Have a good Winter Break

After winter break, we will start a new unit on Radiation, Nuclear Fusion, Alpha, Beta and Gamma Decay.  Our case study will be the Manhattan Project:  the science of the nuclear bomb and its devastating after effects on a population in Japan

Dec 18: Make a big summary sheet for your test next day!

Use a big 11 by 17 piece of paper and make a big summary sheet explaining how Bohr diagrams work and also Lewis diagrams.  Explain how to calculate atomic mass!  Use all the vocab words in your two worksheets handed out.  Make it creative, make it beautiful and colourful.  Explain how to draw the Lewis structure of ATOMS vs IONS.  When you are done, put your name on your summary sheet.  You will be given a mark out of 5 for your efforts today.

And try out these problems below:

Answers are here:

What's on our test?

Test date:        Day 2 November  29
                        Day 1  November 30, 2018


You will have a periodic table.
1.  20 questions on Naming formula and writing names:    
a.  monatomic     NaCl,      CaCl2
b.  polyatomic     (NH4)2SO4
c.  covalent        CO

2.  20 marks on acid base neutralization equations. 
3.  20 marks on balancing equations
4.  Challenging questions:  10 marks. 
I will give you a word equation.  You convert that to formula equation, and then balance it.

20 Multiple choice questions on Acids, Bases and indicators and our labs. See our worksheets on acid and base.

ex. What colour does phenylpthalein turn for base?  pink
What colour does litmus paper turn for acid?  red
What colour does universal indicator turn for base?  blue

What happens when you put a burning splint to Oxygen?  to Hydrogen?

Hand in a big summary sheet worth 10 test marks
Summary sheet is due Day 1  November 30. 
Day 2 Dec 3

Your summary sheet must include:
1.  What is the periodic table and what are some patterns? families:  halogen gases, alkali metals, alkali earth metals
2.  Where are the metals and nonmetals on the periodic table?  What are transition metals?  What are the charges for some families on the periodic table?

3.  How do you find a name or formula?
a.  monatomic compounds
b. polyatomic compounds
c. transition metal compounds
d. nonmetal-nonmetal compounds?

4.  Give examples of balancing equations. write a how to guide

5.  Write a summary of everything about ACIDS and BASES and INDICATORS
6.  Write a short summary of our labs:    liver latte lab,   calcium and water lab,   dry ice lab,   3 unknown substances lab.

Answer key to balancing equations and acid base worksheet

click here for the answer key for balancing and acid/base and salts

And also the  Chemistry practice sheet Here is the Chemistry practice sheet key. 

Unknown Substance A, B and C

You have been given 3 beakers of unknown substances.   Devise an experiment to determine the identity of these substances.  Note that a hint is in a few of the worksheets that have been handed out in the last two weeks!

1.  Title of lab   5 marks
2.  Collaborators and pie graph:  who are the investigators and what did they do?   5 marks
3.  Write your purpose in a paragraph.     10 marks
You write clearly and get your point across. you write well      7-10 marks
your paragraph is not in sentence form or it is not so clear 5-6 marks
your paragraph needs some editing or some work to make it complete  0-4 marks
4.   Write your procedure in a step by step fashion with illustrations in pen and in colour   
10 marks
your steps are very clear and your illustrations and photos are very detailed and help tell the story effectively
7-10 marks
your steps are clear and you have a few illustrations
3-6 marks

your steps tell the story and needs more work to make it complete
0-2 marks


Results and Discussion  10 marks
You report your results and describe what you found in a clear fashion with illustrations and photos
8-10 marks
your results are easy to understand
6-8
your results are hard to understand
0-5


Conclusion   5 marks
Note that your result can be "inconclusive" if you are not sure of what happened!

You tell me your conclusion AND your reasoning in a well written fashion
4-5

you tell me your conclusion but  your reasoning is not easily followed
3/5

you simply write a conclusion with no reasoning
0-2

Carbon Dioxide Lab.

Write up the carbon dioxide lab that we did today.  You may hand in your lab in pairs or threes
THIS LAB IS OUT OF 60 MARKS

1.  Title of Lab:  Make up your own title of this lab     2 marks
2.  Collaborators:  Write the full names of the investigators and write down what percentage of the write up was done by them     3 marks

3.  Purpose of lab:  Write a short paragraph describing your purpose:  5 marks
4.   Materials:  Write a list of materials that you used for your experiment      5 marks
5.   Procedure:  Write a step by step procedure describing our three out of experiments:

a. Observing at a coin with dry ice under a microscope
b. Put a piece of dry ice in cold water , then in hot water
c.  DEMO: Put some NaOH in a flask, add universal indicator.  observe the colour.  Now add a piece of dry ice.  What happens
d.  move the dry ice around like it was a hockey puck.  Why does it slide across the table?


Write a step by step clear procedure that is easy to understand.  Also, make a cartoon of your procedure:  out of 20
17-20/20    excellent, clear writing and pictures
13-16/20    very good procedure with pictures
10/20          procedure is written 
0-9/20          procedure is hard to understand

Observations and Discussion   /20

For each experiment, write and draw or provide photographs for your observations.  Beside your drawings or photos, EXPLAIN how this happened.  Use balanced equations
out of 20
17-20/20      you have a keen eye for detail in observations and you write your observations well: your pictures are very clear.  You understand why the phenomena happened and you explain it clearly. You show exceptional insight. 
13-16/20      very good write up.  You summarize your observations and your explanations are clear.  You clearly reflected on this.

0-11/20   you need to spend a bit more time describing the phenomena and also explaining it


Conclusion      out of 5
You summarize your findings in the conclusion.

key

Naming acids practice

Today we reviewed naming acids and I asked you to write  "...ide" acids and    "...ite " acids and also    "...ate" acids. also you did an exercise in naming acids last block.  Now you can do the naming acids practice on page 18 in the Chemistry practice sheet Here is the Chemistry practice sheet key.

Do the Chemistry Practice Sheet

A really useful Chemistry practice sheet Here is the Chemistry practice sheet key.  Note there is another quiz next period.  Start the class with a round of the Compound card game  located in the bucket under the windows (5-10 minutes).  Next do the chem practice sheet.

Use the periodic table and work on practice sheets

1.  Play the compound game with a partner for 5-10 minutes as a warm up.
2.  Review the charges of elements on the periodic table and work on the worksheets provided in class.  The worksheets may be found on the side of the class

Unit on Safety. Create a Safety poster and hand it in before class ends

Now we are doing a unit on safety. Please do the reading, the homework and MAKE A POSTER SHOWING ALL THE RULES. SUMMARIZE ALL THE RULES IN 4 OR 5 STATEMENTS

1.    

                                                    WHMIS -  WORKPLACE HAZARDOUS 
                         MATERIALS INFORMATION
                         SYSTEM 

      THESE symbols are on the MSDS sheet for
       all chemicals    Materials safety Data Sheet. 

Follow teacher instructions

a.     If you wish to change instructions, check with teacher

b.     If you break anything or get hurt, report it REPORT ACCIDENTS

2.     No horseplay, fooling around

3.     Keep yourself safe

a.     Hair tied back, no loose clothing, shoes are closed

b.     If chemicals get on skin, use water

c.     Use eyewash if anything gets in eyes

d.     Wear goggles if needed

e.  If you wear contacts, inform the teacher

4.      Keep your area safe

a.     your work area is neat and organized

b.     you have your lab instructions

c.     aware of fire safety and chemical safety

5.     Keep the classroom safe

a.     Carry materials in a safe way

b.     Aware of fire safety procedure

c.     Don’t remove any experiments from the classroom

d.     Don’t do experiments without first checking with teacher.

6.      Hot and cold and chemical safety

a.     never assume the temperature of something.  Take precautions

b.     hot beaker and cold beaker look identical

c.     always point a test tube away from everyone

d.     when smelling a chemical, waft.


You will create safety rules by reading and summarizing the safety procedures in your text.  Then you will take the Finn Laboratory Saftey Test

The rules can be under the following categories:
HIGHEST PRIORITIES:
THESE RULES CAN BE SUMMED UP LIKE THIS
Talk to the instructor                     

KEEP ORGANIZED AND SAFE
Keep the classroom safe
Keeping your work area safe
Keep safe with your colleagues
Keep yourself safe
KNOW THE SYMBOLS
Know the correct symbols, WHIMIS symbols


COMMUNICATE AND REACT TO AN EMERGENCY
       Emergency procedures for fire, toxins, spills, and evacuation  


SAFETY ASSIGNMENT:  I divided you into groups and talked about WHMIS.  Make a poster of the 20 safety rules which I handed out in class. 
Your group must draw a comic showing all the safety rules on one side of the page. put numbers to show where the rule is being applied.   

RUBRIK:  out of 10
YOUR POSTER IS COMPLETE SHOWING ALL 20 RULES      5 marks
   it is missing a few of the rules   2-4 marks

the poster is neat and organized and easy to read    3 marks
      it could be better organized and not so cluttered  1-2 marks

the poster is remarkably artistic and creative and is different in some way   2 marks
    the poster is very well done and artistic 1.5 marks
    the poster is artistic    1 mark

WELCOME TO SCIENCE 10

ELEMENTS GAME
COMPOUND GAME
INTRO TO SCIENCE 10

Presentation on Arthropoda

We did a lab on Arthropods and this presentation

Watch another video series on kinematics

answer key to the Average velocity Section 8.2 is here  please note that the page numbers ought to be noted to understand the answer key.  correction on answer key:  page 158 #3c should say that A is faster because it is a steeper slope

If the teacher doesn't put it on the projector, then try watching it on your phones.  Click on the series  here  and watch the examples of how to answer the questions.
And then try these questions here and check them against the answer key.

the answer key to the calcuations on the questions are below: note correction on number 4

1. displacement = final position – initial position.
   ∆d= df- di The df= 7cm and di = 5cm.
   ∆d= 7 cm – 5 cm
   ∆d= 2 cm
2. Average velocity is equal to displacement over time
   ∆v= ∆d/ ∆t first, ∆d=df-di ∆d= 1200m – 150m = 1050m.
   Next the time is 30 minutes but we measure this in seconds so
   30 min = 30 min x 60s/min = 1800s so
   ∆v= ∆d/ ∆t
   ∆v= 1050 m/1800s
   ∆v= o.583 m/s
3. 5.2 m/s is not walking velocity, it's running velocity.
4. Calculating m/s so these are the equations you need:
   ∆v= ∆d/ ∆t and since ∆d=df-di, then ∆v= ( df-di) / ∆t
   So ∆v= ∆d / ∆t
   19m/h = ∆d / .53h
   solve for ∆d 19miles  x  .53h = 10.07miles
5. She ran around a track and her ∆d =0. Therefore her velocity would be 0 as well
6. ∆d = 0 but we are now calculating speed d or total distance is 561m and the speed of sound is 340 m/s
   s = total distance/time therefore
   time = total distance/speed s= 561m and total distance is 561m
   time = 561m/340m/s
   time = 1.65 s
7. B
8. F
9. D
10. A
11. E
12. G
13. 
    

Watch the videos on kinimatics, make notes on the videos and do the worksheet questions

Read this text summarizing what we are learning now. do these questions
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Distance-and-Displacement

Speed vs Velocity
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity

finally, the meaning of the shape of the position time graph
http://www.physicsclassroom.com/class/1DKin/Lesson-3/The-Meaning-of-Shape-for-a-p-t-Graph

Watch this intro video on Kinematics and then work on the worksheet provided. Some of you got this worksheet last period. Some of you will get it today. We will go over this when I come back

Now watch an example of the calculations for velocity

review of cell division

Original Annotated Paper published by Watson And Crick

Original Paper

click here

Extracting DNA from a strawberry

introduction to Genetics

We took some notes on Genetics

UBC TRIUMF GRADE 10s

Block 2-1    FEB 22,  9:45 AM you must arrive at TRIUMF

Block 2-4    FEB 20,  1:45 PM you must arrive at TRIUMF

Examining Planaria

Colour the plant and animal cell

Colour code the diagram of the plant and animal cell located in the wooden shelf to the right of the teacher's small desk.

Make your own analogy of the cell as a one page diagram....The cell is like a...

Draw a picture in pen, in colour 10 marks
your analogy is effective and it works well 10 marks
Your analogy includes a paragraph 5 marks

total 25 marks

Work on the microscope calculation questions on this sheet here on your own piece of paper


Next, create a TRIP PLAN FOR THE TRIUMF  TRIP during the week of double blocking

GET INTO A GROUP OF 2, or 3 or 4 and appoint a group leader.  On a piece of paper, write your trip plan

1.  What is the date of the TRIUMF TRIP?  it will be 10am if morning and 2pm in the afternoon.  You must arrive 15 minutes before the tour.
2.  What are the names of the group members and their cell numbers?
3.   Who is the group leader?
4.  Google tours of TRIUMF and tell me about safetey precautions for your group
5.  Which is the BEST UBC Bus to take and what are the instructions for how to get to UBC by bus to get to TRIUMF?  Draw a map and write clear instructions on how to get there
6.  What do you think you might learn?
7.  Check out TRIUMF's website.  Find and describe 5 things they do there.

trip plan is worth 10 marks and each person must write their own.

Microscope calculations

Measure the diameter of the field of view of the low view of the microscope.
Write it down in mm.  You can convert this to microns by x1000

Now calculate the diametre of the field of view.



The formula we use:

dFOV 2    =      dFOV 1    x    magnification of 1
                         ___________________________
                                          magnification of 2

or

dFOV medium =   dFOVlow   x low magnification
                              _________________________
                                           magnification of medium


dFOV high =  dFOVlow   x low magnification
                       _________________________
                                 magnification of high

Lab 2 :  demonstrate that you can estimate the size of an object.

Draw any object under low, medium and high and indicate the diametre of the field of view and also the length of something under the microscope.

VSB Sustainability Conference artist training

Do you Doodle in Class? Care about Sustainability? The VSB Sustainability Conference wants you!

Do you doodle in class, during meetings? Can't stop drawing if you tried?  We have once again been requested to do youth artist training for youth to draw for other youth at the VSB Sustainability Conference! on Feb 19, 2018. We need to find at least 20 youth artists to draw for their peers.

The first of two co-design youth artist training sessions will take place on  

JAN 31

FEB 6

FEB 13

at Gladstone Secondary School in the staff room 4-6pm

4105 Gladstone Street

We will also warm up on the morning of the conference so you'll be ready to draw for the planning session!  APPLY TO BE AN ARTIST HERE.

What you will learn:

• Fast visual storytelling techniques that can be used for planning
• Sketching warm ups
• Fundamentals of co-design drawing
• How to draw fearlessly in front of peers

We will take you step by step to draw for the conference!
Ready, set, DRAW!

How Do You Know Something is Alive?

1.  Find 5 things that are alive, 5 things that are dead  and 5 things that are nonliving
2.  Photograph these things and make a table with the objects as your rows and with these THREE columns.  WRITE A DRAFT in class but hand this in as a document.  Work in pairs or threes

NAME OF
OBJECT    CHARACTERISTICS        EVIDENCE IT IS ALIVE/NOT ALIVE/NONLIVING

FYI we found an unusual bug. This website could be helpful in identifying it!

http://www.knowyourinsects.org/index.html