October 29

Today, first we handed in our graphs and conclusions for the online bacteria lab, and Mr.Finley annonced we would be starting our lab reports for our bacteria petri dishes soon. He showed us a new insrument; the stereoscope. It is similar to a microscope, but it has 2 eyeholes. Compared to a microscope, it is different because it allows us to look at bigger things than a microscope, close up. Although we cannot see individual bacteria with it (we can only see bacteria colonies), Mr. Finley said we would use it to look at our petri dishes. One of the circular blobs in our petri dishes would be a bacteria colony.
Next, Mr. Finley showed us how to use a stereoscope. First, adjust the eyeholes so you can see into the stereoscope. Then, adjust the magnification so the object is seeable. Next, adjust the focus knob to get the object in focus. Lastly, hit the red button to turn on the light. Also, when you carry it, hold it by the base and the neck.
Next, we observed our petri dishes under the microscope. First, we looked at a bacteria colony, and it showed up as a huge red circle that took up nearly everything we could see through the stereoscope. Then we looked at another bacteria colony, and it appeared to be a large pancake with a large lump of butter on top. The mold looked like a large forest of white hair. Once we finished looking at the petri dish, we started typing our conclusions for the lab report.


Here is some vocab we defined in class today:
Stereoscope-a microscope with two eyeholes, used to look at bigger things than a microscope
Microscopic-Something you cannot see with your eyes
Macroscopic-Big
Colony-A group of organisms all in one place

Something that may be tricky is being able to see through a stereoscope. The reason many people screw it up is that they don't have the eyeholes in the right place. A good way to adjust them properly is to put your eyes up against them and slowly move the eyepieces in or out. Eventually you should be able to see through them, becaus you will have gone throught the entire range of viewing angles.

Here is a link to a lab report rubric from another school disttrict
http://sciencebass.tum.abss.k12.nc.us/modules/locker/files/get_group_file.phtml?fid=2134278&gid=326235&sessionid=200b7bc2e1972dfd5662c6a6ea2db723

Here's another link:

http://sites.google.com/site/grahamscience/new_lab_rubric.doc

LG Period 8

Science Class Period 8

Today, we reviewed creating line graphs. We learned to ignore connecting the dots with straight lines, and use curvy lines instead. The graph we made was about the bacteria lab. The first experiment showed the first experiment's lines was rising. So it could have increased more in a few hours. The second experiment showed the bacteria or the line rising and then straightening at the end. So it might have reached its peak and would have stayed that way in a few more hours. Also in class today, we started to make conclusions for the graph and the online bacteria lab. In the conclusion, we learned that we should include methods such as predictions, evidence, and reasoning. Overall, we spent the class fixing our graphs and making conclusions.


H.Z

Bacteria

Today we started off by viewing a simulation done by Mr. Finley to see how fast bacteria grows. This simulation shows how fast bacteria grows like our experiment that we are currently conducting. In this simulation they showed the amout of bacteria that grew each hour and we recorded the growth for each hour. After this we took the recorded data and made a duble line graph, one line for each experiment. Then we had to do what we did not finish we had for homework. I injoyed conducting this type of experiment and would like to do it again.
WZ

Period 8 October 26, 2010

Today, like any other day, we started off with marking the spots on our grids, on our petri dishes. After finishing marking our data we started to work on writing notes for our graphs. We had already started taking notes yesterday. These are those notes and the ones that we added on today! While making a line graph include these items:

• Labels, title, and units.
• Scale-even intervals-don't need to start at zero ALL the time.
• More than one line can be on the graph (double line graph) use symbols or colors.
• Don't need to number every tick mark.
• Trend Line-line that shows a pattern in the data; shows direction; doesn't need to go through dots; represents the data: also allows us to keep in mind that human error might be a reson for imperfections.
• Dependant variable on y axis and independent variable goes on x axis.

Trand lines dont have to be perfect but they also help!!!!!

October 25 Period 8

Today in class we started by talking about our petri dishes, and how we need to divide the amount of bacteria in a box by 9 to get the percentage of bacterial grwoth in a box. Next, we discussed how much of what Mr. Finley drew on 1/4 of a petri dish, and had to see which group guessed about how much bacteria grew on the 1/4 of the petri dish. The blob was about 25% of the quarter. Our class next had to figure out how they knew it was approx. 25%. To do this, we divided all 6 boxes that contained bacteria into quarters. After that, we found it was 22%.
Next, we took notes on day 5 (sat. and sun.) of our bacteria growing on our actual pertidishes. My group had suprisingly no bacterial growth over the weekend, but some mold had grown on our perti dish.
Section 1 had 35% growth, section 2 had 1%, section 3 had 5%, and section 4 had no growth in my group's petridish. Some qulitative observations were:lots of mold was growing in section 4; section 1 had plenty of smaller bacteria that made up 35% of the dish, section 3 had 3 large bacteria that made up 5%, and we noticed as the hair on our petri dish grew, so did agar.
Finally, we conversed about graphing. Things we need in graphs
-labels
-title
-units (x-axis and y-axis)
-variables (height-y axis-dep. time-x axis-ind.)
-scale~even intervals(note- graph does not have to start at zero all the time)
~No HW
P.S. Go Giants

Mr.Finley Science Period 8

In this science period we discussed our petri dishs and the growth of bacteria in them. We also talked about how to chart them and find out how to graph the amount of growth and how much there is so far. We also talked about looking at bacteria percent and fractions the guesses were...

• 10%
• 1/7
• 15%
• 20%

We all assumed that 1/5 was the best fraction guess. Mr.Finley like fractions the best so that was what we used. You have to divide that to find the amount of percent of the growth of bacteria. Most students go this concept.

Each group also checked thier bacteria samples for the second day so far. Yesterday, many groups didn't get a lot of bacteria since it was only the first day of their growth time. Since today is the second day, more groups had more growth. This means that each group could record their quanitative data. If you were wondering, quanitative data is when the groups record what their bacteria looks like. So if their bacteria was green and lumpy, they would record that. The groups have to remeber to record guessed percentages as fractions. They also have to remember that their "bacteria" could be mold, the students have be very specific and careful with that kind of detail.

If the "bacteria" is hairy, it is mold. But if it looks like a melted piece of vanilla, it is bacteria. Most groups could have gotten a lot of mold, but you can never be too sure.

For example, my group only got bacteria in the sample for the high school gym floor. We used the mold in our data since we were allowed to. Mold is allowed in recorded data. Here were our results.... We only got some bacteria/mold for the high school gym floor

• Llyod said 15%
• Carter said 10%
• Lexi said 11%
• And I said 8%
• Our average result was 11%

Our qualitive data for the gym floor was.....

• Some of it was mold
• All dots of bacteria
• A big clump of mold

After we looked at our samples, Mr.Finley started talking about dependent and independent varibles. Here are the definitions of indpendent and dependent varibles...

Independent Varible: The independent varible in this experiment is testing

Dependent Varible: The dependent varible in this experiment is the bacteria

Next, the class made line graphs on the growth of the bacteria

MM

Science Class

First in class Mr. Finley talked to us about our lab reports and what we should have in them. He also showed us examples of some of the eighth grade lab reports and how we should format them. also he showed us an example of what a real scientist's lab report looks like to give us an idea of how ours should look like. He went over in detail about what each section of the report should look like which i think helped everybody in the class understand what exactly you need in a lab report. in a lab report you need to type it instead of writing it and you also have to include sub headings. the main parts of our lab reports are prediction, hypothesis, materials, procedure, background, and data. For data you have to write a table of your data and explain it underneath. Then for background you have to write your observational experiment, questions you have about your experiment, and observations. In class we got to look ay our bacteria for the first day of the experiment. most of the groups didnt have any bacteria except for one which had a little bit of growth. we recorded these results in our tables that we made for the experiment. also today we learned about qualitative data and we made a table for our qualitative data.

Today we set up a bacteria experiment. First, we chose two places that we thought had the most bacteria. Then we chose the two places with the least amount of bacteria. We chose these as a table. Next we went through the procedure.

PROCEDURE

1. Split the petri dish into four sections.


2. Label each section.


3. Take a sterile swab and lightly rub against one of your places.


4. Rub the swab against the agar gently. Don't jab at it.

Vocab

1. petri dish- short circular plastic container where you can grow bacteria


2. sterile swab- a germ free cotton applicator


3. agar- food for bacteria, attracts bacteria

Today we did not get to do the actual experiment, but we did label the petri dishes.

My advice is that when you go get the bacteria samples do not take out your sterile swab until you need to use it. Also, do not walk around with the petri dish open because the agar will attract the bacteria in the air.

JR PERIOD 8

10/15/10 Period 8

Today, we went on the Spontanious Generation link under the Epidemics Unit link. We read the intro and conclusion. We also did the animation and quiz. You should read the actual article/link for more detail, bur here's a summary:

Louis Pasteur was a scientist from the 1800's. At that time and before his time, people believed in a "theory" called spontanious generation, in which life, such as maggots and microbes, could be born from a non-living thing, without a parent. Mr. Pasteur tested this idea. After he tested it, his data disproved this "theory", and made a new understanding in these organisms.

Then, we finished taking the notes on the HIV group from the three stories.

Some Notes:

• HIV stands for Human Immunodeficiency Virus
• Aids stands for Acuired Immune Deficiency Syndrome.
• There is no cure
• Spreads through bodily fluids
• First HIV blood test during 1985
• It breaks down immune system
• Can't die of AIDS, but from other diseases do it because there is no immune system
• No symptoms

Importance: The Spontanious Generation link is important because it it shows that life is not created like magic with no reason. It also shows how pasturization was invented. The link also shows you a visual of what the scientist did in his experiment.

Here's a video on Youtube that has to do with Louis Pasteur's experiment: http://www.youtube.com/watch?v=8eRAsztKfuI

10-14-10

In the beginning of the class we got our quizzes back. Today we discussed what specific causes cause disease. We also talked about how people from a long time ago thought people got sick, the people from long ago thought you got sick magicly. They thouught people got sick because people did something wrong. In our groups we discussed what a spontaneous genaration is , why was this theory popular,what evidence they have, and what do you think about this. We also talked about Louis Pasteur. There is now a link on the epidemic unit for spontaneous generation.



N.F.

10/12/10 Period 8-Teaching the Class

Today in class we discussed most of the notes all three groups wrote down yesterday. Two groups had a virus and one group had a bacteria. One at a time each group went up to share their facts. The other groups wrote down these notes as each group was speaking. Be sure to copy down these notes if you were absent because they are important. The three diseases were Cholera, Small Pox, and HIV/AIDS. Cholera is a bacteria, Small Pox and HIV/AIDS are viruses. Below is a list of the notes on all three diseases that were taken in class today. HIV/AIDS were not fully discussed today in class, tomorrow we will continue the notes on HIV/AIDS.

Cholera-

• Bacteria
• Cholera is a dirraheal disease caused by bacterium vibro cholera
• Cholera can spread quickly through contaminated water and food that may have come in contact with feces of an infected person
• Clean water is not in very much access in countries like Bangladesh where this disease is populated
• Cholera is mostly effective to children and babies
• Some symptoms of this disease are vomiting, diarrhea, and a stomach ache
• Fazle Hasan Abad, a former accountant, founded the Bangladesh Rural advancement Committee (BRAC)
• Fazle also formed BRAC
• 100,000 people recover from the treatment
• treatment- molasses(sugar), salt, and CLEAN water
• caused by dehydration
• can be fatal
• can cause death by lack of water

The next group that went up today was Small Pox.

Small Pox-

• Virus
• infections
• may be fatal
• vaccine but no cure
• face to face contact needed
• visible marks on skin
• easy to diagnose
• 1st major virus

Small Pox Vaccine-

• first discovered in 1796
• global campaign
• WHO (World Health Organization) tried to stop the disease
• tech advance helped vaccines
• Eliminated in 1977 from the globe
• vaccine did not do much did not do much
• vaccine was NOT a cure
• if you give someone something that is weakened it is easier to fight off

HIV/AIDS were the last diseases we focused on today. We did not fully finish it but we did start some of it.

HIV-

• Virus
• a disease that infects human immune cells and reproduces them

H-umm

I-mmuodeticency

V-irus

AIDS-

• Virus
• first case June 1st, 1781
• NO CURES
  400,000 people die from it a year

A- cquired

I- mmune

D- eficency

S- yndrom

-SK!

10/11/10 Period 8

Today, one of our students told the class about a vaccine that treats malaria called Hydroxychloroquine. We had a discussion about what was in this chemical. We found that there was hydrogen, chloroine, and a mystery element that we couldn't find on the Table of Elements. We also looked at the different elements in sugar and found carbon, hydrogen, and oxygen. We found that it was a carbohydrate (carbon and hydrogen) and that the amount of hydrogen and oxygen had the ratio of water. Her is a picture of one.

Structural Formula of a Glucose Atom

Next, we split the class into three groups: two viral disease groups and one bacterial disease group. Each person got a paper that talked about there type of disease. Some groups chose to read there paper individually, and the other had one person who read aloud to their group. After, they had to take notes about their type of disease which they would later use in a presentation.

We started with the bacterial disease group, who talked about cholera. They told how it spread through warm water. Then, the class ended. We will continue with the presentations tomorrow.

Today

Today we checked our homework. Our homework was to make a venn diagram for the vocab words, germs, parasites, sickness, illness, epidemic, and bacteria. Than we made a summary of it. In class, we discussed different types of viruses and how they form. Some of the viruses were Rhinovirus, dustmites, and Ragweed pollen. We found out that the kids at Truman and Jackson got sick from the contaminated water. The kids mostly got over the sickness by themselves. Mr. finley started making the three vann diagrams and the class starts making the fourth. We learned that bacteria are single-celled living things. Some bacteria can reproduce. In the middle of the vann diagram, we put disease producing because virus, bacteria, and parasites are disease producing.

LE

Consencis

Today in class we started off by thinking about three questions. The first question was, "If i am out of class, what can I do to see what I missed?". The second question was, "How should I approach a quiz?". Lastly, the third question is, "How can I improvemy learning after a quiz?". The answer to the first question is that you can go on to the blog to read what you missed, check the home work section of Mr.Finely's web page, ask a friend, email Mr.Finely, and text Mr.Finely. The answers we got for question number two are that you should organize study time without distractions, listening to music without words might help you study, take prper notes in school, be optamistic during the quiz, and aproach it like a rough draft. The answer to question three is that you can go to the sylbus and read how you can correct the quiz. The syllabus says that to correct a quiz you have to expplain the reason that you got the question wrong.

After we went over the questions we were given a task. This task was to watch a video of people passing basketballs. We were told to count, in our heads, how many passes were made. We could not write down how many passes we saw. Also, we could not speak during this assignment. We were also told that we were only supposed to watch how many passes were made from only the white team. After watching the video we were told that there was a moonwalking bear that came on to the screen. When we were told this we realized that we had not seen it. The purpose of this was to see what we miss while foccusing on one thing.

After watching the video Mr.Finely moved a couple people to different tables for an activity. The people that moved brought their homework to the table they went to. We were told to share our deffinitions of the terms and reach a consencis of the simalaritys and differences of the words and on the deffinitions. Every table talked about their answers.

Period 8! Whoo

So in the beggining of class we got our tests back. We also went over our homework from firday night [I think]. We had a debate over what happend with the epidemic we had to figure out. Some people thought it came from the Cheep Chicken Hut and got food posioning ,others thought it was from the water in the lake. The water had reports of having bacteria in the water. Now they could of got sick from swimming in the bacteria infeasted water. Next we looked at our hypthesis about the epidemic. Some of our hypothesis are that the Cheep Chicken Hut just gave you good old tap water and the backeria in the water got everyone sick, but than there was 1 kid that didn't go to Cheep Chicken Hut. So then we figured out that the water was the main source of the epidemic.

Thank You
Maddie(#1)
Period 8

Period 8 - Last day of the school epidemic research.

October 1st.

Notes:

One non science related thing we briefly learned about in class was

What to write on the Smartboard:

When writing on

the board say the full answer out loud but write only the very important pieces of data on the board so there is more room for other notes.

Information found for homework last night:

(HW was to explore the new message and the Community Health page and record notes)

Theories:

1. There might have been a virus in the contaminated food that combined the symptoms of food poisoning and the flu. It could easily have been spread during the band competition.
2. Students could have been sick from parasites.

Question: What foods were served at the cafeteria.

The experiment that we did in class and will finish and conclude for HW was to explore the new message on the Community Health Page.

Advice: While writing your conclusion remember that the water in a neighboring town was contaminated. Also, remember to look at not only what the sick people did at the competition, but what the not sick people did too.

(This picture is important because of the contaminated water in the experiment.)

KD (1st)