Ms. SritrakulAs many parents know (and hopefully all students!) I have been covering in the office since Mrs. Derbyshire has moved over to Robert Thirsk High school. In this time, we have tried to have substitute teachers in for stretches of time to gain consistency but I am now really excited that we have gotten Ms. Sritrakul to join our team for the remainder of our Chemistry Unit and beyond. Welcome Ms. Sritrakul! Field Trip FormsStudents have been given forms for Theatre Calgary and an intention form for Biogeosciences. If you have not yet returned the Theatre Calgary form, please do so. For Biogeosciences, the trip paperwork will come home to those that have paid the deposit or indicated their intent to attend the trip. This will happen over the next few weeks. In the interim, please ensure that the deposit has been sent in to the school or that we have received an indication that you are going to attend. There will be paperwork coming home for the Calgary Hitmen game that the school is going to attend at the end of February. The entire school is going to this event and the school has been given permission to shut down for the time that we are gone! This is a major event so please ensure that paperwork is returned promptly when it arrives home. Chemistry Anyone?
Powers and Exponent LawsWe are now over 1 week in to our powers and exponent laws unit and have gone through what a power is, base 10's and powers of 0, and the order of operations with powers. We will be discussing exponent laws next followed by perfect squares and square roots. Topics 1-3 of the attached textbook chapter have been covered and the next steps involve topics 4-6.
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For those of you new to our class, we have been working on a website since the start of the unit. This site serves as a repository for the information that we have learned while it also gives us the focus of a local plant or animal. For groupings, we will look at those that are still paired and those students that are now alone. From the list we will regroup students. In section 3 of the website, we will do the following: Please include the following on your site: 1. Chromosomes - This page will address the following:
2. Mitosis and Meiosis
If you missed it or want to ensure that all of the first section is complete, the initial assignment is below... Part 1 of our Website: Select an organism that can be found here in Coventry Hills. With this organism in mind, you and one partner are to brainstorm a testable question that you can ask about the organism. A testable question is the type of question found in professional scientific papers and science fairs. They not only involve an inquiry but also have the potential for the scientist (you!) to conduct an experiment. After choosing a question and/or an organism that can be used to focus on your question, set up your homepage. On your homepage the following are required: 1. The name of your organism and an image. 2. The structural and behavioral adaptations of the organism. 3. The variation that can be found within the species. 4. The food web and habitat that the organism exists in. How important is it to the food chain? What happens if it is removed or if another organism is removed from the environment? 5. How does a high biodiversity benefit your organism? How might a low biodiversity harm your organism (relate this to #4). 6. On the page, include a classification of your organism (Kingdom, phylum, classes, order, genus, species) and a breakdown of how the naming system came to be (hint: investigate Carl Linnaeus). Part 2 of our Website: Heritable traits are characteristics that organisms pass on to their offspring. Thinking of your organism, provide examples of heritable and non-heritable traits and publish them, and the following, in an applicable section of your website. In order to pass on traits, organisms need to reproduce. You need to provide a synopsis of reproduction, in general, before summarizing your organisms reproductive capacity. Within this, you need to: · Describe the different modes of sexual and asexual reproduction. · Identify and interpret examples of asexual and sexual reproduction in different species. · Describe examples of organisms that use both sexual and asexual reproduction. · Compare advantages and disadvantages of asexual and sexual reproduction. Checklist that should be included: Describe Binary Fission Describe Meristems Describe Asexual Spores Describe Budding Describe Bacterial Conjugation Describe Plant/ Animal Sexual Reproduction 6 Drawings/ models/ images for each type of reproduction Two organisms that use both asexual and sexual reproduction One advantage and disadvantage of sexual reproduction One advantage and disadvantage of asexual reproduction Welcome to October and to new classes! So far this year, despite who your teacher has been, you have covered:
As we move forward this week, we will be looking at genetic traits and heritability. Additionally, we will look at dominance and determine how certain traits can be influenced by the environment.
This guy sounds like he has never ridden a rollercoaster... wait, come to think of it I'VE never ridden a rollercoaster. Do I sound as monotone? Agh, who knows. None the less, this is super straightforward (until 2:45. At 2:45 we start to expand into the Bio 20 realm!) is a good video about DNA. Check it out! While we are at it, this video, by the same exciting dude, is pretty wicked for "What is a Gene". Check it out!
Part 2 of our Website: Heritable traits are characteristics that organisms pass on to their offspring. Thinking of your organism, provide examples of heritable and non-heritable traits and publish them, and the following, in an applicable section of your website. In order to pass on traits, organisms need to reproduce. You need to provide a synopsis of reproduction, in general, before summarizing your organisms reproductive capacity. Within this, you need to: · Describe the different modes of sexual and asexual reproduction. · Identify and interpret examples of asexual and sexual reproduction in different species. · Describe examples of organisms that use both sexual and asexual reproduction. · Compare advantages and disadvantages of asexual and sexual reproduction. Checklist that should be included: Describe Binary Fission Describe Meristems Describe Asexual Spores Describe Budding Describe Bacterial Conjugation Describe Plant/ Animal Sexual Reproduction 6 Drawings/ models/ images for each type of reproduction Two organisms that use both asexual and sexual reproduction One advantage and disadvantage of sexual reproduction One advantage and disadvantage of asexual reproduction If you missed it or want to ensure that all of the first section is complete, the initial assignment is below...
Biodiversity is our most language intensive unit with at least 68 specific terms related to the curriculum. To keep track of these and to make them meaningful, we will create a website throughout the unit. For the website, we will be using Google sites and will be starting on it's creation this week. Part 1 of our Website: Select an organism that can be found here in Coventry Hills. With this organism in mind, you and one partner are to brainstorm a testable question that you can ask about the organism. A testable question is the type of question found in professional scientific papers and science fairs. They not only involve an inquiry but also have the potential for the scientist (you!) to conduct an experiment. After choosing a question and/or an organism that can be used to focus on your question, set up your homepage. On your homepage the following are required: 1. The name of your organism and an image. 2. The structural and behavioral adaptations of the organism. 3. The variation that can be found within the species. 4. The food web and habitat that the organism exists in. How important is it to the food chain? What happens if it is removed or if another organism is removed from the environment? 5. How does a high biodiversity benefit your organism? How might a low biodiversity harm your organism (relate this to #4). 6. On the page, include a classification of your organism (Kingdom, phylum, classes, order, genus, species) and a breakdown of how the naming system came to be (hint: investigate Carl Linnaeus). During our first week of school we looked at laboratory safety and WHMIS which will be applicable throughout the year. After jogging our memories on that front, we are ready to move into week 2 and it's time to start our first unit in science; Biodiversity! Biodiversity is our most language intensive unit with at least 68 specific terms related to the curriculum. To keep track of these and to make them meaningful, we will create a website throughout the unit. For the website, we will be using Google sites and will be starting on it's creation this week.Part 1 Select an organism that can be found here in Coventry Hills. With this organism in mind, you and one partner are to brainstorm a testable question that you can ask about the organism. A testable question is the type of question found in professional scientific papers and science fairs. They not only involve an inquiry but also have the potential for the scientist (you!) to conduct an experiment. After choosing a question and/or an organism that can be used to focus on your question, set up your homepage. On your homepage the following are required: 1. The name of your organism and an image. 2. The structural and behavioral adaptations of the organism. 3. The variation that can be found within the species. 4. The food web and habitat that the organism exists in. How important is it to the food chain? What happens if it is removed or if another organism is removed from the environment? 5. How does a high biodiversity benefit your organism? How might a low biodiversity harm your organism (relate this to #4). 6. On the page, include a classification of your organism (Kingdom, phylum, classes, order, genus, species) and a breakdown of how the naming system came to be (hint: investigate Carl Linnaeus). |
Mr. GordonMath/ Science 9 Archives
June 2019
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