Archive of ‘Grade 9’ category

Mutation Story – Cris Du Chat –

My first and second paragraphs:

I am a missing piece of genetic material on the arm of the Chromosome 5. I am an unbalanced translocation, which means that I have chromosomal rearrangements. I give my host many problems. The kids at school make fun of me, I can’t help it. I give my host trouble using language, and distinct facial features. My host enjoys social interactions, he is friendly, but he doesn’t speak to others much. He thinks that I embarrass him. I can’t help the way I am. I’ve been with him since he was being created, he’s my best friend. I was created when my host’s parents reproductive cells where created. When my host was born, they gave him a FISH test, a genetic test for them to be able to see me. I am missing genetic material in the short arm, that is designated “p”. There are few pieces on the short arm that I am missing, that scientists think may lead to my host’s disability. 5p at band 13.33, the Semaphorin F gene which is located at Chromosome 5 at band 15.2 and the d cantenin gene which is located on the same band and short arm of the Semaphorin F gene. As there is no cure now for the diagnosis, knowing which genes are missing, can help them come to a cure. As, the deletion of the d cantenin gene is not found in all cases of Cri Du Chat, it makes the intellectual disability of the disability more severe. My host is not missing this gene. Here’s his story.

I am Clark. When I was born, my parents couldn’t tell I had a disorder. They took the normal gene tests on me, and saw that I was missing a piece of genetic material. They had to take a FISH test, to get a more specific result. I have Cri Du Chat, they would go on to tell my parents. Growing up, life was pretty simple for me, I didn’t really know that I had the disorder, while others did. When I was young, I couldn’t be bothered by what others said or thought about me, or anything really. I do now. My face is deformed, people judge me for that. I sometimes have trouble speaking, people judge me for that. I just don’t understand.         ///////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Questions I asked:
– What happened to my gene as a gene?
– What caused my host’s mutation?
– What effects did the gene mutation have on your host’s body?
– How was the host’s life effected? What was their story?


What questions did you need to research in order to create your mutation story?
– Symptoms of Cri Du Chat.
– Causes of Cri Du Chat.
– What is Cri Du Chat Syndrome?
– How is Cri Du Chat diagnosed?
– Is Cri Du Chat inherited?


To help me complete this project, I used new websites to help me find correct information, comparing multiple ones together to make sure that the information I used was the best that I could find. To investigate this topic, I started with coming up with questions to ask, so that my research could be well formed, and it would be easier for me to research my specific questions. This project went well for me. It wasn’t very hard, and it helped me understand how genes are formed and how genetic disorders can occur.

Reproduction – Candy DNA –

In science, we had to create a DNA stem, following the TAC GTA TGA  – AT GC -, using only coloured marshmellows, liquorice, and toothpicks. Each colour of marshmellow reprisented a different letter of the combination that I previously mentioned. tmp_31323-img_20471083168617 I feel that this project was an alternitave way of learning, and was helpful to me and my partner as I imagine as I espically can sometimes be a more hands on learner,as well as being fun, I did enjoy this short project, to really further expand my understanding of DNA stems and how they are formed. tmp_31323-img_2045-546697237

Engineering Brightness Proposal

I think that the Skype call went well. Althought I wasn’t there for the call with the Dominican Republic, when I watched the vedio, I saw that the questions and the communacation between our class and the Dominican Republic as well as the connection was very smooth and clear. The questions where thourough and respectful, while also helping us explore new boundries of where we could take our projects to, to create an even wider spectrum of ideas for our project. I also think that the skype call with New Brunswick went well. I think that with this skype call we where able to take the ideas that we had gotten from the previous skype call, and take them to a more realisitc level, because we where able to then ask our questions, and be able to collect more information on hw we could create these lights, while also getting an idea of how other schools are creating thier lights and what they are thinking about doing to give us even more of an idea of what we could be able to achieve at our level of understanding. I think that with both skype calls we where able to make very resouceful connections with people that could have possibly not had the chance to communicate with prior to this occasion, and we would not ave the ideas that we have come to think of now.


So far as a class, we have talked to multiple people, as I have mentioned prior, from the Dominican Republic and New Brunswick. Specifically, Eladio and Dennis, Ian Fogarty, and multiple students from both skype calls. In our groups we have all come up with different ideas, some that interrested our gruop where to be able to create something solar powered, hand powered or by motion, so to basically create a more accesable and efficient light and power source for the Dominican Republic. So to have the skype call with New Brunswick was helpful for this reason espicially because, we were able to communicate with other students who are creating the same project as we are, so it did help to broaden what we have already planned to do into bigger areas, to create the best project that we can. I felt that this was overall a good expirence and where both very helpful sources to us, as we would probably have come out with different results without this communication that where not as good as the ones that we have currently come up with. We have also very helpful connections with who we would probably not have had the chane to communicate with prior to these experiences.


Some of my group’s general ideas to help to create light sources to the Dominican Republic, would be to create a light that uses solar technology to a light source that is powered by your body, or even by motion, as I mentioned before. We want our idea to be realistic enough that it would be achievable for us to create, but still push ourselves out of our comfort zone enough as well, so that it pushes us to create the best final product that we can create, to come to an end result with something that coud be used eventually to create a difference in the lighting situation that is currently happening to the Dominican Republic. So far to help achieve our goal, our group has decided to create smaller goals to make it more possible for us to eventually achieve our end goall, of which I mentioned before. To do this, one of our goals, would be for Kaleb to start creating a model of our light source in his Industry and Design 10 course, to give us an idea of what it would look like. We could get heelp from outside sources of the school, with the connections that we have made from the skype calls, or even with a new source.

Currents From The Kitchen:

My prediction:

I think that the grape will produce the most electric voltage, because grapes  are acidic, so I think this factor will help add to the electric voltage, where as apples, are much less acidic than grapes.


Our Results:

Our results where that the grape was more successful creating a higher electric voltage than the apples. This may be because of the higher acidic level in grapes than in apples – like I mentioned in my prediction – giving off a higher electric voltage, helping to give more power. This is because, the charged particles from the acids, are the same as the charged ones in the electric current. So, this would be producing more electric current, this will make the battery more charged, while being more acidic at the same time.


So, we observed in this experiment, that the more acidic the fruit (the higher the pH levels) the more charged the battery will become. We also observed that different types of apples can have different electric voltages, because each different type or apples acidic levels (and pH levels) are slightly different than each other, and this affected the apples results. Where as we only had one grape, but did notice the different of the acidic levels of the three fruits.



Q: What type of circuit will produce electron flow in your fruit or vegtable?

A: Since, electrons do physically move when voltage is applied, – because, they are charge carriers to be used to transmit electromotive force (the electric voltage) – they flow in a circuit, because the circuit has positive and negative charges (shown in the coloumb), the electrons float freely around the circuit from one atom to another.

Q: How can I use this in my everyday life?

A: Some batteries are acidic, (a car battery), while the more commonly used ones for every day life (AA, AAA, D), are Alkaline. While these batteries are different (chemistry’s), you could technically use the zinc and copper battery (like we did in class), make create a battery if you desperately needed one – and if you had A LOT of fruit with you -.

Q: How can we modify our experiment to improve our results?

A: When we do this experiment, to really get an accurate idea of the differences, a good thing to look at, is the different pH levels between the fruits and the vegetables (acid levels). We could use fruit with a pH meter, and repeat our experiment three times to get the best general result we can. And then, we could test the electric voltage on each, to get the best results and really get a good idea of which fruit or vegetable has the highest pH levels (and acid levels), to conclude which fruit or vegetables will create the most electric voltage.



SSEP Reflection:

In science we were given the chance to create a project with ISS. In our groups we each had to think of an experiment that we could conduct in micro gravity. Here’s what our group chose to do:

In our group, we decided to take bacteria and bad bacteria to see how it would react in micro gravity. We then specifically chose to use Bacteria Vibrio Chlorae with Pili. We chose to do this experiment to see if they would produce faster, or slower to help us determine more the difference of how they react in micro gravity to being in gravity, to help get a better understanding of the bacteria itself. This understanding could help us with many things, not only in science 9, 10… But in life as well if one of us becomes a scientist, or for many scientists who may have this question now, or even other students.

To find a great experiment, we thought more about our question, with lots of research from multiple sources on how we could conduct the experiment, count the Pili, and how we could benefit from this experiment. We then got contact with Miguel Gutierrez, – a SFU graduate in molecular science – who we determined would help supply us with the bacteria that we needed. We also attended the SSEP program at Heritage Woods Secondary School to open up new ideas and to understand the concepts that we planned to do our experiment on.

SSEP 2016 SSEP 2016

This problem could be solved by our experiment idea of having two different types of bacteria sent up into micro gravity to see how they react together, like the two that we choose, Bacteria Vibrio Cholerae and Pili. We want to see how these two different bacteria’s will react together in micro gravity. To help solve our problem, like it was mentioned in the previous. This will also help achieve a better general understanding of how bacteria works, and reacts in not only micro gravity, but also in gravity itself, and to see how much of the Bcteria Vibrio Cholerae was gone, and how much the Pili has grown.

To create the best proposal we could, we wrote up our draft for the first deadline, each taking different parts that we felt best suit each of us – to get the best possible result – and handed that in to be reviewed. We then went to Susan Henderson, to help us review our proposal, and to show us how to properly use Microsoft Word in order to create proper citations. We then re-reviewed our proposal, adding in all the proper citations. Then, that then went on to Claudia Durand to review once again our current proposal, and to give us more corrections on places in our proposal where she thought that we could improve.

The process of creating our proposal went well. I think that our group could have worked more on our communication skills, to make the work load that we had more even. But, we did come out with a strong idea, and well made proposal in the end. I feel that our group did well on going to spend the extra time out of our lunches, or even on pro d days, to get in that extra effort to really try to make our proposal as good as it can be. I feel that our group also did well in reaching out to outside sources to really get an even better sense of what we were doing. With copious amounts of support from everyone whom I mentioned, and lots of encouragement from our science 9 teacher – making this all possible – Mr. Robinson, I feel that this project went very smoothly. In the end I think that we have a very good proposal, and that now we know how to really work well together.

COL Science App Review

Mis understanding a concept in science can be really tough, and not having the opportunity to get help for the subject that you are having trouble with is even worse. Being able to ask questions, while having, easy access to every topic that you could want to better comprehend in science, are key things for the app to have to better help your comprehension.
Creating an app that is easy to access and use, has in depth explanation to help your further understanding, and going into a more one on one feel, with videos, drawings, and easy to understand explanations.
An app that would attempt to solve this problem would be Khan Academy. It goes over every subject, has in depth explanation videos, practice quiz’s, drawings, and much more. This app not only provides what feels like a one on one explanation for science, but covers every topic in science for every grade, so anything you want to know or would have questions about, it would be in that app.
This app was very good for help. It shows everything in a order from the beginning of a lesson to the end of one, going from the beginning of what we learned to what we finished on and more. It shows atoms, models, the periodic table, compounds and so much more. This app showed a flawless program that ran very smoothly, although you do need wifi to run it since there are videos. And for each video there is, there is also a quiz, to see if you understood what went on in the video. In the app, there is also a point system where as you watch videos and take quiz’s, you can gain more points as you use the app, if you make an account, although you can still fully use the website without an account as creating, an account is no cost.
When you first open the app, you come to a page with many different subjects, and you can pick whichever one you want help with, and it will take you to a page of different categories within that subject. You can pick whichever one you want (for me it was chemistry), and then that page will take you to the page of everything in that category in every grade, in the order that you would learn it in, in school, so it will still make sense. Under every category, you can start wherever you want, and then start from clicking a video that you want to have help with and go on as you need help.

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