Science News by Mrs. Georgia McCutcheon
Chemistry has been working on stoichiometry they are just finishing up the unit on the language of Chemistry. They will be focusing on the kinetic theory as it is applied to solids, liquids, and gases. The students have focused on the activity series in the lab with single replacement reactions and they have done various double replacement labs as well. The students will soon be determining the molar volume of hydrogen
.
Energy and Environment: the students have been working on energy. They first researched fossil fuels. How they are mined, transported, refined and used. They than moved onto electrical energy. They made a simple series circuit and parallel circuit using light bulbs, batteries, and wire.
Than had to change the configuration around to see how it would affect the brightness of the bulbs. They also learned how to solder on a small circuit board that had led lights on it. They had to make the lights work.
Physics completed their unit on Electricity and Magnetism with they studied simple circuits by making a parallel circuit and a series circuit than comparing the two. They have been studying waves and vibrations which have lead them into an understanding of types of waves, the parts of waves, and the relationships between frequency, wavelength, speed. The students have completed labs dealing with interference of a wave, reflection of a wave, the doppler effect, and resonance.
Physical Science students have been working on the unit of physics. They have used Newton's laws of motion to determine constant speed of a car. They have used the conservation of momentum to determine how far a cart would travel after it was hit by another cart.
They are now studying energy conversion and making a catapult to explain simple machine, energy transfer and projectile motion.
Ms. Melanie Gieser ~ Biology News
Ms. Geiser’s biology classes have been working on genetics for the past several weeks. We have been practicing with Punnett Squares and pedigree charts and determining which traits are dominant and which traits are recessive in a family. This past week we extracted our DNA from our cheek cells in a lab. The students then got to take their DNA home in a microtube.
The advanced biology class has been working on comparative anatomy. The students have dissected a cow heart and brain. They have also inflated the cow lungs so that they could see the size of the respiratory tract compared to ours. The students have also worked for two weeks on dissecting a dogfish shark. They found some interesting things such as up to six baby sharks in the mother. The students learned that the sharks do not have swim bladders like fish, but produce very concentrated oil that makes the shark’s buoyancy change in the depths of the water. See photos in gallery.
Mrs. Georgia McCutcheon ~ Science News
Chemistry: The students have been learning about element and their makeup.The students are in the process of learning why chemists call the periodic table the most important tool for a chemist to have. In the laboratory the students have learned the proper technique to light the bunsen burner and to use a spectroscope. They have witnessed electrons giving off energy in the form of electromagnetic radiation in a life saver, when the electron was coming back to ground state.
Physics: The seniors have been learning about vectors and scalar quantities, motion in one dimension, and motion in two dimensions. The labs that helped reinforce the concepts were being taught between average velocity, time, and distance. We also performed labs that helped explain the concepts of two dimensions motion and why it is important to break the motion up into its components. To finish the projectile motion concept, the students built a machine that would launch a pumpkin. They had to design, build, and toss the pumpkin with their machine.
Physical Science: The 9th graders have been learning about about chemistry the first half of the year they started out on matter and properties of matter they have done some labs that have helped them with that concept. They are getting ready to write and balance chemical equations and determine what type of reactions are occurring.
Energy and Environment: The E & E class have done a unit on measurement They had to measure various object in metric and standard. A unit on ecology where they went outside and compared various ecosystems and they are now starting energy conservation and using instruments from citizen power to record the energy efficiency of our science room.
October 2015
Science News by Ms. Melanie Geiser
Ms. Geiser’s biology students have been working on ecological studies. The students have been learning about the symbiotic relationships and how humans impact those relationships. The students have also been learning about the different biomes.
The Advanced biology students have been working on viruses and bacteria. The students have performed a lab in which to study the bacteria found in school (all harmless). They had to determine whether it was Gram positive or Gram negative depending on the reaction of the outer membrane to the chemicals added. They have read and discussed the novel “The Hotzone.” We are now working on enzymes and reading the novel, “The Immortal Life of Henrietta Lacks.”
Science Department
Submitted by Ms. Geiser (05/30/2015)
The biology students studied and practiced for their Keystones for the past month. They took their Keystones on May 20 and 22. After the Keystones, we did some more review for the final exam. The last three days of class we dissected a fish, frog, and fetal pig. They did very well with this.
Life science has been studying plant, biomes, and ecosystems. We had started a garden in April to be able to “harvest” and eat. The kids reaped the benefits and each had a salad with all the fixings while we reviewed for their final exam.
Advanced biology students had a forensic unit on facial reconstruction in which the students were to make a celebrity’s head from a pre-molded plastic skull that we received from Science In Motion. The students worked diligently on this project while continuing to do the normal curriculum. The students learned all of the facial muscles and what each one’s function was.
The advanced bio class also participated in a 2-week long prenatal egg baby project. The students received an egg (hard-boiled—thank goodness) that they were to decorate as their baby including eyes, hair, facial features, etc. due to the parents’ genetics. They then were to follow a packet that was given to them and answer the questions involved. They had to have it with them at all times unless they found someone to eggsit for them. Everything was to be documented in a journal that they turned in to me at the end of the project. Milestones were to be added as well. If there was an “accident,” the portion of the egg that was damaged had to be inspected by me. I then gave a diagnosis of what the egg-baby could have “contracted” or been born with, such as spinabifida. The students could earn back their breakage points by doing a five page research paper on the diagnosed ailment. The students associated with two of the three breakages chose to do this. I was surprised at how well they did with the project and how seriously they took it. Many said that they definitely were not ready to have a child since they had enough trouble “caring” for an egg!
(See the photo gallery for photos of these activities.)
May 2015
Science Department
Submitted by Mrs. McCutcheon (05/01/2015)
Chemistry students have finished up the stoichiometry unit, and we are now working on the unit of equilibrium and solutions. They are going to try and make a supersaturated solution. They will be calculating the molality of salt solution from the freezing point depression. They will end the year by titrating to determine the concentration of an unknown. They have also been learning about energy of reactions and solutions.
In physics, the seniors have finished up the unit on mechanics, and the students chose four areas that they wanted to investigate. The students are pursuing those through the use of the book, Internet, and hands-on lessons. The areas they chose were thermodynamics, vibration and waves, light and optics, and building a model ladybug. The labs that helped reinforce the concepts were using springs to determine the characteristics of the types of waves, doppler effect and resonance, using lenses and mirror to compare flat, concave and convex apart, thermal expansion of metals, and making circuits on the ladybug.
In physical science, the 9th graders have been learning about chemistry. They have been working on naming compounds and balancing formulas. They just completed a unit on acids and bases. The lab reinforced the concepts they were learning about. The students have done single replacement, double replacement, flame test, determination of a chemical formula, and acid base indicators. Next, they will be going into organic chemistry.
April 2015
Science Department
Submitted by Mr. Baker (03/31/2015)
Science 8 students are completing their unit related to plate tectonic concepts by studying volcanism and mountain building. They will soon begin a unit that involves the study of basic astronomy including stars, galaxies, solar systems, comets, meteors, and asteroids.
Science 9 students are completing their mechanics unit by studying topics such as work, power, and machines (simple, compound, and complex). Next, they will begin a unit that looks at forms of energy (kinetic and potential) as well as the different types of energy including light, sound, heat, and electro-magnetic. This study will take them to the end of the year.
Physical Science 1 students are applying mathematical skills to analyze chemical compounds by calculating the percent composition of the elements in a compound based on its formula and determining the simplest empirical formula for a compound from elemental percentages. They will next study molar concepts of compounds, learn how to identify types of chemical reactions, and then predict /write a balanced chemical equation for a reaction.
March 2015
Science Department
Submitted by Mrs. Acker (03/02/2015)
Mrs. Acker’s 7th grade students have been becoming masters at dissection. Thus far we have dissected a worm, grasshopper, crayfish, clam, and sea star. Our next endeavor will be the frog as we are currently studying amphibians. The students have been comparing and contrasting each organism that we study and have done a great job at dissecting each one.
Mrs. Acker’s 10th grade students have been studying genetics and the DNA molecule. They have learned the central dogma for biology: DNA to RNA to Amino Acids to Protein. The students have being doing a great job at learning each aspect of genetics. We also just completed a lab in which we extracted DNA out of our cheek cells.
Mrs. Acker’s senior class has been working on DNA technology. The students have recently placed restriction enzymes from bacteria into the provided DNA suspects in a fictional crime scene. The students then performed gel electrophoresis and compared the gel lanes of the crime scene to the suspects to determine the “killer.” The students are currently working on the lab report that goes with this lab.
February 2015
Science Department
Submitted by Mrs. McCutcheon (02/02/2015)
In Mrs. McCutcheon’s classes, the physical science class has started their unit on chemistry.
We have had lessons dealing with classifying matter, how to separate mixtures, and the phases of matter. The students have seen some of the ways matter can change and had to classify matter as either chemical or physical changes. We are just starting the gas laws.
In chemistry class, we have been learning how a chemist can figure out the empirical formula from laboratory data. Students have had to figure out the formula for lead iodide and lead oxalate through chemical analysis in the lab. They are also naming chemical formulas and will be using them in chemical equations.
In physics, we have been working with rotational motion and how it relates to tangential motion. In the process of doing this, students are developing not only their knowledge in physics, but also their communication skills and reasoning skills.
January 2015
Submitted by Mr. Baker (01/05/2015)
Science 8 students will soon be finishing their study of weathering processes that affect the Earth’s surface, including glaciers, water, and wind. They will next begin a study of internal forces that affect the Earth. The big idea is plate tectonics theory, which will include studying plate boundaries, earthquakes, and volcanoes.
Physical Science 1 students are studying the construction, features, and uses of the Periodic Table of Elements. They will be using the information the table provides to help predict and write chemical formulas for compounds, identify types of compounds, and perform molar calculations including molar masses, mole quantities, and Avogadro’s constant.
Science 9 students are completing their study of introductory chemistry. They will next begin a study of basic physics. This will begin with an in depth look at motion and forces. Initial topics include frame of reference, motion, vectors, speed, and types of forces.
December 2014
Ms. Acker’s 7th graders have been studying genetics this past month. They have extracted DNA from their cheek cells in which they got to take the DNA home to their parents. They also constructed a baby dragon (paper) from coloring and choosing their physical features from their genotypes of the mother and father dragons. They had a great time doing these labs.
We have also been practicing crossing different traits and discovering the probabilities of certain outcomes if different traits were crossed with the Punnett Squares. We have also been working on Pedigree Charts and figuring out which people in the charts are carriers of certain traits or diseases. The students have also been practicing writing paragraphs properly to show how their pedigree chart should look. The students are now able to cross two traits resulting in a 16 square dihybrid Punnett Square and able to write paragraphs showing up to four generations.
We are currently working on the topics of bacteria, viruses, protists, and fungi. We did a hay infusion and looked for protists from the infusion under the microscopes.
Ms. Acker’s Advanced Biology Students have been stepping up to the college plate. Not only have the students been performing labs, they have also been prepping their labs by following protocols written by the teacher and then writing college level lab reports up to seven pages long including cited background information, procedure, materials, and analysis of their findings. I am very impressed with the students this year. We just finished “The Hotzone,” a true story about Ebola and have now moved on to our next novel, “The Immortal Life of Henrietta Lacks,” which is about an African American woman who died in 1951 from cervical cancer and had her cancerous cells stolen from her. Up until this point, we had never been able to keep cells alive outside the body. Her cells were and are special. Without them we would not have many vaccines or many other medical procedures that required knowledge of how human cells would react to certain treatments. She, nor her family, ever received any compensation for her “donation.” Her cells have replicated to the amount of four Empire State Buildings. We still use her cells to this day for many experiments. I also have several of her cells in my freezer in which we also do an experiment with them.
The students have also been working on genetics and mutations. We have crossed three traits resulting in a trihybrid, or 64-square Punnett Square. Some have moved on to the tetrahybrids, or crossing 4 traits resulting in a 256-square Punnett Square.
November 2014
Chemistry: The students have been learning about elements and their makeup. The students are in the process of learning why chemists call the periodic table the most important tool for a chemist to have. In the laboratory, the students have learned the proper technique to light the Bunsen burner and to use a spectroscope. They have witnessed electrons giving off energy in the form of electromagnetic radiation in a life saver when the electron was coming back to the ground state.
Physics: The seniors have been learning about vectors and scalar quantities, motion in one dimension, and motion in two dimensions. The labs that helped reinforce the concepts were being taught between average velocity, time, and distance. We also performed labs that helped explain the concepts of two dimensions motion and why it is important to break the motion up into its components. To finish the projectile motion concept, the students built a catapult to launch a pumpkin. They had to design, budget for cost, build, and finally toss the pumpkin with their catapult.
Physical Science: The 9th graders have been learning about the physics of motion in the first nine weeks. The students have had an introduction to how forces affect motion, work, and power. They built a mini-catapult out of popsicle sticks that would toss an eyeball. Some of the students came up with their own design and others searched the Internet for ideas.
October 2014
Mr. Bakers Science 8 students are doing a unit that includes basic structure of matter concepts. They will soon be applying these concepts to a study of minerals (testing and identification) and learning about the different types of rocks.
Science 9 students are learning about the basic properties of matter and the gas laws. They will be studying atomic structure and subatomic particles followed by the construction and uses of the modern periodic table.
Physical Science students are continuing their in-depth study of the international measurement system. This involves working with the units of length, area, volume, mass, and capacity and performing dimensional analysis among and between the above units.
September 2014
Mrs. Acker’s life science classes have been learning about hypotheses and how science is performed. They will have their first vocabulary quiz this week and have been doing a great job with the homework they have been assigned so far.
Tomorrow is their first lab which deals with responsible lab activity practices. The students are given different lab scenarios and they have to discuss with their partners in their group of what should or should not be done given the situation that they are in.
Mrs. Acker’s biology students are off and running with a review of life science concepts and an introduction of what they will be learning for the next 35 weeks of school. We are starting to discuss labs and lab reports. Tuesday of last week was their first lab: the peanut butter and jelly lab. Students are given the task to write a lab protocol in which they must write a procedure on how to assemble a peanut butter and jelly sandwich. Each group is to turn those protocols into me. I then randomly hand those back out to different groups. Those groups must follow the procedure exactly while trying to make the sandwich. It shows the kids how important it is to include every step, even as small as to take the twist tie off, when performing a lab.
Mrs. Acker’s advanced biology students are learning some college techniques of how to take notes and annotate their chapters for exams. They are also doing some review work to clean out all of the cobwebs from summer. They are currently working on a poison ivy case study.
May 2014
The 7th grade life science students have been working on ecology including populations, communities, and ecosystems. They have also been working with symbiotic relationships such as commensalism, mutualism, and parasitism. We have also covered a chapter on biomes.
The 7th graders have also been using a “flipped classroom” for the last month. In a flipped classroom, the students are assigned a reading passage in their book to read the night before, paying close attention to the key terms and bolded sentences. The students then come to the class the following day and complete a bell ringer (question) that has been written on the board. They complete the bell ringer while the teacher is taking attendance. After attendance, the teacher uses a random student name selector called Classdojo to call on students to read their bell ringer answers. After the bell ringer, the teacher gives the students 3 minutes (on a timer) to review their reading passage. When the timer goes off, the students are to close their books and take out their Quick Write papers which were given to them at the beginning of the chapter. They are then to write 5 to 7 lines of what they read about. They are to use correct punctuation and grammar. They know that they will be randomly called on to read aloud what they have written (using Classdojo again.) The teacher calls on 5 to 7 students to read their sentences. The class then discusses the material that they have read and, as a class, answer the assessment questions at the end of the section.
While using this “flipped classroom”, the students’ grades, as a whole, have increased as much as 20 percent. The students tell the teacher every day how much more they enjoy the class and how much more they understand the material.
The biology students have just finished their forensics unit. The students learned several ways to “lift” fingerprints including dusting with magnetic black powder and tape and fuming the print with superglue. They also worked with blood spatter analysis to determine the height at which the drops could have occurred by measuring the drops with a Vernier caliper. They then used extrapolation and interpolation from their standardized graphs to come to their conclusions.
On Wednesday, April 23, the 5th period biology students “stumbled” into a crime scene in the biology room. They had to collect evidence, analyze the evidence collected, and then question and arrest the suspects. The students did a great job and apprehended the two suspects. The whole scenario was arranged and written by the advanced biology students. They also helped the biology students during their class period.
The advanced biology students have been working with Latin on the free program from the Genesee Library called “Mango.” They have been doing very well with this. They had also been working on the crime scene for the biology students and reviewing concepts for the final.
Mr. Baker’s Classes
Science 8 students are now well into a unit that involves the study of basic astronomy including stars, galaxies, solar systems, comets, meteors, and asteroids.
Science 9 students are studying forms of energy (kinetic and potential) as well as the different types of energy including light, sound, heat, and electro-magnetic. This study will take them to the end of the year.
Energy and Environment students have recently concluded their study of mineral/ore including types of ores, concentration processes, location/extraction processes, and milling/refining. They are now beginning their study of energy forms used by society including nonrenewable and renewable.
Mrs. McCutcheon’s Classes
Students in chemistry have been working on how the kinetic theory is applied to solids, liquids, and gases. The students have made oobleck and supersaturated solutions, and they have determined the molar volume of hydrogen. They are currently learning about freezing point depression and how that relates to making ice cream.
The students in physics have completed their unit on modern physics with using a cloud chamber to view the path of alpha particles being emitted from thorium. They have been studying waves and vibrations which have lead them into an understanding of Hooke’s Law and the spring constant, the elastic potential energy of a spring, types of waves, the parts of waves, and the relationships between frequency, wavelength, and speed. The students have completed labs dealing with interference of a wave, reflection of a wave, the doppler effect, and resonance.
Physical science students have been balancing chemical equations, recognizing the type of reaction, and determining if it is endothermic or exothermic. The students have done a double replacement lab, and by comparing the amount of precipitate, they could determine what the ratio of atoms were in the product. The students have also compared the properties of a non- newtonian liquid to an ideal liquid. They are currently working on solutions.
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April News
Mrs. Acker’s Classes
This past month in life science, we have been studying endotherm and ectotherms. We have dissected a perch and compared and contrasted its body structure to the other organisms that we have dissected (worm, cricket, crayfish, and frog). We have just recently
finished with mammals and birds and have dissected an owl pellet and mapped and pasted the pellet’s bones—usually consisting of some sort of rodent—onto a generic rodent skeleton drawing. We will be starting “muscles and bones” soon as we take a tour through
the human anatomy.
In biology, we have started a section on forensics and biotechnology. We have learned how current science is not only helping to solve mysteries now, but also from many years past. We have dissected the worm and worked with the marker chromatography lab in the last several
weeks.
In advanced biology, we have inflated the cow lung and then dissected it, “delivered” a fetal calf, dissected a dogfish shark, finished reading The Immortal Life of Henrietta Lacks by Rebecca Skloot, and are currently reading our last novel for the year, Stiff: The Curious Lives of Human Cadavers by Mary Roach. This novel pays tribute to the people who donate their bodies to science. We are also working on DNA and biotechnology in our textbooks.
Mr. Baker’s Classes
Science 8 students are studying volcanoes and how their location and type are directly related to the types of crustal plate boundaries as part of the theory of plate tectonics. They will finish this study with a look at types of faults as related to mountain building. They will next begin an astronomy unit.
Science 9 students are studying work and power concepts. They will next study simple machines, compound machines, and complex machines. While doing so, they will learn how to calculate mechanical advantage (actual and ideal) and efficiency of various machines. Additionally, they will consider why society uses machines and the importance of machines in our technical
world.
Energy and environment students have begun a study of the Earth’s rock and mineral resources. This will include different types of rocks and minerals and the methods of mineral resource (ore) concentration. It will also include methods of locating, extraction, and milling of ores as well
as the importance of these resources in modern society.
Mrs. McCutcheon’s Classes
The physics students are researching an area of modern physics and have shared their insights with the rest of the class through
lessons which they have designed and taught. The chemistry students are working on gas laws and
determining properties of three common gases: carbon dioxide, hydrogen, and oxygen. The physical science class is studying
chemistry. They are receiving an overview of types of bonds and chemical formulas.
March News
Mrs. McCutcheon’s Classes
The physical science students have started their unit on chemistry.
We have had lessons dealing with classifying matter, how to separate mixtures, and the phases of matter. The students have seen some of the ways matter can change and had to classify changes as either chemical or physical. We are just starting the atomic theory.
In chemistry, we have been learning how and why a chemist would use stoichiometry. Students have done labs on chemiluminescence, catalyse, and chemical bonds. Students observed and explained what was going on when sodium metal reacts with water.
In physics, we have been working with rotational motion and how it relates to tangential motion. In the process of doing this, students are developing not only their knowledge in physics, but also their communication and reasoning skills.
Mr. Baker’s Classes
Science 8 students are studying seismic waves: how they are generated (both by earthquakes and
experiments), the different types, how they are recorded, and how they are used to determine the internal structure of the Earth. Students will soon be studying the theory of plate tectonics.
Science 9 students are studying Newton’s laws of motion along with forces, acceleration, and momentum. They will next apply this knowledge to studying the concepts of work, power, and machines.
Energy and environment students are still studying various energy units of measure that will soon focus on the laws and applications of thermodynamics. They will next study heat engines, the different types of energy, energy systems, and efficiency of energy systems.
Mrs. Acker’s Classes
Mrs. Acker’s 7th grade life science class has been busy learning about arthropods, insects, amphibians, and fish. So far, we have successfully dissected the crayfish and the cricket since last month and will be starting the dissection of the frog this coming week. The students are able to compare and contrast each new organism presented to them.
Mrs. Acker’s biology students have been studying the new field of genetics called epigenetics which states that during specific times in a person’s life, environmental factors can contribute to changes (mutations) in that person’s genome that will be subsequently passed on to future generations. Examples of this include highly stressful situations (leading the children to have high cortesol levels and possible PTSD) and famine (leading to the children and grandchildren acquiring diabetes). The students each had to research a genetic mutation and do a presentation to their classes. Several of these mutations were caused by an epigenetic factor.
We have also been studying the techniques of DNA gel electrophoresis and how to read the gels after we have run them in the apparatus. We just finished loading and running the gels and will read them. I presented them with a crime scene in which blood was found. They have to figure out whose blood was left at the scene from the given list of suspects.
Mrs. Acker’s advanced biology class has been studying the human anatomy and have had several “parts” donated from Lehman’s farm that we so appreciate! When we studied the heart, the girls learned that the best way to open that huge organ was with an electric knife. That seemed to be much easier than trying to use a scalpel! We also have started on the facial muscles in which they combine that knowledge with some forensics. Science in Motion provided us with six plastic skulls and clay in which the students placed the correct skin depth markers on the face and then began to fill in the face with clay for facial reconstruction. They were to choose a celebrity to make.
We are also continuing to read and discuss the novel “The Immortal Life of Henrietta Lacks.”
February News
Mrs. Acker’s Classes
Mrs. Acker’s 7th grade science students have been working on invertebrates. We have learned the history, the reproduction, nutrition, and anatomy of the earthworm. We have just concluded several days of the dissection of the earthworm.
Each group of students was to fill out a protocol and questions. They were also given a verbal quiz on each part of the anatomy and the function it serves the worm. The students did very well with the assignment.
For our next assignment and dissection, we will be working with the arthropods—namely, crayfish. We will be studying the external and internal anatomy of the crayfish.
Before Christmas, the students in biology completed several labs: ABO Blood typing with simulated blood, Cheek Cell DNA Extraction, and the construction of the DNA ornaments. So far for 2014, the students in biology have been studying the details of DNA, RNA, and the formation/synthesis of proteins. We have also been doing a lot of reviewing of past material for the Keystone Exams coming in May. Soon, we will be moving into mutations and how they can occur on the molecular level and what that means to us externally.
The advanced biology students have been studying gene regulation and control. This unit deals with DNA microarray which is an exciting new molecular tool that enables a broad detection of certain genes that are healthy and ones that are diseased. We have also been discussing stem cell research that is able to treat many forms of disease, and we will be getting to cancer and cancer risks.
Since Science In Motion at UPB is up and running again, we will be able to borrow some really great equipment and labs from them such as the thermal imaging camera, fingerprinting and fuming, hair analysis, and the facial reconstruction with clay heads. These are just a few of the forensic labs that we will be working with this year. I will be ordering many other types of labs for the life science and biology classes as well.
Mr. Baker’s Classes
Science 8 students are finishing their study of weathering processes that affect the Earth’s surface, including glaciers, water, and wind. They will soon begin a study of internal forces that affect the Earth. The big idea is plate tectonics theory, which will include studying plate boundaries, earthquakes, and volcanoes.
Energy and environment students have completed their introductory study of ecology. They are now beginning a study of basic energy concepts and units. This will begin with a study of various energy units of measure and will initially focus on thermodynamics.
Science 9 students have completed their study of introductory chemistry. They are now beginning a study of basic physics. This will begin with an in depth look at motion and forces. Initial topics include frame of reference, motion, vectors, speed, and types of forces.
Mrs. McCutcheon’s Classes
The students in chemistry class have been working on the “Language of Chemistry,” naming and writing formulas and equations. They are currently predicting what the products will be when certain chemicals are put together.
Students in physics have been working on work and power. They also made a brief overview of optics, electricity, and magnetism for the 9th grade course.
The students in physical science class have been learning from the physics students about optics, electricity, and magnetism.
January News
Mrs. Acker’s Classes
Mrs. Acker’s 7th grade life science classes have been working on viruses and bacteria this past month. They learned the proper way to wash their hands using a lab called “Glo Germ” that shows students where the germs hide on their hands. The students put on a special lotion. An ultraviolet light is used to make the lotion glow. The students then wash their hands like they normally do. Finally, they shine the light on their hands to see how well they washed—normally, not so well!
The 7th graders then did a “bacteria hunt” in Mrs. Acker’s room. The students learned some simple microbiology techniques like how to streak a plate (petri dish), how to properly label the dish, and how to place it in the incubator for the bacteria to grow. The bacteria grew over the weekend, and then the students looked at the bacteria under the microscopes on Monday. Much to the students’ amazement and delight, they found some interesting (and moving) organisms!
Mrs. Acker’s biology students have been studying the discovery and structure of DNA this month and how it pertains to the genetic diversity of each person’s individual genotype and phenotype. The students took a historical trip back to 1953 through both video and scientific journals to research how this magnificent (and scandalous) structure of DNA came to be.
The biology students have taken the biology Classroom Diagnostic Test (CDT) and a round of USA Test Prep so that Mrs. Acker can gauge where she needs to place more emphasis when the students return from Christmas break. But, for the most part, Mrs. Acker was very impressed with the results that the students showed.
In this coming week, the biology students will be extracting DNA from their own cheek cells, performing a simulated genetic ABO blood typing lab, and crafting a DNA ornament with beads representing the nitrogenous bases.
The seniors have been also working on genetics and Punnett squares. These students have even worked their way up to a tetra-hybrid Punnett square---which is a whopping four trait cross. This means that the students must use a 256 block Punnett square to figure out what all the possible phenotypes could arise from the gametes of the parents (if the parents only had four traits to choose from). Not only does this take skill, but it also takes patience!
This week the seniors will be working on case studies. They will be reading x-rays and reading about the problems the patient has. They are to come up with a diagnosis and a treatment for each patient. They must get through all ten case studies.
Mr. Baker’s Classes
Science 8 students have completed their study of renewable and nonrenewable resources, including natural, mineral, and energy. They are now studying weathering processes of rocks, soil formation from weathering, soil profile diagram including all horizons, and different soil types.
Energy and environment students are wrapping up their introductory study of ecology which focused on the characteristic ecosystems, types of biomes (terrestrial, aquatic, marine), and how all the parts and related cycles are dependent on, and interact with each other.
Science 9 students have learned how to write chemical formulas for compounds. They have also learned to name compounds and predict the type of chemical bond (ionic, covalent, metallic) from a chemical formula. They are now learning the four types of chemical reactions, and how to correctly predict, write, and balance a chemical equation.
December News
Mrs. Acker’s Classes
Mrs. Acker’s 7th graders have finished up genetics and have started learning about viruses and bacteria. The students first learned how to properly wash their hands with the “Glo Germ” ultra-violet lab. We conducted a “bacteria hunt” in the classroom in which the students (armed with their agar-filled Petri dishes and a cotton-tipped swab) go around the room and find one place where they think a lot of bacteria may be living. Some of the most popular sites were the laptop keyboards, the door handle, and the desks. We then learned how to properly label and place the dishes in the 37 degree incubator over a weekend. We will be looking at the bacteria growth under the microscope for our next lab.
The biology classes have been tackling the topic of genetics. We have learned about mitosis and meiosis and the role that it plays in the passing on of genes. The students have been working on monohybrid and dihybrid Punnett squares which cross one and two traits, respectively. After Thanksgiving break, we will continue with pedigree charts over many generations and discover how disorders can be passed from generation to generation dominantly or recessively.
The advanced biology class is also working on genetics and epigenetics. While the field of genetics is widely known, the field of epigenetics is in its infancy and is clarifying many aspects that scientists have been pondering since the children of Holocaust survivors were developing post-traumatic stress disorder, even though they had never experienced the horror/suffering themselves. Epigenetics is now telling us that we are able to change and pass on our genes as we live our lives.
Mr. Baker’s Classes
Mr. Baker’s Science 8 classes are studying the different types of rocks (igneous, sedimentary, and metamorphic). They are specifically learning how these rocks are formed and classified, why they are important, and how they are used in our modern world as resources.
Science 9 classes are continuing their study of basic chemistry. They are learning about the different types of chemical bonding (ionic, covalent, and metallic), and they will soon be writing formulas and names for chemical compounds formed by these types of bonding.
Energy and environment students are continuing their study of ecology concepts. They are now engaged in the study of the structure and function of ecosystems and the different types of biomes.
Mrs. McCutcheon’s Classes
Mrs. McCutcheon’s physics class has done two labs from Cornell University. One related rock climbing with vectors and forces, and the other was the stunt car challenge where students had to determine how fast the car would be going at the top of a ramp and where the landing pad had to be. In this lab, students also had to determine the maximum height the car would travel so it could jump through a ring. Students have also been working on the science term of work and the force factors that relate to work and how much power you can get out of that work.
Chemistry students have been working on the Lewis structure of compounds and comparing properties of various types of bonds and being able to relate their properties to the bond type. They have done a lab to check the properties between ionic and covalent bonds, and they have done a lab on the reactivity series of metals. They are working on the nomenclature of various compounds.
The physical science class is just finishing up an overview of energy (the forms, the conversions, and the renewable and nonrenewable sources of energy). These students will be learning a more in-depth perspective of each type of energy.
Mrs. McCutcheon’s classes are currently being taught by Mrs. Morgan and Mr. Hoven.
October/November News
Mrs. Acker’s Courses
Mrs. Acker’s seventh grade life science classes have been working diligently on the topic of genetics. For the past month, they have worked on Punnett Squares crossing both one trait (monohybrid cross) and two traits (dihybrid cross). They have also added the tracing of a mutation on a chromosome through pedigree charts. During the first week of November, they completed two labs. The first one was Dragon Genetics in which students are given the traits to cross, and they come up with what their dragon will look like due to the given alleles. The second lab was a simulated blood typing lab. They will find out what type of blood the “victim” in the fictitious story can receive.
Mrs. Acker’s biology classes have been working with the topic of bacteria and viruses in preparation for their combined project with Mrs. Walck’s “You make me sick” research/fiction paper coming up in November. They have discussed methods of transmission and even discovered that descendents of the Bubonic Plague survivors are now found to be immune to the AIDS virus due to a mutation in their genome. The fifth period biology class completed a simulated disease transmission lab that had the students figure out the identity of patient zero. This showed how quickly a disease could spread in a very short time if precautions were not taken.
Mrs. Acker’s advanced biology class has been studying the brain and all of its functions. They have also dissected a pair of steer eyes, one of which had a tumor on the lens causing the steer to become blind. They are just starting genetics this week and will be continuing on that topic for the next month.
Mr. Baker’s Courses
Mr. Bakers Science 8 students are doing mineral testing and identification and will soon be studying the different types of rocks.
Science 9 students are learning about the structure of matter and subatomic particles. Next, they will be studying the construction and uses of the modern periodic table.
Energy and environment class has begun the study of basic ecology, beginning with the structure/components of ecosystems and different types of biomes.
Mrs. McCutcheon’s Courses
Mrs. McCutcheon's physics students are completing their STEM project, the pumpkin toss, for the first nine weeks. They have utilized various concepts which they have learned in the classroom concerning the design and construction of their machine.
The chemistry class has been working on the electron configuration of elements. They have also been learning how to successfully navigate the periodic table of elements to determine the element's electron configuration and reactivity.
The physical science class has been learning about Newton's laws of motion and determining their own work and power which they can produce.
Chemistry has been working on stoichiometry they are just finishing up the unit on the language of Chemistry. They will be focusing on the kinetic theory as it is applied to solids, liquids, and gases. The students have focused on the activity series in the lab with single replacement reactions and they have done various double replacement labs as well. The students will soon be determining the molar volume of hydrogen
.
Energy and Environment: the students have been working on energy. They first researched fossil fuels. How they are mined, transported, refined and used. They than moved onto electrical energy. They made a simple series circuit and parallel circuit using light bulbs, batteries, and wire.
Than had to change the configuration around to see how it would affect the brightness of the bulbs. They also learned how to solder on a small circuit board that had led lights on it. They had to make the lights work.
Physics completed their unit on Electricity and Magnetism with they studied simple circuits by making a parallel circuit and a series circuit than comparing the two. They have been studying waves and vibrations which have lead them into an understanding of types of waves, the parts of waves, and the relationships between frequency, wavelength, speed. The students have completed labs dealing with interference of a wave, reflection of a wave, the doppler effect, and resonance.
Physical Science students have been working on the unit of physics. They have used Newton's laws of motion to determine constant speed of a car. They have used the conservation of momentum to determine how far a cart would travel after it was hit by another cart.
They are now studying energy conversion and making a catapult to explain simple machine, energy transfer and projectile motion.
Ms. Melanie Gieser ~ Biology News
Ms. Geiser’s biology classes have been working on genetics for the past several weeks. We have been practicing with Punnett Squares and pedigree charts and determining which traits are dominant and which traits are recessive in a family. This past week we extracted our DNA from our cheek cells in a lab. The students then got to take their DNA home in a microtube.
The advanced biology class has been working on comparative anatomy. The students have dissected a cow heart and brain. They have also inflated the cow lungs so that they could see the size of the respiratory tract compared to ours. The students have also worked for two weeks on dissecting a dogfish shark. They found some interesting things such as up to six baby sharks in the mother. The students learned that the sharks do not have swim bladders like fish, but produce very concentrated oil that makes the shark’s buoyancy change in the depths of the water. See photos in gallery.
Mrs. Georgia McCutcheon ~ Science News
Chemistry: The students have been learning about element and their makeup.The students are in the process of learning why chemists call the periodic table the most important tool for a chemist to have. In the laboratory the students have learned the proper technique to light the bunsen burner and to use a spectroscope. They have witnessed electrons giving off energy in the form of electromagnetic radiation in a life saver, when the electron was coming back to ground state.
Physics: The seniors have been learning about vectors and scalar quantities, motion in one dimension, and motion in two dimensions. The labs that helped reinforce the concepts were being taught between average velocity, time, and distance. We also performed labs that helped explain the concepts of two dimensions motion and why it is important to break the motion up into its components. To finish the projectile motion concept, the students built a machine that would launch a pumpkin. They had to design, build, and toss the pumpkin with their machine.
Physical Science: The 9th graders have been learning about about chemistry the first half of the year they started out on matter and properties of matter they have done some labs that have helped them with that concept. They are getting ready to write and balance chemical equations and determine what type of reactions are occurring.
Energy and Environment: The E & E class have done a unit on measurement They had to measure various object in metric and standard. A unit on ecology where they went outside and compared various ecosystems and they are now starting energy conservation and using instruments from citizen power to record the energy efficiency of our science room.
October 2015
Science News by Ms. Melanie Geiser
Ms. Geiser’s biology students have been working on ecological studies. The students have been learning about the symbiotic relationships and how humans impact those relationships. The students have also been learning about the different biomes.
The Advanced biology students have been working on viruses and bacteria. The students have performed a lab in which to study the bacteria found in school (all harmless). They had to determine whether it was Gram positive or Gram negative depending on the reaction of the outer membrane to the chemicals added. They have read and discussed the novel “The Hotzone.” We are now working on enzymes and reading the novel, “The Immortal Life of Henrietta Lacks.”
Science Department
Submitted by Ms. Geiser (05/30/2015)
The biology students studied and practiced for their Keystones for the past month. They took their Keystones on May 20 and 22. After the Keystones, we did some more review for the final exam. The last three days of class we dissected a fish, frog, and fetal pig. They did very well with this.
Life science has been studying plant, biomes, and ecosystems. We had started a garden in April to be able to “harvest” and eat. The kids reaped the benefits and each had a salad with all the fixings while we reviewed for their final exam.
Advanced biology students had a forensic unit on facial reconstruction in which the students were to make a celebrity’s head from a pre-molded plastic skull that we received from Science In Motion. The students worked diligently on this project while continuing to do the normal curriculum. The students learned all of the facial muscles and what each one’s function was.
The advanced bio class also participated in a 2-week long prenatal egg baby project. The students received an egg (hard-boiled—thank goodness) that they were to decorate as their baby including eyes, hair, facial features, etc. due to the parents’ genetics. They then were to follow a packet that was given to them and answer the questions involved. They had to have it with them at all times unless they found someone to eggsit for them. Everything was to be documented in a journal that they turned in to me at the end of the project. Milestones were to be added as well. If there was an “accident,” the portion of the egg that was damaged had to be inspected by me. I then gave a diagnosis of what the egg-baby could have “contracted” or been born with, such as spinabifida. The students could earn back their breakage points by doing a five page research paper on the diagnosed ailment. The students associated with two of the three breakages chose to do this. I was surprised at how well they did with the project and how seriously they took it. Many said that they definitely were not ready to have a child since they had enough trouble “caring” for an egg!
(See the photo gallery for photos of these activities.)
May 2015
Science Department
Submitted by Mrs. McCutcheon (05/01/2015)
Chemistry students have finished up the stoichiometry unit, and we are now working on the unit of equilibrium and solutions. They are going to try and make a supersaturated solution. They will be calculating the molality of salt solution from the freezing point depression. They will end the year by titrating to determine the concentration of an unknown. They have also been learning about energy of reactions and solutions.
In physics, the seniors have finished up the unit on mechanics, and the students chose four areas that they wanted to investigate. The students are pursuing those through the use of the book, Internet, and hands-on lessons. The areas they chose were thermodynamics, vibration and waves, light and optics, and building a model ladybug. The labs that helped reinforce the concepts were using springs to determine the characteristics of the types of waves, doppler effect and resonance, using lenses and mirror to compare flat, concave and convex apart, thermal expansion of metals, and making circuits on the ladybug.
In physical science, the 9th graders have been learning about chemistry. They have been working on naming compounds and balancing formulas. They just completed a unit on acids and bases. The lab reinforced the concepts they were learning about. The students have done single replacement, double replacement, flame test, determination of a chemical formula, and acid base indicators. Next, they will be going into organic chemistry.
April 2015
Science Department
Submitted by Mr. Baker (03/31/2015)
Science 8 students are completing their unit related to plate tectonic concepts by studying volcanism and mountain building. They will soon begin a unit that involves the study of basic astronomy including stars, galaxies, solar systems, comets, meteors, and asteroids.
Science 9 students are completing their mechanics unit by studying topics such as work, power, and machines (simple, compound, and complex). Next, they will begin a unit that looks at forms of energy (kinetic and potential) as well as the different types of energy including light, sound, heat, and electro-magnetic. This study will take them to the end of the year.
Physical Science 1 students are applying mathematical skills to analyze chemical compounds by calculating the percent composition of the elements in a compound based on its formula and determining the simplest empirical formula for a compound from elemental percentages. They will next study molar concepts of compounds, learn how to identify types of chemical reactions, and then predict /write a balanced chemical equation for a reaction.
March 2015
Science Department
Submitted by Mrs. Acker (03/02/2015)
Mrs. Acker’s 7th grade students have been becoming masters at dissection. Thus far we have dissected a worm, grasshopper, crayfish, clam, and sea star. Our next endeavor will be the frog as we are currently studying amphibians. The students have been comparing and contrasting each organism that we study and have done a great job at dissecting each one.
Mrs. Acker’s 10th grade students have been studying genetics and the DNA molecule. They have learned the central dogma for biology: DNA to RNA to Amino Acids to Protein. The students have being doing a great job at learning each aspect of genetics. We also just completed a lab in which we extracted DNA out of our cheek cells.
Mrs. Acker’s senior class has been working on DNA technology. The students have recently placed restriction enzymes from bacteria into the provided DNA suspects in a fictional crime scene. The students then performed gel electrophoresis and compared the gel lanes of the crime scene to the suspects to determine the “killer.” The students are currently working on the lab report that goes with this lab.
February 2015
Science Department
Submitted by Mrs. McCutcheon (02/02/2015)
In Mrs. McCutcheon’s classes, the physical science class has started their unit on chemistry.
We have had lessons dealing with classifying matter, how to separate mixtures, and the phases of matter. The students have seen some of the ways matter can change and had to classify matter as either chemical or physical changes. We are just starting the gas laws.
In chemistry class, we have been learning how a chemist can figure out the empirical formula from laboratory data. Students have had to figure out the formula for lead iodide and lead oxalate through chemical analysis in the lab. They are also naming chemical formulas and will be using them in chemical equations.
In physics, we have been working with rotational motion and how it relates to tangential motion. In the process of doing this, students are developing not only their knowledge in physics, but also their communication skills and reasoning skills.
January 2015
Submitted by Mr. Baker (01/05/2015)
Science 8 students will soon be finishing their study of weathering processes that affect the Earth’s surface, including glaciers, water, and wind. They will next begin a study of internal forces that affect the Earth. The big idea is plate tectonics theory, which will include studying plate boundaries, earthquakes, and volcanoes.
Physical Science 1 students are studying the construction, features, and uses of the Periodic Table of Elements. They will be using the information the table provides to help predict and write chemical formulas for compounds, identify types of compounds, and perform molar calculations including molar masses, mole quantities, and Avogadro’s constant.
Science 9 students are completing their study of introductory chemistry. They will next begin a study of basic physics. This will begin with an in depth look at motion and forces. Initial topics include frame of reference, motion, vectors, speed, and types of forces.
December 2014
Ms. Acker’s 7th graders have been studying genetics this past month. They have extracted DNA from their cheek cells in which they got to take the DNA home to their parents. They also constructed a baby dragon (paper) from coloring and choosing their physical features from their genotypes of the mother and father dragons. They had a great time doing these labs.
We have also been practicing crossing different traits and discovering the probabilities of certain outcomes if different traits were crossed with the Punnett Squares. We have also been working on Pedigree Charts and figuring out which people in the charts are carriers of certain traits or diseases. The students have also been practicing writing paragraphs properly to show how their pedigree chart should look. The students are now able to cross two traits resulting in a 16 square dihybrid Punnett Square and able to write paragraphs showing up to four generations.
We are currently working on the topics of bacteria, viruses, protists, and fungi. We did a hay infusion and looked for protists from the infusion under the microscopes.
Ms. Acker’s Advanced Biology Students have been stepping up to the college plate. Not only have the students been performing labs, they have also been prepping their labs by following protocols written by the teacher and then writing college level lab reports up to seven pages long including cited background information, procedure, materials, and analysis of their findings. I am very impressed with the students this year. We just finished “The Hotzone,” a true story about Ebola and have now moved on to our next novel, “The Immortal Life of Henrietta Lacks,” which is about an African American woman who died in 1951 from cervical cancer and had her cancerous cells stolen from her. Up until this point, we had never been able to keep cells alive outside the body. Her cells were and are special. Without them we would not have many vaccines or many other medical procedures that required knowledge of how human cells would react to certain treatments. She, nor her family, ever received any compensation for her “donation.” Her cells have replicated to the amount of four Empire State Buildings. We still use her cells to this day for many experiments. I also have several of her cells in my freezer in which we also do an experiment with them.
The students have also been working on genetics and mutations. We have crossed three traits resulting in a trihybrid, or 64-square Punnett Square. Some have moved on to the tetrahybrids, or crossing 4 traits resulting in a 256-square Punnett Square.
November 2014
Chemistry: The students have been learning about elements and their makeup. The students are in the process of learning why chemists call the periodic table the most important tool for a chemist to have. In the laboratory, the students have learned the proper technique to light the Bunsen burner and to use a spectroscope. They have witnessed electrons giving off energy in the form of electromagnetic radiation in a life saver when the electron was coming back to the ground state.
Physics: The seniors have been learning about vectors and scalar quantities, motion in one dimension, and motion in two dimensions. The labs that helped reinforce the concepts were being taught between average velocity, time, and distance. We also performed labs that helped explain the concepts of two dimensions motion and why it is important to break the motion up into its components. To finish the projectile motion concept, the students built a catapult to launch a pumpkin. They had to design, budget for cost, build, and finally toss the pumpkin with their catapult.
Physical Science: The 9th graders have been learning about the physics of motion in the first nine weeks. The students have had an introduction to how forces affect motion, work, and power. They built a mini-catapult out of popsicle sticks that would toss an eyeball. Some of the students came up with their own design and others searched the Internet for ideas.
October 2014
Mr. Bakers Science 8 students are doing a unit that includes basic structure of matter concepts. They will soon be applying these concepts to a study of minerals (testing and identification) and learning about the different types of rocks.
Science 9 students are learning about the basic properties of matter and the gas laws. They will be studying atomic structure and subatomic particles followed by the construction and uses of the modern periodic table.
Physical Science students are continuing their in-depth study of the international measurement system. This involves working with the units of length, area, volume, mass, and capacity and performing dimensional analysis among and between the above units.
September 2014
Mrs. Acker’s life science classes have been learning about hypotheses and how science is performed. They will have their first vocabulary quiz this week and have been doing a great job with the homework they have been assigned so far.
Tomorrow is their first lab which deals with responsible lab activity practices. The students are given different lab scenarios and they have to discuss with their partners in their group of what should or should not be done given the situation that they are in.
Mrs. Acker’s biology students are off and running with a review of life science concepts and an introduction of what they will be learning for the next 35 weeks of school. We are starting to discuss labs and lab reports. Tuesday of last week was their first lab: the peanut butter and jelly lab. Students are given the task to write a lab protocol in which they must write a procedure on how to assemble a peanut butter and jelly sandwich. Each group is to turn those protocols into me. I then randomly hand those back out to different groups. Those groups must follow the procedure exactly while trying to make the sandwich. It shows the kids how important it is to include every step, even as small as to take the twist tie off, when performing a lab.
Mrs. Acker’s advanced biology students are learning some college techniques of how to take notes and annotate their chapters for exams. They are also doing some review work to clean out all of the cobwebs from summer. They are currently working on a poison ivy case study.
May 2014
The 7th grade life science students have been working on ecology including populations, communities, and ecosystems. They have also been working with symbiotic relationships such as commensalism, mutualism, and parasitism. We have also covered a chapter on biomes.
The 7th graders have also been using a “flipped classroom” for the last month. In a flipped classroom, the students are assigned a reading passage in their book to read the night before, paying close attention to the key terms and bolded sentences. The students then come to the class the following day and complete a bell ringer (question) that has been written on the board. They complete the bell ringer while the teacher is taking attendance. After attendance, the teacher uses a random student name selector called Classdojo to call on students to read their bell ringer answers. After the bell ringer, the teacher gives the students 3 minutes (on a timer) to review their reading passage. When the timer goes off, the students are to close their books and take out their Quick Write papers which were given to them at the beginning of the chapter. They are then to write 5 to 7 lines of what they read about. They are to use correct punctuation and grammar. They know that they will be randomly called on to read aloud what they have written (using Classdojo again.) The teacher calls on 5 to 7 students to read their sentences. The class then discusses the material that they have read and, as a class, answer the assessment questions at the end of the section.
While using this “flipped classroom”, the students’ grades, as a whole, have increased as much as 20 percent. The students tell the teacher every day how much more they enjoy the class and how much more they understand the material.
The biology students have just finished their forensics unit. The students learned several ways to “lift” fingerprints including dusting with magnetic black powder and tape and fuming the print with superglue. They also worked with blood spatter analysis to determine the height at which the drops could have occurred by measuring the drops with a Vernier caliper. They then used extrapolation and interpolation from their standardized graphs to come to their conclusions.
On Wednesday, April 23, the 5th period biology students “stumbled” into a crime scene in the biology room. They had to collect evidence, analyze the evidence collected, and then question and arrest the suspects. The students did a great job and apprehended the two suspects. The whole scenario was arranged and written by the advanced biology students. They also helped the biology students during their class period.
The advanced biology students have been working with Latin on the free program from the Genesee Library called “Mango.” They have been doing very well with this. They had also been working on the crime scene for the biology students and reviewing concepts for the final.
Mr. Baker’s Classes
Science 8 students are now well into a unit that involves the study of basic astronomy including stars, galaxies, solar systems, comets, meteors, and asteroids.
Science 9 students are studying forms of energy (kinetic and potential) as well as the different types of energy including light, sound, heat, and electro-magnetic. This study will take them to the end of the year.
Energy and Environment students have recently concluded their study of mineral/ore including types of ores, concentration processes, location/extraction processes, and milling/refining. They are now beginning their study of energy forms used by society including nonrenewable and renewable.
Mrs. McCutcheon’s Classes
Students in chemistry have been working on how the kinetic theory is applied to solids, liquids, and gases. The students have made oobleck and supersaturated solutions, and they have determined the molar volume of hydrogen. They are currently learning about freezing point depression and how that relates to making ice cream.
The students in physics have completed their unit on modern physics with using a cloud chamber to view the path of alpha particles being emitted from thorium. They have been studying waves and vibrations which have lead them into an understanding of Hooke’s Law and the spring constant, the elastic potential energy of a spring, types of waves, the parts of waves, and the relationships between frequency, wavelength, and speed. The students have completed labs dealing with interference of a wave, reflection of a wave, the doppler effect, and resonance.
Physical science students have been balancing chemical equations, recognizing the type of reaction, and determining if it is endothermic or exothermic. The students have done a double replacement lab, and by comparing the amount of precipitate, they could determine what the ratio of atoms were in the product. The students have also compared the properties of a non- newtonian liquid to an ideal liquid. They are currently working on solutions.
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April News
Mrs. Acker’s Classes
This past month in life science, we have been studying endotherm and ectotherms. We have dissected a perch and compared and contrasted its body structure to the other organisms that we have dissected (worm, cricket, crayfish, and frog). We have just recently
finished with mammals and birds and have dissected an owl pellet and mapped and pasted the pellet’s bones—usually consisting of some sort of rodent—onto a generic rodent skeleton drawing. We will be starting “muscles and bones” soon as we take a tour through
the human anatomy.
In biology, we have started a section on forensics and biotechnology. We have learned how current science is not only helping to solve mysteries now, but also from many years past. We have dissected the worm and worked with the marker chromatography lab in the last several
weeks.
In advanced biology, we have inflated the cow lung and then dissected it, “delivered” a fetal calf, dissected a dogfish shark, finished reading The Immortal Life of Henrietta Lacks by Rebecca Skloot, and are currently reading our last novel for the year, Stiff: The Curious Lives of Human Cadavers by Mary Roach. This novel pays tribute to the people who donate their bodies to science. We are also working on DNA and biotechnology in our textbooks.
Mr. Baker’s Classes
Science 8 students are studying volcanoes and how their location and type are directly related to the types of crustal plate boundaries as part of the theory of plate tectonics. They will finish this study with a look at types of faults as related to mountain building. They will next begin an astronomy unit.
Science 9 students are studying work and power concepts. They will next study simple machines, compound machines, and complex machines. While doing so, they will learn how to calculate mechanical advantage (actual and ideal) and efficiency of various machines. Additionally, they will consider why society uses machines and the importance of machines in our technical
world.
Energy and environment students have begun a study of the Earth’s rock and mineral resources. This will include different types of rocks and minerals and the methods of mineral resource (ore) concentration. It will also include methods of locating, extraction, and milling of ores as well
as the importance of these resources in modern society.
Mrs. McCutcheon’s Classes
The physics students are researching an area of modern physics and have shared their insights with the rest of the class through
lessons which they have designed and taught. The chemistry students are working on gas laws and
determining properties of three common gases: carbon dioxide, hydrogen, and oxygen. The physical science class is studying
chemistry. They are receiving an overview of types of bonds and chemical formulas.
March News
Mrs. McCutcheon’s Classes
The physical science students have started their unit on chemistry.
We have had lessons dealing with classifying matter, how to separate mixtures, and the phases of matter. The students have seen some of the ways matter can change and had to classify changes as either chemical or physical. We are just starting the atomic theory.
In chemistry, we have been learning how and why a chemist would use stoichiometry. Students have done labs on chemiluminescence, catalyse, and chemical bonds. Students observed and explained what was going on when sodium metal reacts with water.
In physics, we have been working with rotational motion and how it relates to tangential motion. In the process of doing this, students are developing not only their knowledge in physics, but also their communication and reasoning skills.
Mr. Baker’s Classes
Science 8 students are studying seismic waves: how they are generated (both by earthquakes and
experiments), the different types, how they are recorded, and how they are used to determine the internal structure of the Earth. Students will soon be studying the theory of plate tectonics.
Science 9 students are studying Newton’s laws of motion along with forces, acceleration, and momentum. They will next apply this knowledge to studying the concepts of work, power, and machines.
Energy and environment students are still studying various energy units of measure that will soon focus on the laws and applications of thermodynamics. They will next study heat engines, the different types of energy, energy systems, and efficiency of energy systems.
Mrs. Acker’s Classes
Mrs. Acker’s 7th grade life science class has been busy learning about arthropods, insects, amphibians, and fish. So far, we have successfully dissected the crayfish and the cricket since last month and will be starting the dissection of the frog this coming week. The students are able to compare and contrast each new organism presented to them.
Mrs. Acker’s biology students have been studying the new field of genetics called epigenetics which states that during specific times in a person’s life, environmental factors can contribute to changes (mutations) in that person’s genome that will be subsequently passed on to future generations. Examples of this include highly stressful situations (leading the children to have high cortesol levels and possible PTSD) and famine (leading to the children and grandchildren acquiring diabetes). The students each had to research a genetic mutation and do a presentation to their classes. Several of these mutations were caused by an epigenetic factor.
We have also been studying the techniques of DNA gel electrophoresis and how to read the gels after we have run them in the apparatus. We just finished loading and running the gels and will read them. I presented them with a crime scene in which blood was found. They have to figure out whose blood was left at the scene from the given list of suspects.
Mrs. Acker’s advanced biology class has been studying the human anatomy and have had several “parts” donated from Lehman’s farm that we so appreciate! When we studied the heart, the girls learned that the best way to open that huge organ was with an electric knife. That seemed to be much easier than trying to use a scalpel! We also have started on the facial muscles in which they combine that knowledge with some forensics. Science in Motion provided us with six plastic skulls and clay in which the students placed the correct skin depth markers on the face and then began to fill in the face with clay for facial reconstruction. They were to choose a celebrity to make.
We are also continuing to read and discuss the novel “The Immortal Life of Henrietta Lacks.”
February News
Mrs. Acker’s Classes
Mrs. Acker’s 7th grade science students have been working on invertebrates. We have learned the history, the reproduction, nutrition, and anatomy of the earthworm. We have just concluded several days of the dissection of the earthworm.
Each group of students was to fill out a protocol and questions. They were also given a verbal quiz on each part of the anatomy and the function it serves the worm. The students did very well with the assignment.
For our next assignment and dissection, we will be working with the arthropods—namely, crayfish. We will be studying the external and internal anatomy of the crayfish.
Before Christmas, the students in biology completed several labs: ABO Blood typing with simulated blood, Cheek Cell DNA Extraction, and the construction of the DNA ornaments. So far for 2014, the students in biology have been studying the details of DNA, RNA, and the formation/synthesis of proteins. We have also been doing a lot of reviewing of past material for the Keystone Exams coming in May. Soon, we will be moving into mutations and how they can occur on the molecular level and what that means to us externally.
The advanced biology students have been studying gene regulation and control. This unit deals with DNA microarray which is an exciting new molecular tool that enables a broad detection of certain genes that are healthy and ones that are diseased. We have also been discussing stem cell research that is able to treat many forms of disease, and we will be getting to cancer and cancer risks.
Since Science In Motion at UPB is up and running again, we will be able to borrow some really great equipment and labs from them such as the thermal imaging camera, fingerprinting and fuming, hair analysis, and the facial reconstruction with clay heads. These are just a few of the forensic labs that we will be working with this year. I will be ordering many other types of labs for the life science and biology classes as well.
Mr. Baker’s Classes
Science 8 students are finishing their study of weathering processes that affect the Earth’s surface, including glaciers, water, and wind. They will soon begin a study of internal forces that affect the Earth. The big idea is plate tectonics theory, which will include studying plate boundaries, earthquakes, and volcanoes.
Energy and environment students have completed their introductory study of ecology. They are now beginning a study of basic energy concepts and units. This will begin with a study of various energy units of measure and will initially focus on thermodynamics.
Science 9 students have completed their study of introductory chemistry. They are now beginning a study of basic physics. This will begin with an in depth look at motion and forces. Initial topics include frame of reference, motion, vectors, speed, and types of forces.
Mrs. McCutcheon’s Classes
The students in chemistry class have been working on the “Language of Chemistry,” naming and writing formulas and equations. They are currently predicting what the products will be when certain chemicals are put together.
Students in physics have been working on work and power. They also made a brief overview of optics, electricity, and magnetism for the 9th grade course.
The students in physical science class have been learning from the physics students about optics, electricity, and magnetism.
January News
Mrs. Acker’s Classes
Mrs. Acker’s 7th grade life science classes have been working on viruses and bacteria this past month. They learned the proper way to wash their hands using a lab called “Glo Germ” that shows students where the germs hide on their hands. The students put on a special lotion. An ultraviolet light is used to make the lotion glow. The students then wash their hands like they normally do. Finally, they shine the light on their hands to see how well they washed—normally, not so well!
The 7th graders then did a “bacteria hunt” in Mrs. Acker’s room. The students learned some simple microbiology techniques like how to streak a plate (petri dish), how to properly label the dish, and how to place it in the incubator for the bacteria to grow. The bacteria grew over the weekend, and then the students looked at the bacteria under the microscopes on Monday. Much to the students’ amazement and delight, they found some interesting (and moving) organisms!
Mrs. Acker’s biology students have been studying the discovery and structure of DNA this month and how it pertains to the genetic diversity of each person’s individual genotype and phenotype. The students took a historical trip back to 1953 through both video and scientific journals to research how this magnificent (and scandalous) structure of DNA came to be.
The biology students have taken the biology Classroom Diagnostic Test (CDT) and a round of USA Test Prep so that Mrs. Acker can gauge where she needs to place more emphasis when the students return from Christmas break. But, for the most part, Mrs. Acker was very impressed with the results that the students showed.
In this coming week, the biology students will be extracting DNA from their own cheek cells, performing a simulated genetic ABO blood typing lab, and crafting a DNA ornament with beads representing the nitrogenous bases.
The seniors have been also working on genetics and Punnett squares. These students have even worked their way up to a tetra-hybrid Punnett square---which is a whopping four trait cross. This means that the students must use a 256 block Punnett square to figure out what all the possible phenotypes could arise from the gametes of the parents (if the parents only had four traits to choose from). Not only does this take skill, but it also takes patience!
This week the seniors will be working on case studies. They will be reading x-rays and reading about the problems the patient has. They are to come up with a diagnosis and a treatment for each patient. They must get through all ten case studies.
Mr. Baker’s Classes
Science 8 students have completed their study of renewable and nonrenewable resources, including natural, mineral, and energy. They are now studying weathering processes of rocks, soil formation from weathering, soil profile diagram including all horizons, and different soil types.
Energy and environment students are wrapping up their introductory study of ecology which focused on the characteristic ecosystems, types of biomes (terrestrial, aquatic, marine), and how all the parts and related cycles are dependent on, and interact with each other.
Science 9 students have learned how to write chemical formulas for compounds. They have also learned to name compounds and predict the type of chemical bond (ionic, covalent, metallic) from a chemical formula. They are now learning the four types of chemical reactions, and how to correctly predict, write, and balance a chemical equation.
December News
Mrs. Acker’s Classes
Mrs. Acker’s 7th graders have finished up genetics and have started learning about viruses and bacteria. The students first learned how to properly wash their hands with the “Glo Germ” ultra-violet lab. We conducted a “bacteria hunt” in the classroom in which the students (armed with their agar-filled Petri dishes and a cotton-tipped swab) go around the room and find one place where they think a lot of bacteria may be living. Some of the most popular sites were the laptop keyboards, the door handle, and the desks. We then learned how to properly label and place the dishes in the 37 degree incubator over a weekend. We will be looking at the bacteria growth under the microscope for our next lab.
The biology classes have been tackling the topic of genetics. We have learned about mitosis and meiosis and the role that it plays in the passing on of genes. The students have been working on monohybrid and dihybrid Punnett squares which cross one and two traits, respectively. After Thanksgiving break, we will continue with pedigree charts over many generations and discover how disorders can be passed from generation to generation dominantly or recessively.
The advanced biology class is also working on genetics and epigenetics. While the field of genetics is widely known, the field of epigenetics is in its infancy and is clarifying many aspects that scientists have been pondering since the children of Holocaust survivors were developing post-traumatic stress disorder, even though they had never experienced the horror/suffering themselves. Epigenetics is now telling us that we are able to change and pass on our genes as we live our lives.
Mr. Baker’s Classes
Mr. Baker’s Science 8 classes are studying the different types of rocks (igneous, sedimentary, and metamorphic). They are specifically learning how these rocks are formed and classified, why they are important, and how they are used in our modern world as resources.
Science 9 classes are continuing their study of basic chemistry. They are learning about the different types of chemical bonding (ionic, covalent, and metallic), and they will soon be writing formulas and names for chemical compounds formed by these types of bonding.
Energy and environment students are continuing their study of ecology concepts. They are now engaged in the study of the structure and function of ecosystems and the different types of biomes.
Mrs. McCutcheon’s Classes
Mrs. McCutcheon’s physics class has done two labs from Cornell University. One related rock climbing with vectors and forces, and the other was the stunt car challenge where students had to determine how fast the car would be going at the top of a ramp and where the landing pad had to be. In this lab, students also had to determine the maximum height the car would travel so it could jump through a ring. Students have also been working on the science term of work and the force factors that relate to work and how much power you can get out of that work.
Chemistry students have been working on the Lewis structure of compounds and comparing properties of various types of bonds and being able to relate their properties to the bond type. They have done a lab to check the properties between ionic and covalent bonds, and they have done a lab on the reactivity series of metals. They are working on the nomenclature of various compounds.
The physical science class is just finishing up an overview of energy (the forms, the conversions, and the renewable and nonrenewable sources of energy). These students will be learning a more in-depth perspective of each type of energy.
Mrs. McCutcheon’s classes are currently being taught by Mrs. Morgan and Mr. Hoven.
October/November News
Mrs. Acker’s Courses
Mrs. Acker’s seventh grade life science classes have been working diligently on the topic of genetics. For the past month, they have worked on Punnett Squares crossing both one trait (monohybrid cross) and two traits (dihybrid cross). They have also added the tracing of a mutation on a chromosome through pedigree charts. During the first week of November, they completed two labs. The first one was Dragon Genetics in which students are given the traits to cross, and they come up with what their dragon will look like due to the given alleles. The second lab was a simulated blood typing lab. They will find out what type of blood the “victim” in the fictitious story can receive.
Mrs. Acker’s biology classes have been working with the topic of bacteria and viruses in preparation for their combined project with Mrs. Walck’s “You make me sick” research/fiction paper coming up in November. They have discussed methods of transmission and even discovered that descendents of the Bubonic Plague survivors are now found to be immune to the AIDS virus due to a mutation in their genome. The fifth period biology class completed a simulated disease transmission lab that had the students figure out the identity of patient zero. This showed how quickly a disease could spread in a very short time if precautions were not taken.
Mrs. Acker’s advanced biology class has been studying the brain and all of its functions. They have also dissected a pair of steer eyes, one of which had a tumor on the lens causing the steer to become blind. They are just starting genetics this week and will be continuing on that topic for the next month.
Mr. Baker’s Courses
Mr. Bakers Science 8 students are doing mineral testing and identification and will soon be studying the different types of rocks.
Science 9 students are learning about the structure of matter and subatomic particles. Next, they will be studying the construction and uses of the modern periodic table.
Energy and environment class has begun the study of basic ecology, beginning with the structure/components of ecosystems and different types of biomes.
Mrs. McCutcheon’s Courses
Mrs. McCutcheon's physics students are completing their STEM project, the pumpkin toss, for the first nine weeks. They have utilized various concepts which they have learned in the classroom concerning the design and construction of their machine.
The chemistry class has been working on the electron configuration of elements. They have also been learning how to successfully navigate the periodic table of elements to determine the element's electron configuration and reactivity.
The physical science class has been learning about Newton's laws of motion and determining their own work and power which they can produce.