

We found that the lemon was tied with the potato for most electricity conducted. We already thought that the lemon was going to conduct a large electric current because it has a sort of juice which contains acid, which is meant to help how much of the electricity is being conducted. The reason for this is that acid has something in it that is different to normal fruit juices. That’s why when you eat a lemon, It tends to have a sour taste to it.

Pictures

Potato
Lemon
Orange

Electricity Mind Map

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Questions

  1. How is electricity created?
  2. When do we use the most electricity?
  3. What would the world be like without electricity?
  4. Who found out about electricity?
  5. Who was the first person to create a hydro dam?
  6. How do power lines transfer electricity?
  7. Is there an alternative to power lines?

Climate Change Solutions

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What questions did you answer to find your research on your topic?

  • What is a bio diesel car?
  • Why are bio diesel cars best?
  • Why are bio diesel cars better for the environment?
  • How hard would it be to change over from a regular gasoline car to a bio diesel car?
  • What are somethings everyone can do to help?
  • What are some alternatives to cars the run on gas?

 

What new or familiar digital tools did you try to use as you worked through this project?

We tried to find pictures on pixels but didn’t find any we like. We used a couple of ones the represented the facts but there wasn’t that much of a choice on our topic.  

What was the process you used to investigate the topic?  

First we had to think of questions to answer. Then we had to search answers for those questions. After that we pieced it all together in a power point.

How did you verify and cite the information you found? 

I would find out the rating of the site before I used the site to use their information so it’s true and not made up. We cited our information in our power point.

How did the process of completing this challenge go? What could you have done better? 

I think that we did a very good job of finding good and true information that we can use. I think that we could of had a bit more information and had a couple more pictures to go with that information. We also could of answered are questions a bit better.

 

 

Kieran’s Safety Story

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This symbol means that the liquid or chemicals that are inside are poisonous and infectious. It also means that it has toxic effects.

There once was a guy named Billy who had just entered the science class for the first time. He had no clue where anything was because he was on vacation for the first week of school and he didn’t bother asking about what he missed. Today Billy was told that they were going to use the compound microscope first. So Billy went over to the his station and set it up. He remembered that he needed a glass slide to put the substance on for his microscope, so he went and got one. What he didn’t remember to pick up was a cover slip to cover the substance that was on the glass slide. The sample that his teacher gave him he spilled all over the floor. His teacher got mad and gave him another thing to do. The teacher told him to pour liquids into a test tube so he could measure and mix different liquids together, but he didn’t put his safety goggles on so he got a chemical in his eye and didn’t know what to do because he wasn’t there when she told them about the eye wash station and decided to rub his eyes. At this time the teacher had gone to the washroom and he had a burning sensation in his eye from the chemicals. Then a boy named Lucas went and grabbed Billy’s arm and took him to the eye wash station so that he could wash his eye out. After 10 seconds of washing the chemicals from his eyes Billy took his face out of the water and thought to himself does he keep washing his eyes because he felt like it wasn’t working or does he start rubbing them again. But then after 20 seconds of rubbing them the burning came back and that’s when Lucas said “you need to stand under there for 15 minuets so that all of the chemicals come out”.  When Billy’s teacher got back she was not impressed and called his parents. His parents came and picked him up. But before then he was walking passed a child and spilled their sample all over them and they had to stand under the shower for 15 minuets, the parents were not impressed to see their child come home from school drenched by water. Let’s just say the next day when Billy came to school, he got removed from the science class and put in french.

This symbol means that the liquid or substance that is in it has dangerously reactive chemicals in it.