Find the average velocity of skytrain

 

<-------->
one section of fence can be used to help
estimate the displacement. 

Today we will walk  outside to measure the average velocity of skytrain.  FInd the length of one section of fence and then multiply that number  to establish an initial position and a final position .  

Take a video of skytrain and, using screenshots, label the di and the df .  Determine the displacement and the elapsed time.   

Calculate  average velocity = displacement/elapsed time 

1.  Draw a picture or cartoon which describes the motion of the train.  Label the fence, the train and the  section of the fence.

2.  Write down your data including the di, the df, the displacement and the elapsed time

3.  Calculate the velocity and show your work.  What is the average velocity in m/s ? 

4.  convert the velocity from metres per second to km per hour 

5. hand in your work on a piece of paper 

Evaluation: /20

18-20. Your data is organized in screenshots and drawings on a paper, a word document or jpeg format.  Your cartoon describes the motion.  Your work is organized and calculations are correct.  Your work is exceptional in communicating your data

14-17. Your data is organized in screenshots and drawings on a word document or jpeg format. Your cartoon describes the motion.  Your work is organized and calculations are correct.  Very well done

10-13. Your data is really good and you make a good start on the assignment.  It needs a little more drawing or picture documentation of the data that you are presenting

0-10. This is a good start but it is not complete 

Introduction to Motion

 Last week, we learned about the definition of the following words.  There is also a worksheet for 

which this is the answer key.   Go over your answers using this answer key.  You will be given credit for completing this worksheet 

Your vocab words are:

vector

motion

distance

displacement

We also took video of longboarding 

Make a one page summary poster of the following videos: 5 points each. 

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 

 Now watch an example of the calculations for velocity 

Half life

 Today you will work on the concept of "Half Life"  and you will be given a worksheet.  If you missed the class, then this youtube video explains the same concepts that we went over in class.  The answer key is found here under 7.2 

How Hot is Our School?

PURPOSE:

Today is forecast to be a very hot day.  Our purpose in our experiment today is to take data on the temperature of our school by photographing calibrated thermometers

Procedure:

1. Write a hypothesis on the areas of the school which are predicted to be hotter than other areas.  What factors contribute to heat gain in these areas?   Which areas are predicted to be cooler areas?  Measure both outdoor and indoor areas.  For example, if you are outdoors, sample areas of shade, north, south, east west exposure, on concrete or on grass.  If you are indoors, sample areas with windows or blinds open, closed, sample different floors, occupancy, etc.

2.   Quantitative data: Decide on 10 areas of the school to sample. Photograph your thermometer and note the time and location.   

3. Qualitative data:  Besides observing the temperature, time and location, note how you feel in the area.  Does the location feel like a hotspot? Is it comfortable?  Is it uncomfortable?

Results:

Create a powerpoint to record the photograph of your thermometer and note the location and time and your qualitative observations. 

Conclusion:

1. Was your hypothesis correct? 

2. What areas of the school had the highest temperatures and lowest temperatures?  

3. What factors influenced the temperatures in these locations?

4.  What areas of the school can be repurposed as an in school cooling area?  

Calculating Einstein's Equation

  In the nuclear reaction shown, a neutron (moving with negligible kinetic energy) hits a Uranium-235 nucleus. The resulting unstable nucleus  undergoes fission into Krypton-92, Barium-141, and three neutrons.

Data:
Uranium-235 mass: 390.300x10^-27 kg
Krypton-92 mass: 152.647x10^-27 kg
Barium-141 mass: 233.994x10^-27 kg
Neutron mass: 1.675x10^-27 kg

a) What is the total mass of the pieces going into the reaction?
b) What is the total mass of the pieces coming out of the reaction?

Calculate the mass difference 

Now plug in the difference into Einstein's equation

Fusion and Fission

 Here are the Fusion and Fission notes 

I gave you a worksheet called 7.3 Nuclear Reactions, the answer key to that is here

There is also the Radioactive unit exam study guide  and Answer key 

Here is the powerpoint on the nuclear bomb

introduction to Nuclear Fission and Fusion

Watch these two introductory videos on Fission and Fusion.  The Teacher will review the worksheet on Fission and Fusion and go over examples. You can practice these questions. 

That Dress! and the science of perception

 

There is a very interesting dress. It has caused major arguments!  This dress causes your cells in your retinas to perceive it to be certain colours depending on the state of your retinas. Of course your genes determine what your retinas are like...but also your retinas change over time too!  

Your perception is also based on whether you think this dress is in shadow or light...Try this, 

 I would like you to ask  20 people you know "What colours do you see on this dress:  Is it :  

A. GOLD AND WHITE 

B.  BLACK AND BLUE

C.  GOLD AND BLUE

D.  NONE OF THE ABOVE...THEN what colour is it?  

What are the characteristics of the people who are more likely to say that it is any of the choices above?   

Remember you can poll people without meeting face to face. Ask a variety of people including old, young, male, female...put your results on a table and hypothesize why people see different colours

  

sex linkage

  SEX LINKED GENES

In the following post, I will refer to the term  "male" and "female".  This refers to people with male sex organs or people with female sex organs.  People with these organs can identify with a diverse range of gender such as:

Man, woman, nonbinary. This gender identify is not presumed by the presence of male or female sex organs

They might also identify as

LGBTQ2S++

The following descriptions are biological descriptions refer to 

male= has male sex organs like testes, producing male gametes such as sperm

female= has female sex organs like ovaries, producing female gametes such as  eggs. 

The sex chromosomes are XX and XY in humans. Some alleles are located on the X chromosome. But very few on the Y chromosome.  Remember that people who are  females have the genotype XX and people who are males have XY.

The Y chromosome carries very little information, only enough to influence the embryo on the path towards male primary and secondary characteristics.

Meanwhile, many RECESSIVE ALLELES are located on the X chromosome, including
1. hemophilia, the inability to clot blood
2. colourblindness inability to tell the difference between red and green colour
3.  baldness

These characteristics are far more common in people with male sex organs  than people with female sex organs because  people with male organs have only one X. And if that X contains the recessive allele, they will show the phenotype.  Meanwhile,people with  female organs may have the recessive and their dominant genes on their other X will protect them.  For example

An example of using a punnet square to calculate probability is here:

Some things to note about sex linkage:  Signs of sex linked alleles are:
1. more genotypic males get the phenotype, but genotypic females can be carriers
2.  males can inherit from mother but not father (because males get their X from mom)
3.  genotypic females have an extra X and this protects them.  Females must be homozygous to show the sex linked phenotype.
Further reading on sex linkage here http://learn.genetics.utah.edu/content/pigeons/sexlinkage/


FYI if you were born a male and you want to know if you're colourblind:  Test yourself here: But careful, if you are a genetically male, you might find out you are colour blind!  Apparently most people find out they are colourblind from their science teacher ! 

 

Colour blind test

Basic practice worksheet going over main concepts

Worksheet B

Blood lab

ASSIGNMENT

Make a clear, drawing of the following specimens (below).  Colour your drawing and label it.  You should view this under high power on a light microscope.  Use a petri dish to draw the circle for your specimen.  

1. MAKE 3 DRAWINGS 

2. write a paragraph describing what you learned about human blood groups. 

3.  Examine Bird blood OR FISH blood OR frog blood.  How are these samples different from human blood?  Are fish erythrocytes more similar to bird or human?  Can you write a hypothesis to explain the similarity or difference? 

Rubrik: 25 marks

A drawing consisting of at least 3 circles including all the specimens below: 10 marks

the drawing is labeled: 5 marks

The drawing is done carefully, and not rushed

 in colour and ink: 5 marks

You answer the queestions above  5 marks

NOTES

Human blood smear can have the following types of blood:

a red blood cell is an erythrocyte.  This erythrocyte may exhibit the antigens

A, B or Rh factor. A neutrophil and a monocyte are types of white blood cell that can "eat" foreign microbes.  A platelet is a blood protein that is used for clotting blood. 

chicken blood slide:  

Sickle cells :  These red blood cells are shaped like sickles 

bird blood

Genetics Work on May 14th

1.  Finish the Pon Farr Assignment from TEAMS 

2.  Review the lesson on Human Blood Groups 

3.   the Try these Genetics Practice Questions. to get ready for a quiz next week on Wednesday 

BLOCK 2-3 needs to do the lesson on Human Blood groups. Block 2-4 ought to finish Pon Farr 

codominance and human blood groups

 get ready for a quiz on this material next wednesday

BLOOD TRANSFUSIONS NEED TO MATCH THE DONOR BLOOD WITH RECIPIENT BLOOD SO THAT THE RECIPIENT WON'T MAKE ANTIBODIES AGAINST THE BLOOD DONATION

You have heard that blood type is important for blood transfusions. That is because the immune system will always attack foreign protein.  Surface proteins on cells and microbes are called ANTIGENS.  Your immune system will generate ANTIBODIES to fight antigens .  Antigens cause foreign cells to agglutinate so they can be "eaten" by white blood cells (opsonization) 

BESIDES A and  B ANTIGENS, your blood cells can also have Rh Factor antigens

When blood is rejected, it undergoes "AGGLUTINATION", this is when blood clumps up into blood clots.  

Anyone with NO RH factor will reject a donation from RH+ blood:

People with RH factor have Rh positive blood.   Type A+ has A proteins and Rh proteins. 

People who are:

type A+ can receive Type A-, A+ and O+ and O- blood

type B+ can receive type B-, B+ and O+ and O- blood

type AB+ can receive ALL TYPES OF BLOOD 

type O+ can only receive O+  and O- blood 

People who are:

Type A- can receive A-, O- blood

Type B- can receive B-, O- blood

Type AB- can receive A-,B-, O- blood 

Type O-  can only receive O- blood BUT YOU CAN DONATE O- TO ALL BLOOD TYPES

You can practice giving the right kind of blood on this website 

https://educationalgames.nobelprize.org/educational/medicine/bloodtypinggame/

HUMAN BLOOD GROUP GENETICS 

The Alleles that make the human blood group antigens are codominant: 

A is codominant to B
A is dominant over O
B is dominant over O

Possible genotypes:

heterozygous AB blood gives both type A protein and type  B protein on the erythrocytes.

homozygous AA gives blood type A  protein on the erythrocytes
homozygous BB is blood type B protein on the erythrocytes

Heterozygous AO is gives blood type A
Heterozygous BO is blood type B

homozygous recessive OO gives blood type O .

There is  neither A or B on erythrocytes.

Blood type is heritable and that means you can sometimes deduce genotype by looking at phenotype. Here is a sample question:

GENETICS OF RH FACTOR 

Rh factor is the dominant trait.  If you assign Rh=R then 

Rh+. is   RR or Rr

Rh - is rr

Pon Farr 2025

 

VULCANS are a logical species where emotions play no role in producing offspring.  All offspring are the result of in vitro fertilization. They form no attachments with their mates. Unfortunately Vulcan was destroyed by a Romulan enemy.  All Vulcans must now do their duty by helping to repopulate their species. 

Purpose:  To find some vulcans in our very own Starfleet Academy (teachers from our school) and interview them.  Record their phenotypes and write their genotypes, revealed by the interviews and bios. 

In the class ,  calculate the probability of certain traits using a punnet

Square.  

 Create test crosses where the vulcans make  4 kids per PAIR    of Vulcans.

Keep track of the genotype of each kid.  By the end of the activity, there will be 16 kids. 

Method:

these are the  Genotypes for the following traits:

Dominant trait                            recessive trait

Earlobe attachment EE, or Ee.    unattached  ee

Tongue rolling TT or Tt              no tongue rolling tt

Cleft chin   CC or Cc                  no cleft cc

Widow’s peak WW or Ww.          straight hairline ww                    

Natural curl. NN.         straight hair nn.          wavy Nn       

Dimples DD or Dd            no dimples. dd

Righty RR   or Rr.          lefty rr

Freckles FF  or Ff           no freckles ff

Blood type.  AA  or Ao 

                    BB or Bo

                    AB 

                    oo 

internal ovaries  XX       internal testes XY.  

 

(NOTE THAT internal organs do NOT determine Gender identity)

METHOD 

1.  Find VULCANS in our school and write down their phenotype for each trait. If they have the DOMINANT TRAIT like Freckles, you can assign them a genotype to determine whether they are Ff or FF 

a. person 1 Phenotypes:

    person 1 Genotypes

b. person 2 Phenotype

    person 2 Genotypes

c.  person 3 Phenotype

     person 3 genotypes

etc

    

For each mate you have draw the punnet squares  representing

 each trait and

calculate the Probability of each trait and show your punnet square.

C  CREATE TEST CROSSES TO GENERATE 4 OFFSPRING FOR 4 PAIRS OF VULCAN PARENTS.

DRAW THEIR HYPOTHETICAL OFFSPRING 

EXAMPLE:

Dd is DENNIS

dd is Pocky

We want to know what happens when DENNIS mates with Pocky:

step 1:

make DENNIS's allele cards

D card and d card =Dd

make Pocky's allele cards

D card and d card = dd

step 2

To make an offspring, place the  DENNIS D and d card face down and randomly choose one. 

place the Pocky cards face down and randomly choose one. 

step 3: What offspring did you get?  DRAW A PICTURE OF THEIR OFFSPRING 

WRITE A REPORT ON PON FARR ACCORDING TO YOUR TEAMS ASSIGNMENT

introduction to Genetics

 Watch my introduction to Genetics video and make notes on it. 

Intro to Genetics ASSIGNMENT /40 marks 
Answer these questions on this worksheet  on A SEPARATE PAPER  in ink, or TYPED. ANSWER IN COMPLETE SENTENCES.  

In addition, write down your phenotype for the following characteristics 

Write down your phenotype for the following characteristics:

Earlobe attachment EE, or Ee.    unattached  ee

Tongue rolling TT or Tt              no tongue rolling tt

Cleft chin   CC or Cc                  no cleft cc

Widow’s peak WW or Ww.          straight hairline ww                    

Natural curl. NN.         straight hair nn.          wavy Nn       

Dimples DD or Dd            no dimples. dd

Righty RR   or Rr.          lefty rr

Freckles FF  or Ff           no freckles ff

internal ovaries  XX       internal testes XY

Mitosis Lab

 The mitosis slides are located in the second back room.  They can be a challenge to look at.  If they can be found then your teacher will assist you in observing these prepared slides .  

Draw mitosis under high power in the light  microscope in 3 pictures. Label the stages of mitosis

Edmund Beecher Wilson - Figure 2 of: Wilson, Edmund B. (1900) The cell in Development and Inheritance (2^nd ed.)

steps of cell cycle:  you should write a table showing the steps as well as the
FORM OF DNA
role of other organelles

1.  INTERPHASE -
a.  cell is undergoing growth.  After a period of growth, it prepares to divide
b.  cell replicates its DNA.  Nuclear membrane is still intact
2. PROPHASE
Nuclear membrane disappears and the chromosomes are visible
3.  METAPHASE
chromosomes line up in the middle and Centrioles send out the spindle fibres to attach to the centromere
4.  ANAPHASE
centromeres get ripped apart and thus the chromosomes get ripped apart into separate chromatids
5.  TELOPHASE
nuclear membrane reforms around the chromatids
6.  CYTOKINESIS
chromatin is in the nucleus now.

MITOSIS REVIEW LESSON AND ASSIGNMENT

  Although you studied mitosis and meiosis last year, it is worth a look again to make sure you have all the steps down correctly.  It will help you to understand our next unit which is Genetics.  This video explains how alleles are connected to the steps of mitosis and meiosis.  I also assume this is familiar from last year.

Your teacher will review these steps, explaining some of the complex parts and  give you time to answer the questions.  Next, your teacher will review the answers to the questions.  After this you will do a creative assignment to demonstrate that you understand this material.  

Please watch this video


Answer the following questions on your own paper and hand this in. 

 Answer in full sentences and draw your answers.  Draw in ink or photograph a model using lego, string or other material

1.  What is Chromatin?  How many strands are there in a human?
2.  How many chromatids are there in a human?
3.  What is the 2n  or diploid number?
4.  What is mitosis used for?
5.  What is meiosis used for?
6.  Define "Gamete"
7.  What is the Haploid number?
8.  What organ makes sperm, what makes egg?
9.  How many chromatids are in a sperm or egg?
10 Draw a fertilization
11.  Draw how sperm cells are made using the number 46 to represent the chromatid number.
12.  Draw and label Chromatin, Chromatid, Sister chromatids, Chromosome.  And show me a homologous chromosome
13.    Draw a mitosis with 2n= 6.  Label the stages in detail. Remember to draw Interphase and show chromatins.
14.  Draw a meiois with 2n=6.   Label the stages.
Again, draw interphase and show the chromatin.
15a. Why does crossing over happen during prophase I?
15b.  What is primary nondisjunction.  What can happen to the chromatid number?

16.  The word chromosome is very tricky it's true definition is:

1 chromosome = 2 identical sister chromatids joined together in a centromere,
What is the other definition and why can it be a very tricky word?

17.  Write the steps of meiosis and mitosis side by side.   (this is at the end of the video)

You can also take a look at this resource.  It is meiosis and mitosis from a college level text book.  This is extended reading for those who are interested in going through biology.  I think many of you can actually handle this level.

DNA replication lesson and questions

 Watch all three videos on DNA replication.   Start with my lecture video. Your online quiz on friday will include this content! 

This DNA replication Song was made by my students in 2007.  They were grade 11 students taking my bio 12 course.  Their music teacher is the same as your band teacher now.

Assignment : Answer the following questions in a creative format

1. Why does DNA replication happen?  Give three reasons
2. a. Draw a nucleotide and identify the 5' end and the 3' end
    b. draw a DNA ladder structure and label the 5' and 3 ' end

3.  Compare and contrast DNA and RNA.
a.  What are they made of?
b. What are their nitrogen bases?
c.  What enzymes synthesize DNA and RNA?
d.  How does DNA polymerase join one nucleotide with another nucleotide?

4.  What are the main steps of DNA Replication.  Include details of what each enzyme does
a.  Helicase
b. Primase
c. DNA pol III
d.  exonuclease
e. DNA pol I
f. ligase

5.  In what direction does DNA polymerase synthesize the new DNA strand?
6.  How is the lead strand different from the lag strand?
7.  What is an okazaki fragment?

DNA

 Watch my videos on DNA, review the concepts in the slides below  and use class time to complete the assignments which are due on Friday.  

Here is another video from youtube which explains these concepts in more detail.





Assignment - 15 points

SUMMARIZE THE MAIN POINTS OF DNA NOTES 10 points

A. Summarize the main points of the DNA notes AND the DNA slide show in a Cartoon Format and make a clear photo of this cartoon.  upload your assignment in Microsoft Teams.   Include the details about Watson and Crick and Franklin.

EVALUATION rubric
10 points:  You included all the main points in a colourful, creative format which is written in ink and coloured.  You used humour and creativity and your assignment stands out for showing an understanding of the key points

8-9 :  you include all the main points and you show excellence and creativity. your assignment is in colour and inked

5-7 :  you include most of the main points and your assignment is handed in. It is a good start and  You needed more time to finish this.

2-4:  you handed something in that was not quite complete, although it is a pretty good start

You may do Assignment 3 Aas a poem that rhymes if you don't want to draw.

3B.  take a picture of  your drawing of this worksheet filled out: You may redraw it or edit it in Paint.
5 points

Clean Air festival topics and activities

Make a plan for your display : Create a strategy to invite people to come to your booth and make a plan to engage the interest of your audience

TOPICS: 

1. take CO2 levels in different school rooms show pics of result.  

Make a poster describing the CO2 levels in different areas of the school or home or in any other places of your choosing.  Also, include the following information in your poster

Good ventilation health effects Lancet article on designing infectious disease resilience in schools. pic1 of ventilation benefits 

https://healthybuildings.hsph.harvard.edu/wp-content/uploads/2024/09/LANCET-April-2021-Designing-infectious-disease-resilience-into-school-buildings-through-improvements-to-venitlation-and-air-cleaning.pdf

Health Canada summary of ventilation as source of pic2 on CO2 harms

https://www.canada.ca/en/health-canada/services/publications/healthy-living/residential-indoor-air-quality-guidelines-carbon-dioxide.html 

infectious disease https://www.salon.com/2023/06/25/poor-air-filtration-in-schools-is-driving-absences-and-tanking-productivity-but-the-fix-is-simple/

taking readings for aranet 4 

Look at Al Haddrell's videos on how CO2 influences the stability of SARS-CoV-2

https://www.youtube.com/watch?v=WKgUZbB1Yao&ab_channel=AlHaddrell

and especially consider the effect of climate change 

https://www.youtube.com/watch?v=Wd600oauf_I&ab_channel=AlHaddrell

2. build a CR box write clear instructions for how to make a  CR box 

2.a Clean Air Crew instructions for CR box , note instructions on the single filter model

https://cleanaircrew.org/box-fan-filters/

2.b CR boxes can reduce illness in classrooms by removing germs floating in the air . A news article summarizing  the scientific research 

https://www.ctvnews.ca/sci-tech/this-diy-air-purifier-costs-far-less-than-a-hepa-purifier-and-studies-say-it-works-1.6098237

  Air filters can reduce absence due to illness in Sweden

https://yle.fi/a/74-20062381

3.  Outdoor and Indoor air pollution. PM 2.5 from indoor and outdoor sources . What are the effects of wildfire smoke affect on health. make a poster & a physical creative display out of wood & human body model . 

Great visual on PM 2.5

https://www.epa.gov/pm-pollution/particulate-matter-pm-basics

fire smoke forecast 

https://firesmoke.ca/forecasts/current/

Fraser health summary of wildfire smoke health effects

https://www.fraserhealth.ca/health-topics-a-to-z/air-quality/wildfire-smoke

PM 2.5 harms learning

https://today.usc.edu/exposure-to-certain-pollution-sources-harms-childrens-learning-and-memory-usc-study-shows/

4.  historical CO2 levels NASA and NOAA data shows changes in CO2 over time. Make a poster of Climate change & a physical creative display of the earth & CO2 & using props  

5.  Performance options: 

Do some busking at the festival:  

Or help run a button making station or...your choice

6.  Co-design a sustainable future: Be an artist for the festival 

CREATE A DREAM FOR SUSTAINABLE LIVING

TOPICS can include  transportation , living in your house, work, shopping , gathering, recreation 

7.  Create sustainability buttons for the Clean Air festival.  Use the button maker from the library

8.   Make a project on carbon capture using algae 

https://www.sciencedirect.com/science/article/pii/S2772656821000075

9.  Create a poster on using kinetic energy to charge electric devices 

10.  Create a poster on the impacts of climate change on a particular location 

Online resources:

fire smoke forecast 

https://firesmoke.ca/forecasts/current/

Clean Air Crew instructions for CR box , note instructions on the single filter model

https://cleanaircrew.org/box-fan-filters/

CR boxes can reduce illness in classrooms by removing germs floating in the air . A news article summarizing  the scientific research 

https://www.ctvnews.ca/sci-tech/this-diy-air-purifier-costs-far-less-than-a-hepa-purifier-and-studies-say-it-works-1.6098237

Air filters can reduce absence due to illness in Sweden

https://yle.fi/a/74-20062381

Fraser health summary of wildfire smoke health effects

https://www.fraserhealth.ca/health-topics-a-to-z/air-quality/wildfire-smoke

CO2 levels 

Good ventilation health effects Lancet article on designing infectious disease resilience in schools. pic1 of ventilation benefits 

https://healthybuildings.hsph.harvard.edu/wp-content/uploads/2024/09/LANCET-April-2021-Designing-infectious-disease-resilience-into-school-buildings-through-improvements-to-venitlation-and-air-cleaning.pdf

Health Canada summary of ventilation as source of pic2 on CO2 harms

https://www.canada.ca/en/health-canada/services/publications/healthy-living/residential-indoor-air-quality-guidelines-carbon-dioxide.html

infectious disease https://www.salon.com/2023/06/25/poor-air-filtration-in-schools-is-driving-absences-and-tanking-productivity-but-the-fix-is-simple/

taking readings for aranet 4 

https://www.canada.ca/en/health-canada/services/publications/healthy-living/infographic-fine-particulate-matter.htmlwildfire smoke 

https://climateatlas.ca/wildfire-smoke-and-climate-change#:~:text=This%20will%20only%20continue%20as,more%20smoke%2Drelated%20health%20problems.

https://www.epa.gov/pm-pollution/particulate-matter-pm-basics

NASA data on climate impact of higher CO2 levels 

https://climate.nasa.gov/vital-signs/carbon-dioxide/?intent=121