Category: Science 9

Climate of canada-Territories

Damon on

Climate of Canada

Territories (picture at the bottom of text)

 

Causes of climate change in the territories:

Since there isn’t commercial/ industrial factories and buildings. This climate change is mainly caused by human activities. Like quadding, dirt biking vehicle activities throughout the year. A large cause of this in the territories of Canada are greenhouse gasses.

 

Effects of climate change in the territories:

Effects of climate change in the territories of Canada are ice becoming thinner therefore the sea levels are raising. Animals that live there have had to find new places to live. Loss of food for these animals so the species wont be able to reproduce. Basically the food chain wont circle as it should since these animals aren’t getting their nutrients, since they have to migrate to other places to sustain the species.

 

Modeling Mitosis lab

Damon on

Interphase:

During the Interphase the cell is replicating its DNA and getting ready to start the mitosis phases.

Prophase:

Prophase of mitosis is the first stage of mitosis. The prophase happens when the centrioles are formed and the chromatin is still stored in the nucleus.

Metaphase:

The nucleus dissolves and the chromatid turns too chromosomes and the centrioles pull certain chromosomes to create a vertical line in the middle of the cell called a mitotic spindle.

Anaphase:

During anaphase the sister chromatids are separated (the chromosomes are separated once again) and they are pulled by the centrioles to opposite sides of the cell.

Telophase:

During the telophase the a nuclear membrane is formed and the cells are starting to separate into 2 identical cells.

Cytokinesis:

Cytokinesis is the final step of mitosis this is when the cells finally separate into 2 identical cells. The cell pinches together along the middle (the equator) to separate.

Edible DNA

Damon on

What is DNA?

DNA is short for a long word I cannot pronounce which is Deoxyribonucleic acid. Your DNA carries your genetic information based of your parents genes. Your DNA resembles a twisted ladder like what we made in our lab below is a photo.

The marshmallows on the tooth picks represent adenine, thymine, cytosine and finally guanine. The twizzlers represent the phosphate backbone that connect to the adenine, thymine, cytosine and guanine.

Building Blocks of the Genetic Code - ASHG

What does DNA do?

All species need DNA to reproduce to keep that species alive and healthy. DNA can create mutations by miss matching the nucleotides.

Word! DNA (for Kids) - Nemours KidsHealth

How does DNA copy itself?

The DNA develops into looking like a twisted ladder. The DNA strands are separated kind of like it unzipping, like the photo below.

DNA Replication - SBI4U RESOURCE WEBSITE

Then the piece of RNA is pretty much a new starting point for a new strand of DNA then it copies the first strand of DNA.

 

 

Solution post

Damon on

Damon

Science 9

Solution Post

DEFINE:

To start off with this project we talked to someone who lives in Tanzania and his name is Saul Mwame. We are talking to Saul Mwame because we are trying to gather information to create some sort of device or object to help his companies grow or in whatever way that group decides on an idea. I felt that Saul is a very outgoing person and really has a passion for what he does and wont give up on his dreams. I liked learning about how other countries create businesses and run them differently. My groups plan to try to create a device for Saul Mwame is to create a device that creates sound loudly and either alerts the beekeepers or scares the animals away with this loud annoying sound and it goes off when the microbit senses movement by it being shaken or be moved.

DISCOVER:

Our group looked at our resources available to see what we could to with them and access what we could build and create. We didn’t research much actually but when we did it came in handy. While we were looking at our resources available we accessed what we knew and what we could do with our knowledge. All three of us knew a bit about at least one item. So, we just put our knowledge together and came up with this idea with the loud annoying sound with microbits and we were all familiar with them so it worked out great. The materials we would need to create and build this would be one microbit, multiple alligator clips, microbit attachment speaker to spread the volume  and make it loud, and finally you would need a 3D printer available. Our starting steps are to attach the microbit with the speaker then create the code on the microbit, then design what we are 3D printing.

DREAM:

Our main idea is to help try to keep the predators in Tanzania away from the bee hives so the hives can continue to grow and keep producing honey for the beekeepers to sell and end u making their income. If a predator gets at the hives it can takeaway from the beekeepers income and we want them to get as much income as possible. Saul Mwame helped us with our idea in the second conversation with Saul Mwame he made it clear that they are trying to find ways to keep their hives safe and possible for income.

DEBRIEF:

So far we are till working on our device project to try to help Saul Mwame we should be finished this week and so far our solution to our problem is coming along and its working as of right now and hopefully will get the best outcome possible. I think we could definitely improve on being more on task and I wasn’t there for a couple classes when we were working on these and we needed to catch up to the other group’s speed and continue at that working speed.

MEDIA:

I thought the zoom meetings went great and the questions we asked each time were great questions and he gave a great explanation to us and that shows how passionate he is for what he does.

Currents from the kitchen

Damon on

Purpose:

Which fruit will produce the most electric voltage?

Hypothesis:

If someone brings a lemon, the lemon will have the highest voltage.

Materials:

1 Voltmeter, 2 wires, 1 nail, 1 copper strip, at least 3 fruits/ vegetable.

Procedure:

  1. Post your pre lab
  2. Observe the demonstration on how to build the battery call (bulb/voltmeter)
  3. Set up your experiment space in groups of 3
  4. Perform your experiments with different fruits and vegetables
  5. Document down your results and experiment set-up with cameras
  6. Consider an explanation for your observations and results
  7. Post your images and explanation on your Edublog account

Why:

Because it has a lot of citric acid.

Questions:

1.What is causing electrons to flow in this experiment?

The citric acid allows the electricity to flow between the metals.

2.What are the independent, dependent, and controlled variables in this experiment?

The independent variable were the fruits. The dependent variable was the voltage. The controlled variables were the copper and the zinc nail and the voltmeter with the wires that connected to the voltmeter.

3.How can we modify our experiment to improve the results?

We could have added only fruits with high citric acid levels and would maybe keep the

4.What could be sources of error or uncertainty in our experiment?

A source of error in this experiment could have been a faulty voltmeter or wires and could have shown the wrong voltage.

5.How can I use this in my every day life?

I could use this in my every day life possibly if I wanted a night light or some sort of flash light but it would be hard to maneuver it around if it was used as a flash light of some sort or if it was a night light if it would stay on for a long time period or once the fruit gets older it wont work anymore it would be a experiment to see if it stays on for a long time period it would definitely need a bigger L.E.D to work as one of these devices.

Results of the fruits we tested:

Orange: 0.2 volts, Pear: 0.4 volts, Apple: 0.2 volts, Potato: 0.3, Lemon: 0.4, Ginger: 0.2, Onion: 0.2

Pictures of our results:

 

 

Periodic Table Feedback Reflection

Damon on
  1. What I know well about the periodic table

Looking at the periodic table, I know quite a bit about the periodic table, I thought I did decent on all the work leading up to the test. I know how many periods are in the periodic table and the different sections of the elements. To end, I know what elements are metals and non-metals.

2. What I still need to work on regarding the periodic table

The periodic table is a challenging subject for me. I need to work on many things regarding the periodic table. Since its a brand new subject for me, I didn’t learn about it prior to high school. I need to work on the vocabulary of the periodic table because I can still get confused with some words.

3. What I wonder about the periodic table

I wonder if we can add more elements to the table if there are more.

I wonder why the periodic table has gaps in between the 3 elements on the left side and the rest on the right and also the gap on the bottom.

I wonder why Mendeleeve decided to put these elements together to create the periodic table.

4.What goals will I set to understand the periodic table better

Based off this test I will look over and see what I did incorrectly and look over it and see if I can get a different answer and possibly get it right. I can read over the rules of the table and see how other ways can get the correct answer.

Science 9- Safety story- Damon

Damon on

 

Damon Douglas

Science 9

Safety story

This symbol is a flammable symbol. This one mean that the product is possible fire hazard, so it can catch fire easily.

 

This symbol is a poison can cause death symbol. This one mean that the product is able to cause death or severe poisoning.

The red shape that looks like a stop sign shows that the product is extremely not safe to consume or touch or bring close to fire.

The orange shape that is a diamond shows that the product must me stored of carefully.

The yellow shape that looks like a yield sign shows that you should still be careful with it, but it isn’t deadly.

It was just a regular day in Mr. Robinson’s science 9 class. The class was talking in their table groups about the Lab equipment they got selected to talk about how they think that you can use the pieces of equipment. Group one was talking about the pipestem triangle. They came up with this idea of what it does, and it was correct. They said, “supports the crucible being heated over an open flame”. Group two was talking about the micropipets. The group came up with an idea of what the micropipets are used for, their guess was incorrect. They said, “fill up the pipets to the top and dispense however much liquid you want”. Group 3 was assigned to talk about what the test tubes. Group 3 came up with this idea, their answer was incorrect on how to use it. They said, “fill the tubes with liquids to the very top of the tube”. Group 4 was told to talk about the mortar and pestle. They thought of an idea on how to use it, it was correct. They said, “its for grinding chemicals to powder”. Finally group 5 the last group was assigned to talk about the wire brush. The final group thought of an idea, that was very close but incorrect. They thought that wire brush is used for “cleaning micropipets, droppers and a regular pipet”. After the groups finished discussing about their items, they started getting ready for the lab. Mr. Robinson brought in the chemicals we are going to investigate. As he was walking over to group one to give the group their stuff someone left their backpack out and didn’t tuck it under the group table. Mr. Robinson tripped over the bag and the chemicals went everywhere. It was a chemical in the warning category, so it wasn’t going to kill the student that got the chemical on their body, so they went to the eye wash station and the shower station and pulled the handle and turned on the water for eye wash. Luckily the student was okay, and everyone finished the lab after a little bit of clean up and we got to the bins, and we couldn’t decide what bin to but the stuff that we cleaned the chemical up with. Should we put it in a recycler or should we put them in EHS Hazardous waste program. We ran into a dilemma. In the end the class chose the recycler.

 

It was a great day in Mr. Robinsons science 9 class. The class was talking in their table groups about the Lab equipment they got selected to talk about how they think that you can use the pieces of equipment. Group one was talking about the pipestem triangle. They came up with this idea of what it does, and it was correct. They said, “supports the crucible being heated over an open flame”. Group two was talking about the micropipets. The group came up with an idea of what the micropipets are used for, their guess was correct. They said, “to measure and dispense very small amounts of liquids”. Group 3 was assigned to talk about what the test tubes. Group 3 came up with this idea, their answer was correct on how to use test tubes. They said, “Holds small amounts of liquids for mixing and heating”. Group 4 was told to talk about the mortar and pestle. They thought of an idea on how to use it, it was correct. They said, “its for grinding chemicals to powder”. Finally group 5 the last group was assigned to talk about the wire brush. The final group thought of an idea, that was correct. They thought that wire brush is used for “to clean the inside of test tubes or graduated cylinders”. After the groups finished discussing about their items, they started getting ready for the lab. Mr. Robinson brought in the chemicals that we are going to investigate. As he was walking over to group one to give the group their stuff, and he noticed everyone tucked their bags under the group table. Mr. Robinson was very happy to see that his students are being safe. So, he continues to bring the chemicals to the groups. It was a chemical in the warning category, so it was a warmup lab to get into the swing of things. Luckily the students were all okay, and everyone finished ended up finishing the lab. The class went over to the bins happy that no one got hurt, and we couldn’t decide what bin to but the stuff the left-over chemicals. Should we put it in a recycler or should we put them in EHS Hazardous waste program. We ran into a dilemma. The class chose the EHS Hazardous waste program.