SciHawks

Bio- using our PowerPoint that is linked on Blackboard, we went over chemical equations and
simple vs. complex molecules. We focused on special proteins called "enzymes", which function to speed up or "catalyze" biochemical reactions. We drew a "lock and key" model picture of an enzyme speeding up a reaction between two reactants/"substrates". I'll try to get a video of that for Monday.
Bring your Unit 1 exam in on Monday so that we can finish reviewing that test and discussing test-taking skills. We have a double on Monday so we will finish our Scientific Investigation presentations then.

Chem 7/8- we discussed the various forms of energy including chemical potential energy, which is stored, for example, in the bonds between atoms of molecules.
We then discussed the various temperature scales (temperature is a MEASURE of the AVERAGE KINETIC ENERGY of the particles in a sample of matter), the most important and relevant of which is the Kelvin or "absolute" temperature scale.
We then conducted a lab showing the temperature changes that occur as water changes from solid to liquid to vapor. Note that some of you got some bizarre temperature changes due to your measurement of the temperature of the BEAKER glass instead of the water contained by the beaker. Doing a lab is easy; doing a lab properly can be tedious.
Lab folders were filled and collected. Any overdue materials are due in your folder on Monday- no points will be deducted if those materials are in the folder by then.

Chem 9-we discussed the various forms of energy and identified them as either a form of KINETIC energy (having to do with any type of MOTION) or of POTENTIAL energy (having to do with the relative POsitions of particles). We discussed chemical potential energy, which is stored, for example, in the bonds between atoms of molecules.

Lab folders were filled and collected. Any overdue materials are due in your folder on Monday- no points will be deducted if those materials are in the folder by then.

Bio- we continued our discussion of basic chemistry by illustrating the model of an atom and knowing the characteristics of its components. We defined the term isotope and drew C-12, C-13, and C-14 to note the similarities and differences among these carbon isotopes.
We then returned to bonding between atoms that make up a molecule noting that atoms of a given element are more stable when they have 8 (the OCHO) valence electrons. We noted that covalently bonded compounds, such as H2O, are called molecules. We then looked at the very different type of bonding between positively charged metal ions and negatively charged non-metal ions, called ionic bonding. Substances that are ionically bonded are called salts.
We then looked at a video/animation of solution formation; when salt or any soluble substance dissolves in water, an aqueous solution forms. Picturing solution formation is important in understanding that the aqueous cytoplasm of all cells has many substances dissolved in it.
The video and PowerPoint from today are on Blackboard.
We then reviewed some of our test, noting the careless lack of underlining key terms that I had suggested and noting that, with some care and other test-taking skills (such as writing key information directly on your test at the very beginning so that you have that reference throughout the exam), many more points can be earned on your next exam. The major key is that you show care; this attention to detail automatically prevents many of the common errors that were made on this exam.

Chem 7- There is a matter and separation techniques powerpoint on Blackboard; check it out.
We further discussed types of potential and kinetic energy as well as the three modes of kinetic energy: translational, rotational, and vibrational. We then discussed the units of energy. We saw that TEMPERATURE is NOT ENERGY but rather a MEASUREMENT of the AVERAGE kinetic energy of the particles that make up a given sample of matter.
We discussed some of the formulas on the lab write-ups. The THREE labs are due tomorrow: Lab Equipment, Measurement/Density, and Separation of a Sand/Salt Mixture. Make sure that they are PERFECTLY clear, neat, and organized and that ALL UNITS are clearly written in all calculations.

Chem 8/9- We discussed some of the formulas on the lab write-ups. The THREE labs are due tomorrow: Lab Equipment, Measurement/Density, and Separation of a Sand/Salt Mixture. Make sure that they are PERFECTLY clear, neat, and organized and that ALL UNITS are clearly written in all calculations.
We finished discussing all of the separation techniques and the physical properties that are exploited by these techniques. The PowerPoint from today is on Blackboard. We also viewed an animation that shows the formation of an aqueous solution of a salt.

We demonstrated a couple of intense chemical changes:
the reaction of sucrose with sulfuric acid to form pure black carbon, water vapor, and some sulfur dioxide fumes (in the hood! SO2 is very harsh on the lungs if it were breathed). We also started to melt sucrose (physical change) but then we saw it decompose into black carbon and water vapor (chemical change).

Bio- REMINDER: the text section 6.3 outline hw is due on Thursday.
We discussed the fundamentals of chemistry starting with the components of an atom: the nucleus of protons and neutrons surrounded by electrons that are in specific energy levels. We drew and explained how and why atoms bond together to form a molecule e.g. how two atoms of H bond to one atom of O to form H2O.
Related to today's lesson, there is a powerpoint on atoms, molecules, and bonding on Blackboard now in the "Course Documents" section.
Also, a "Biochemistry Unit Goals" document is posted there.

We will discuss atoms, bonding, ions, and formation of mixtures, tomorrow.

Chem 7/8- we finished discussing the four techniques for separations of mixtures of substances based on the components' differences in PHYSICAL properties: filtration (solubility), distillation (boiling point), chromatography (degree of attraction to a given solvent/mobile phase), and crystallization (degree of solubility at a given TEMPERATURE... p.s. crystallization has NOTHING to do with density).
We further contrasted physical and chemical changes and related them to physical and chemical properties i.e. a PHYSICAL change results in a change in a substance's PHYSICAL properties but NOT in its CHEMICAL properties; a CHEMICAL change literally changes a substance into a DIFFERENT substance (different chemical formula) with DIFFERENT physical AND chemical properties! We then witnessed a CHEMICAL change as we observed the formation of a black lump of carbon (as well as water vapor) from the reaction of sugar and sulfuric acid.
We then began our new unit on energy and phase changes of matter by defining energy and discussing the various kinds of POtential energy (due to the relative POsitions of particles) and kinetic energy (the energy of motion).
The THREE lab write-ups are to be handed in by Friday.

Chem 9- we did further lab catchup (I have one more item to discuss with you for that, tomorrow) so that the THREE lab write-ups can be handed in on Friday.
We then discussed two techniques for separations of mixtures of substances based on the components' differences in PHYSICAL properties: filtration (solubility) and distillation (boiling point). We further contrasted physical and chemical changes and related them to physical and chemical properties i.e. a PHYSICAL change results in a change in a substance's PHYSICAL properties but NOT in its CHEMICAL properties; a CHEMICAL change literally changes a substance into a DIFFERENT substance (different chemical formula) with DIFFERENT physical AND chemical properties!
We will discuss the other two separation techniques: chromatography (degree of attraction to a given solvent/mobile phase), and crystallization (degree of solubility at a given TEMPERATURE... p.s. crystallization has NOTHING to do with density).

Bio- we kick-started our new unit with a general overview of Biochemistry. We discussed the FOUR major groups of biological compounds, their functions, and compositions.
Carbohydrates, Proteins, Fats/Lipids, and Nucleic Acids are the main organic molecules of life common to all organisms. We also discussed the important inorganic compounds in organisms such as water and salts (sources of sodium ions, potassium ions, and chloride ions).
We will discuss some fundamental chemistry and then focus those special proteins that we discussed today: enzymes.

Chem- we had our first unit exam today. I will have those graded by later this week and we will review them and talk more about test-taking skills and study skills. Suffice is to say, those who are regularly engaged and attentive in class did very well on the test. Chem 8/9 completed our lab catchup today. All THREE labs will be collected on Thursday and Friday. They must be neat, complete, and also the calculations must be done explicitly, clearly, and correctly (UNITS for every measurement and sig fig rules applied properly).

Don't forget that I will be in Room 301 on Tuesday morning at around 8AM (a little later if I hit traffic). I will answer your SPECIFIC questions regarding questions that you have tried to answer or questions regarding something that you need more examples of.
Good luck tomorrow!

Bio- we had our first unit exam today. In this class, you must abide by several requirements because they will improve your test-taking ability, your grades, and your success:
you must work on your test for the ENTIRE period regardless of whether or not you get "done" early. If you do finish early, go back and check that EACH of your selected or written answers corresponds to EXACTLY what was asked for. During the test, carefully reading each question is your first priority. To ensure that you understand what is asked, UNDERLINE or CIRCLE the key terms or data in each question and then PREDICT and WRITE DOWN an answer BEFORE you look for a match among the answer choices. Drawing a picture can help; making a simple outline before you write a complete answer can help to organize your thoughts.

I hope that most of you took the time over the weekend to prep for today's exam by following my study advice from the first few days of class. I know, sadly, that some of you came into today's test unprepared. Do not let that happen again or you will not do well in this course; you must monitor and adjust your level of preparation based on your past performance and also on your level of difficulty with a given unit. I was available for extra help last week and even this morning to answer questions that you tried and had difficulty with or to elaborate on a particular point.
We will begin a new unit tomorrow and I will have your test grades later this week.

Chem 7/8- we played lab catchup and then reviewed for tomorrow's test. All labs will be due and collected on Thursday. As I've already seen, some of you have not taken advantage of all of the reinforcement/practice worksheets that are posted on Blackboard in the "Cicale's Assignments" section. I hope that it is not too late but you should complete and check ALL of the practice sheets before the test tomorrow. Don't leave the exam tomorrow knowing that you could have done more to prepare.

Chem 9-we reviewed for tomorrow's test. As I've already seen, some of you have not taken advantage of all of the reinforcement/practice worksheets that are posted on Blackboard in the "Cicale's Assignments" section. I hope that it is not too late but you should complete and check ALL of the practice sheets before the test tomorrow. Don't leave the exam tomorrow knowing that you could have done more to prepare. After the test tomorrow, we will do more lab catchup so that you can turn in your labs on Thursday.

Here are select answers to the Unit 1 Review questions. Answer the questions on your own first and then get instant feedback with this answer key. The file is also linked via Blackboard under "Course Documents" here.
Be prepared for our first test tomorrow!

Hi All,
I checked the Blackboard "Cicale's Assignments" links and was disturbed to see that some of them were inactive. I re-uploaded the files and linked them again so, as of Saturday afternoon, the links are active. If anyone encounters and inactive link, could you alert me via email? Thanks much!

I have a few more files to upload for both the Bio and Chem classes.
Bio: I will post my solutions to the text Chapter 1 Section Review. Also,
I now have a Living Environment/Bio page in Blackboard.
Here is a link to the page; I will be posting most of my files to the "Class Documents" section. Enjoy!
Chem: I will post my solutions to the posted text question packet.

Bio- today we finished reviewed for Monday's exam by going over common graphing errors and explicitly showing how to correct those errors.
We then went over each question in the review packet and came up with several key words that are frequently associated with the various life processes discussed in this unit.
We went over the scientific method and emphasized the importance of controls, a control group, REPEATED experiments/ MULTIPLE trials to check for consistency of results and to minimize/cancel random error.
We reviewed the parts of the microscope and discussed image orientation and field of view.
Sorry we didn't get to the contest but, with the fire drill and the review discussion, sometimes you run out of time. We will complete that on our next double-period day.
Study hard this weekend! I'll be in 301 at 8AM on Monday morning if you have any last minute SPECIFIC questions.
TEST-TAKING SKILLS: during your test on Monday, for EACH question:
1. read the question two or three times and IDENTIFY and UNDERLINE or CIRCLE the key word/terms/values in the question. This will focus you on what is actually being asked and help you to avoid answering with a TRUE but IRRELEVANT answer!
2. (make SURE that you do this!) WITHOUT looking at the answer choices, PREDICT and write down an answer to the question.
3. scan the answers and look for a MATCH to your predicted answer.
4. read the chosen answer back into the question

Never hesitate to DRAW THINGS OUT on your test paper; this can and WILL help you to think more clearly and to avoid careless errors.
At the beginning of the test, AFTER the test has started, immediately write down anything that you have just studied but that you are afraid that you will forget during the test. In other words, you are writing out a LEGAL cheat sheet from your short-term memory. This way, you have a handy reference of information PERMANENTLY written down for you to use repeatedly throughout the test!

Chem 7- in our lone period, we did get through each possible combination of elements and compounds in their various phases. We will do lab catchup on Monday.
In the meantime, there are some handouts that I want you to practice with over the weekend.
I will post them on Blackboard; just go to Cicale's Assignments and click on:
"Scientific Notation Worksheet and Solutions"
"Matter and Lab Basics Worksheets"
"Matter and Lab Basics Worksheets Solutions"
The Topic #1 Matter and Lab Basics Text HW Sheet and its solutions will be posted later.

Chem 8/9- we got through each possible combination of elements and compounds in their various phases. We will finish lab catchup and complete our review on Monday.
In the meantime, there are some handouts that I want you to practice with over the weekend.
I will post them on Blackboard; just go to Cicale's Assignments and click on:
"Scientific Notation Worksheet and Solutions"
"Matter and Lab Basics Worksheets"
"Matter and Lab Basics Worksheets Solutions"
The Topic #1 Matter and Lab Basics Text HW Sheet and its solutions will be posted later.

Bio- we focused on data collection and manipulation. The main questions that came up involved how to properly label axes and how to space the data among the boxes on the graph.
Remember, the MAIN rule is that the difference in value per box MUST be the same for the entire axis (x or y) with the occasional exception of the "squiggly line" increment between the starting point and the first data point.

Tomorrow, we will do a quick lab in which you will manipulate some lab equipment and also discuss "the contest" further; thereafter, using the unit review question sheet, we will review for Monday's exam.

Chem 7/8- we performed a separation of the components of a mixture by taking advantage of the difference in physical properties (specifically, their degrees of solubility) of sand and salt in water. We used the separation technique of filtration to separate the insoluble solid sand (mostly silicon dioxide/quartz) from the aqueous salt solution, NaCl (aq) .
We then spent a period relating our knowledge of the classification of matter to pictures/models of the atom (Dalton's spherical, indivisible atom models). As you saw, there are many permutations of these pictures because there are so many different elements, compounds, solutions, and heterogeneous mixtures! That is why we had to calmly and methodically ask QUESTIONS about each picture and then deduce what type of matter we were dealing with. Practice will make you perfect with this particular skill and we finish doing every possible permutation, tomorrow.
Bring in your labs tomorrow as we will spend some time clearing up any final questions about the procedures, data, and calculations involved in the lab.

Chem 9-We related our knowledge of the classification of matter to pictures/models of the atom (Dalton's spherical, indivisible atom models). As you saw, there are many permutations of these pictures because there are so many different elements, compounds, solutions, and heterogeneous mixtures! That is why we had to calmly and methodically ask QUESTIONS about each picture and then deduce what type of matter we were dealing with. Practice will make you perfect with this particular skill and we finish doing every possible permutation, tomorrow.
Bring in your labs tomorrow as we will spend some time clearing up any final questions about the procedures, data, and calculations involved in the lab.

Bio- we looked at and discussed the various Tools of the Biologist. Here is a link to that powerpoint. We featured the simple, compound-light, stereo-dissecting, and electron (SEM and TEM) microscopes, indicators, and agar-based cell cultures.
We then began our "Scientific Investigation Contest", which involves constructing a valid scientific investigation and considering the possible results that could ensue/occur. We will continue with that tomorrow and the begin our unit test review.

Chem 7- we finished classifying the various type of homogeneous and heterogeneous matter. We discussed physical and chemical properties and noted the differences between them.
We then applied knowledge of the differences between the PHYSICAL properties of different substances in order to separate different substances that are mixed together.
We have only discussed filtration thus far, but there are three other techniques used to separate the components of a mixture based on differences in their chemical properties: distillation, chromatography, and crystallization.
Tomorrow, we will do a lab on the physical separation of a mixture and then we will discuss the remaining separation techniques. We will then finish the unit by practicing the representation of the various types AND phases of matter using simple "Dalton" atomic models.
There are some practice worksheets and solutions on the Blackboard site located under "Cicale's Assignments".
Also, to reinforce the class material, read your text sections 2.1 and 2.2.
I will post the answers to these section review questions later on or tomorrow morning.

Chem 8/9- we finished classifying the various type of homogeneous and heterogeneous matter. Here is a flow chart based on what we did today. We discussed physical and chemical properties and noted the differences between them.We then applied knowledge of the differences between the PHYSICAL properties of different substances in order to separate different substances that are mixed together. We have only discussed filtration thus far, but there are three other techniques used to separate the components of a mixture based on differences in their chemical properties: distillation, chromatography, and crystallization.
We began our "separation of a sand/salt mixture via filtration" lab and, though the lab cannot be completed in one day, we will have time to finish up and discuss data and calculations from EACH of our three labs on Friday. This way, you can polish your lab write-ups over the weekend and hand them in on Monday.
We will then finish the unit by practicing the representation of the various types AND phases of matter using simple "Dalton" atomic models.
Tomorrow, we will do a lab on the physical separation of a mixture and then we will discuss the remaining separation techniques. We will then finish the unit by practicing the representation of the various types AND phases of matter using simple "Dalton" atomic models.
There are some practice worksheets and solutions on the Blackboard site located under "Cicale's Assignments".
Also, to reinforce the class material, read your text sections 2.1 and 2.2.
I will post the answers to these section review questions later on or tomorrow morning.

Bio- we discussed the eight different life processes common to all organisms and noted the KEY TERMS that are associated with each process.

We then finished the microscope lab (here is a copy for those of you who needed one today) in which we noted the orientation of the image through the lens system (upside down and reversed!) as compared to the orientation of the image on the slide. We learned how to place a cover slip over the specimen on the slide so as to avoid air bubble formation. We also saw how to apply a drop of stain/pigment so that it seeps under the cover slip.

We will review "field of view" and do some calculations involving that, tomorrow.

The most COMMON ERROR that students made today was when they went from low power (10x) to high power (40x) objectives and THEN used the COARSE ADJUSTMENT! That is expressly forbidden and can ruin the lenses and the slide, as explained in class. To repeat, ONCE you have the sample focused at low power, it will ALSO automatically be focused at HIGH POWER; the only slight adjustment after the switch to high power is to just BARELY turn the FINE ADJUSTMENT knob and, possibly, to rotate the diaphragm wheel to let in more light. THAT'S IT!

Tomorrow, I will collect the textbook section 1.2 outline. Your outline must be as thorough as the model outline (section 1.1 that I gave to you), it must be handwritten (not typed), and it must be VERY neat (so that you can easily study from it). If you hand in the outline late, points will be deducted for each day the assignment is overdue.

Chem 7- we continued our lesson with scientific notation (numbers must agree first to the number of sig figs and second to the same value) and then went on to some unit conversion practice.
Just in case, a copy of the worksheet that we have been working on in class can be found in Blackboard under "Cicale's Assignments". Try this link , then click on "Assignments" (on the left) and scroll down to "Cicale's Assignments" and look for "Matter and Lab Basics Classwork".

Chem 8/9- we covered scientific notation, unit conversion, and calculations with significant figures.
We then did a density measurement lab during which the most common question was:
"How can the beaker with twenty mL of water not be the same as the graduated cylinder with twenty mL of water?"
THAT'S THE WHOLE POINT of using significant figures in measurement! The beaker was marked to the TENS of milliliters whereas the graduated cylinder, a more PRECISE measuring tool, was marked to the milliliter. So 20 (no decimal) mL is the best you can estimate with the beaker (the "0" in 20 is a visual guess) BUT 20.4 mL could be your best estimate with the graduated cylinder (the "4" in 20.4 is a visual guess) even if they both contained the EXACT same amount of water.

As I clicked on some of the linked files last night, I noticed that they had already disappeared. Apparently, the addresses that I had linked to in Blackboard were merely temporary. I updated the links and checked them. The links currently are working but, if they "move" again, I will find another solution.
Update (09/14): Ack! The links shifted again so I moved the linked files to a "permanent" location. Things should be fine now.
Also, I have now provided an email link (located on the list on the left side of this blog page).
Chem- here is a link to a Scientific Notation tutorial with questions and worked out solutions.

Bio: as promised, so that you may check your work and get instant feedback on your "Scientific Method in Action" and "The Scientific Method" worksheets, the answer keys are posted here and here, respectively.

Chem: here is a link to a page that has sig fig questions with explained answers.

Bio- today we discussed some microscopy with respect to field of view, magnification, and image orientation. We also saw how to prepare a "wet mount" slide of cells with a cover slip so that there are no air bubbles. Here is a MICROSCOPE USE POWERPOINT for further review. We will apply this information in lab on Monday.
We then continued our discussion of the life processes common to all organisms/living things/cellular life forms. Starting with the sum total of all life processes, METABOLISM, we described several of the life processes that organisms perform in order to stay alive.
Here is a link to the LIFE PROCESSES POWERPOINT that we followed today.

For HW, which I will collect next TUESDAY, using my section 1.1 outline as a model/template, finish outlining section 1.2 and then outline section 1.3 of your textbook. Outlines must be handwritten, NOT TYPED, so that you can get the written sense memory reinforcement that you will apply on your unit tests. Outlines will be assessed up to 10, 15, or 20 points depending on section length and will be judged on thoroughness, appearance (so that you can read from them and use them as study tools throughout the year), and punctuality.

Chem 7/8- today we discussed the well-known difference between a "measurement" and (merely) a "number". We also explained the abstruse (known by few!) difference between "accuracy" (= TRUTH) and "precision" (= DETAIL, number of SIG FIGS, REPRODUCIBILITY OF MEASUREMENT). We then related precision to significant figures and learned the SEPARATE rules for addition/subtraction with sig figs vs. multiplication/division with sig. figs.
We also learned the standard way to write numbers in scientific notation, which always and only shows the significant figures of a number.
I'll post a link or worksheet for that so that you can practice and get instant feedback.

During our measurement lab, a few problems became apparent:
-quarters did not fit into the smaller graduated cylinders
-the larger graduated cylinders were unwieldy and difficult to weigh

We will discuss and correct any of these problems at the beginning of our next lab day.

Chem 9- today we discussed the well-known difference between a "measurement" and (merely) a "number". We also explained the abstruse (known by few!) difference between "accuracy" (= TRUTH) and "precision" (= DETAIL, number of SIG FIGS, REPRODUCIBILITY OF MEASUREMENT). We then related precision to significant figures and learned the SEPARATE rules for addition/subtraction with sig figs vs. multiplication/division with sig. figs.
On Monday, we will apply these rules during Measurement Lab. We will also convert numbers to scientific notation, which shows ONLY the significant figures of a given number.
I'll post a link or worksheet for that so that you can practice and get instant feedback.

Here's a recap of today's work and of last week's lessons:

Bio 3/4- I should have left the projector on; this way we could have seen some pretty "big" cells projected on the screen. I'll try to have that working by tomorrow.
We finished the parts of the scientific method by focusing on data collection/graphing:
Two MAJOR rules,
(1) the range of data must be evenly spread out among the grid boxes so we take the range and divide by the number of boxes and round that number to a convenient integer. That gives us a workable number of units per box.
(2) the number of units per box MUST be the same; the ONE exception to this occurs when your data do not start at "zero"; in that case, you use the "lightning bolt/squiggly line" to go from zero to your first data point; all boxes thereafter MUST have equal increments.

We then discussed "peer review" which involves other scientists who analyze, critique, and repeat your experiment.

During the microscope lab, we learned the parts of the microscope.
Again the TWO MAJOR rules:
(1) ALWAYS start the microscope on the lowest power (SHORTEST length) objective lens so that you do not crush the slide.
Using the coarse adjustment, move the stage/slide all the way up towards the objective lens. Then look at the slide and, using the coarse adjustment, back the slide away until the specimen is in rough focus. Then make the image sharper by using the fine adjustment knob, which is inside the coarse adjustment knob.
(2) Without looking into the eyepiece (!), then CAREFULLY rotate the objective lenses to high power making sure that the objective doesn't hit the slide (it most likely will NOT hit the slide).
Then, ONLY USE THE FINE ADJUSTMENT. Your image will already be almost focused even before you tweak the fine adjustment knob.

I noticed a few of you going from low to high power and thinking that you had to start over at high power. YOU DON'T! You simply tweak the fine adjustment because MOST of the focus work is already done at LOW power.
We will finish that lab tomorrow and file the lab when you come back on Monday.

Last week, we began our course with a discussion of the course requirements and grading policy.
We began our study of biology by discussing the characteristics of living things; we then developed criteria for judging whether something is living or not. Our main criterion is that all organisms are made up of one or more CELLS.
We discussed how certain non-living things can certainly have SOME of the characteristics of life but NOT all of the characteristics of life (e.g. viruses, robots, computer viruses).

We then discussed the scientific method, its general chronological procedure, and its usefulness at discovering relationships among variables in nature. Here is a link to a SCIENTIFIC METHOD POWERPOINT.

Chem 7- We completed our discussion of the scientific method focusing on graphing and peer review. Then, we finished our "Lab Equipment" lab, which you should copy for safekeeping and then hand in with your lab folder on Monday. Next up: units of measurement, significant figures, and accuracy vs. precision.
Chem 8/9- We completed our discussion of the scientific method focusing on graphing and peer review. Then, we finished our "Lab Equipment" lab, which you should copy for safekeeping and then hand in with your lab folder on Monday.
We then began our lesson on units of measurement and significant figures. Make sure that you consistently reinforce/practice the "Atlantic-Pacific" rule and soon you will automatically "see" the number of significant figures in any measurement!

Greetings from your Chem and Bio coach/adviser/guru/sensai...good old Mr. Cicale!
This blog will provide a daily recap of class activities. It will also be used as a general aid towards your success in Chem and Biology. There will be many useful tips, links, and interesting articles forthcoming.
I'll leave the comments section open, in case you have some helpful suggestions for the class. This isn't a chatroom though, so make sure that you spell-check and grammar-check any comments that you post.
Looking forward to a highly successful year with all of you. You have already given me a favorable first impression.
Thanks!