Science week of 12/13

(Newtons third law)(thanks Aage)

What science ideas did you learn this week?

Over the past 3 weeks, we have been learning about Newtons first, second, and third laws. This week we talked about Newtons 3rd law.

How did you learn these ideas?

We had Cathy and laura sit in 2 chairs facing each other and then Laura put her feet on cathys knees and laura pushed as hard as she could and not only did cathy move, but Laura moved too!

How can this be applied to real life?

http://www.youtube.com/watch?v=PXoDeyybpx0

This is a link to a youtube video I found

Science week of 11/16/09

What Science ideas did you learn?

This week I learned that the majority of things need to be measured in meters. I also learned that when you make a motion diagram, you must label all parts.(velocity arrows,arrows,length, delta v's)

How did you learn these ideas?

We learned these ideas by doing a lab in class with the cars and measurments. Mr. Segen also went over the work in class.

How can this apply to modern day life?

These ideas can be applied to modern day life because people can have a problem like this, Say that you are on I-95, on the radio, you hear that there has been a crash 5.5 miles away from you, you would measure in your head how far away this is to avoid the crash.

Science week of ????

MONDAY:

This week in science, we did some fun and interesting thingies this week. On monday, we took a partner quiz about motion.

TUESDAY:

On tueday in science, we kind of wrapped up grades for the 1st marking period.We also did a lab about functions and cars.

Wednesday:

On wednesday in science, we continued the lab that we started. We had Aage tape a marker to his heel. We timed his footsteps. Every step he took, he laid a marker dot. After that we did a function to see how much time it took.

THURDAY:

Mr. Segan was absent today. We also did another lab to see if a fast car and a slow car will collide at a certain point.

FRIDAY:

Today, was a note day, we took notes basically the whole period.

What science ideas did you learn?

We learned how to find slope

How to use variables to represent time and position, or how fast something or someone is going.



How did you learn these ideas?


You find slope by dividing the vertical difference by the horizontal difference. Here is an example of what slope may look like.

10_______ position over time
5

Slope is defined as the change in the y-coordinates divided by the change in the x-coordinates. People often remember this definition as "rise/run."

For example, a man started at 8:30, or time 1(t1), and ended at 12:00, or time 2(t2). When he ended at 12:00, he was at position 2(x2), or 4.2km. At position 1(x1), the position was 0. The man was traveling at 4.2km/30m( 2.5 kilometers per minute). You could also say he was traveling at 8.4km/1hr(5 kilometers per hour), by doubling the top and bottom.

How can this apply to modrn day life?

This is one way it can apply to real life. Slope affects some people as a snowboarder because the signs on the ramps. The difficulty of the ramp is probably scientifically found by using slope.

Science Week

What Science ideas did I learn?

I learned about Physical quantities
Making graphs, tables, and dot diagrams
For the first time, we used a machine that measured distance

How did I learn these ideas?

-We learned that a physical quantity is any unit of measure. For example, inches, quarts, pounds, seconds, minutes hours, and so on.

-This week we learned how to and made many graphs, table, and dot diagrams of different things we saw, such as Mr. Segen walking across the room. As each second past by, the grapgh would either increase or decrease in angles. For example, if he walked farther, the the graph would have become more steep. If he did not walk far at all, then the graph would be less steep and kind of curvy.



On Friday we got to use the machines that measured time and distance. You could aim it at someone or something moving and when the time was up it would create a graph of the distance the thing was from it at specific time. It not only did that, but it could combine any graphs it recorded into one graph. The experiment my group did was that Camille would run far and just suddenly stop.



How can these ideas be applied to modern day life?

All of these ideas can easily be applied to modern day life. Say there is a bus in New York. This bus is traveling at 60 mph with no turns or stops. If it immediatly stops at a bus stop then the graph would look something like this. It would be really really steerp, then it would just go fla and there would be a straight line until it speeds up again.

science week of 10/23

What science ideas did you learn?

1.We tested to find out which one was a better representation, north, south, east, and west.
2.We also tried to find different ways to communicate direction.
3. We wanted to see what pattern the car moved in. Did it move faster or slower each time.

How did you learn these ideas?

1. Which is more helpful, north, south, east, and west, or right and left? We tested this by first faceing each other and pointed left. Then we faced a diferent direction and pointed left. When we faced the front of the class we both pointed in the same direction, but when we faced each other and pointed left, we were pointing in different directions. Then we faced each other again but this time pointed west. After that we faced the front of the class and pointed west. When we did that, we were pointing the same direction both times. This proves our question,"Which is more helpful". the directions,(north,south,east,west), are most accurate. They are better than left or right because someones left can be another persons right. It all depends where you are standing and which direction you are standing in.

2. What other ways can you communicate direction? (other than N,S,E, and W or right and left). In class we came up with a different way to use direction. We used the idea of a coordinate grid. One direction was X, left horizontally, and Y, vertically or up and down. We also used positive and negative to use direction.

3. Last, does the car change paces or paterns? We tested this by letting the car start going at a specific point. Then, after every second, draw a line in front of the car. After 8 seconds, we measured the space between each line. The bigger space per second the faster the car was moving. The smaller the space between each line, the slower the car moved.This led me to conclude that the car sped up for a short time, but then slowed to a steady pace.


How does it apply to everyday life?

This applies to everyday life beause all the time you hear about cars on the news. Whether it was an accedent or a chase. When you first start a car, you kindof go faster than normal because the engines are still heating up and you need to find your "comfort speed". Once you are used to it, you go in a steady pace. For example, at first, you may go 60 mph. Then you get coftorable and go at a pace of 50 mph.

Science week of 10/12/09

This week in science was very interesting because we were studying for the test on Monday. We had to complete a study guide. We went over wave models and dense and less dence objects.When the wave front has more spread out lines which means that is less dense. If the wave front lines are closer together, then and object is more dense. We also went over Refraction Reflection,and of course, overall light. Since our test was on Monday, we were going over literally everything we have learned ever since the light unit started. Mr. Finley also had to study sessions on Thursday and Friday.

Science week of 10/5

MONDAY:

This week in science we talked more about light and rays and stuff like that. On monday, we learned that water magnifies light so things that bounce off something in water appear bigger. We learned this by observing the way a ruler "changes" when it is placed in water.

TUESDAY:
On Tuesday we observed how a laser reacted when shined through water. The way we did this was we shined a laser on a piece of card board and marked were the dot was. Then we did the same thing except with glass of water between the cardboard and the laser and the dot was lower.

Wedsday:

Today, we read about the particle theaory and a wave model theory. We did a couple demonstrations in clasee. For the particle theory, we saw that a b-ball bounced off the wall and that particles work that way.

Thursday:

On thursday we watched a video that had to do with light refraction or "bending".

Friday:

NO SCHOOL!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!yippe

science week of 5/11

Monday:

On monday this week, we talked about the simulations we did on Friday. The simulations were,

Starbursts, Fish simulation, and peppered moths. We went over the definetions of natural selection, adaptation, and a little of Mutation.

Tuesday:

On tuesday this week, we talked about population and how it effects the environment and its adaptations When the prey reaches a high.. the predator is a low. And vise-versa. Here is a graph...(this is camilles graph)

Wednesday:

On wednesday, our class wrote down observations of 2 iguanas. We were just trying to find adaptations that occurred overtime with them.

Thursday:

On thursday, we went over the homework and talked about Charles Darwin. In 1845, he did a lot of research there.

FRIDAY!!!!:

QUIZ DAY.

CAMP SPEARS!!!!

This week we had a fun field trip to camp spears. I learned a lot for my 2 days there. Here are some of the things I learned.

1) You can eat teaberry leaves and Birch twigs.

2) Birch beer is made from the roots of the birch tree.

3) Bogs are very still waters with mud water and leaves.

4) Bogs can be as deep as 20 feet!

5) When building a shelter,  make sure it is small so heat can be contained.

6) Over 2000 years ago, a monk was sacrificed in a bog and experts found him completely preserved.

Science week 4/1

MONDAY:

In science on monday, we took out Mr. Finleys cockroaches and observed them. Before we did this, he talked to us about maturity with handling the bugs. We also made a long chart of what observations really are.

Genetics variety blog

We have been doing a project recently with Reebops. Reebops are a species of bugs that we made in our class. Anyway it has to do a lot with Genetic Variety. If you don't know what genetic variety is, then it is what makes being different. If there wasn't such thing as Genetic Variety, then everybody would look exactly the same!!! If there wasn't genetic variety in our project, then everybodys bug (or reebop) would look the same. We had to label our bugs to see what generation they were. The first is P1 then F1 then F2 then F3.

Here is a picture of my F3 reebop.(sorry its not colored in perfectly)

When we mated the two bugs with each other, we were practically giving each other our chromosomes, or genes. Most of the time the genes would be mixed so your bug would have very colorful genes colored in. Once we were done mating and had all the genes written down, then we colored them on the back. We colored them according to the other persons colors.

The best way to see genetic variety in our Reebops is to look at their genotypes on the back of their card, especially the F3 generation (since so many different traits have been passed on, there is more genetic variety) All the different colors in the genotypes represent your family.

In the beginning of this project, we were given a paper which had all of our P1's genotypes on it. Mine was just pure yellow. Like I said before, when the two bugs mated then the colors would be passed down to the child. 

Heres an example...

Say I mated with someone's bug who was pink with a gray outline. I would mate with them and have their genes, and they would have mine. Then since mine was all yellow, he would have a mix between pink,gray, and yellow. And so would I. The child will have that and go with mate with someone else. The before you know it... you will have your F3 gen.. with maybe 7 colors!!!!!

A good way to overview how your mating is going on could be, look at the P1 bug. The look at your F3 bug. If there are a lot of colors and it looks funky, then your on the right path.

In conclusion, this shows how important genetic variety can be. It can change your look, the way you think, how your body works,etc. Like I said, If there were no genetic variety. then everybody would be exactly the same. This is how genetic variety is important to life and this project.

Science Week of 3/1/09

MONDAY:

On Monday, Mr. Finley said that our previous quiz had some errors on it. So we got toy cubes for our table. We started out with 6 cubes and did meisos with them. This is how we did it...

1) Double the amount of cubes

2) Pair all the cubes

3) Split the pairs

4) Split them again (you should have 4 groups of 3 cubes)


Tuesday:

On Tuesday, we did a simulation that was based on Mendals pea genetics experiment. It showed us how when you combine 2 genes, almost all the time, the outcome will be different. We also learned about recesive and dominate genes. A dominant gene is stronger than a recesive gene.

Wednesday:

We learned that each letter in a gene is an allele. If you have two alleles that are the same in your genotype or genetic code, it is a homozygous. It you have 2 different alleles than it is considered a heterozygous. We practiced a little of this through that night homework.

Thursday:

Fin was gone for Wed. and Thurs. so we had a sub. basically, we reiveived the homework and started a lab.

Friday:

Mr. Finley was back!!! We picked up the lab that we had started. We also tasted something called the PTC taster. If your taste buds were like this, you could taste a nasty bittery taste. I did taste it. If you didnt taste anything. It tasted like plain old paper.

Science blog

Monday:
On monday, we talked about mitosis which is another fancy word for cellular reproduction.

Tuesday:
On tuesday we talked more about mitosis and studied for the upcoming quiz on it on Friday.

Wed:
SNOW DAY!!!

Thurs:
On thursday I was not there since I had a band lesson. Anyway we had to make a complex map of mitosis

Fri:
QUIZ DAY!!!

Science week

MONDAY:
On monday we had off because of Martin Luther King day!

Tueday:
Tuesday we did not have class because we watched Barack Obamas Ignaguration.

Wedsnay:
On wedsday we started class again. We had our test.

Science Class

Over the week we did lots of cool and very interesting things.

Monday:

On Monday, we basically just reviewed for our upcoming important test. In my science class we did a review demonstration of DNA transcription. The way we did this was we took people in our class and had them be a nuclear membrane and the nucleus. Then we had another person in my class was the ribosome. I had trouble with Protein Synthesis earlier this week, the I looked at Camile's blog. It helped me understand it so much better!! I now realize that the messenger RNA has all the instructions, then it brings all the information to the ribosome. Then in the Ribosome, the info is translated into amino acids. Next, the messenger RNA get the transfer RNA and brings it to the ribosome. After the Amino acids are made, the disconnect themselves from the actual ribosome. Lastly, the amino acids curl and fold up which makes a protein!!!

Tuesday:

On the Tuesday we reviewed transfer RNA and messenger RNA. I didn't really understand this topic at the time. But after I went back and took a look at my notes, it was starting to get all clear for me then. I understood that the transfer RNA's job was just to take directions and orders to the ribosome.

Wednesday:

During class today, we talked about cellular reproduction. The way this happens is, the nucleus splits into 2 and goes to another cell. Then the organelles start to duplicate and double. If you start out with 1 cell it would take about 10 seconds to form about 1 billion cells.

Thursday:

On Thursday we just took some notes on DNA transferring and replication, I took about 2 pages worth of notes! My notes included a picture that the DNA was being held in the middle of it by hydrogen. Also, glucose is held together by hydrogen bonds, which are also called codons. These bonds are very very stable. But, when a hydrogen bond is broken, all the energy from it is released.  We also did a lab where we took an onion root tip and looked at the DNA and organelles frozen in time. There was a worksheet that came with it too.

Friday:

On friday, we talked about the test on Wednesday. We also finished the lab that we started on Thursday. We went over the Homework and found out on some peoples' that the sides of DNA are either the uracil,guanine,thymine, and, adenine. Those are again, connected by hydrogen bonds filled with energy. If this doesn't help you Mr. Finley will host a study session on Tuesday morning.

Week of 1/5/09

This week in science was full of many interesting things.

MONDAY: On monday we discussed RNA and DNA and how it is transferred form another being to another. Overall, we just had a class discussion on Monday

Tuesday: On tuesday, we talked about how the sun gives off energy. Then the plants have holes in them that can absorb the energy, then, as the food chain progresses, an animal eats the plant. Latly, we eat the animal(chicken,steak,etc.). So overall, we are eating the energy that came form the sun

Wendsday: Mr. Finley went to Princeton with the Science olypiad people so we had a sub. On that day we did a worksheet on how RNA is tranferred onto other beings.

Thursday: On this day we went over notes

Friday:We took a quiz on this day.