Sunday, March 30, 2008
Fri-Day 2
Bio- we did several problems showing expected blood types as a result of crosses between various pairs of blood genotypes.
We then discussed sex-linked traits, which are any traits determined by genes that are located on the X-chromosome of the sex chromosomes. Females have two X chromosomes whereas males have one X and one Y chromosome. Sex-linked phenotype ratios MAY differ from other chromosome phenotypes due to the fact that the Y chromosome does not carry many genes because it is smaller/consists of less DNA.
We saw that the genetic sex of offspring is determined by the male parent; half of all male gametes contain an X chromosome and the other half of all male gametes contain a Y chromosome. When X chromosome sperm cells fertilize an egg, a female is produced but when a Y chromosome sperm cell fertilizes an egg, a male is produced.
We then saw that the evidence for a sex-linked trait is that the trait is passed on to and EXPRESSED/SEEN exclusively in males.
Chem 7/8- we finished several examples of Le Chatelier stresses and their resulting equilibrium shifts. We saw that catalysts never cause an equilibrium shift though they can cause systems that are not at equilibrium to REACH equilibrium faster BY speeding up the forward and reverse reactions.
We then learned how to write:
1. an equilibrium constant, Keq
2. an equilibrium constant EXPRESSION ( any aq. or gas PRODUCTS to their coefficients divided by any aq. or gas REACTANTS to their coefficients). NEVER EVER use ANY solid or liquid substances in the expression! Always use the coefficients from the BALANCED equation.
We then used EQUILIBRIUM concentration data to plug into the Keq expression to get the VALUE of the Keq for a reaction/process at a given temperature.
We interpreted a large (greater than 10) Keq to mean that, AT EQUILIBRIUM, there are MOSTLY products. We interpreted a small (less than 0.1) Keq to that, AT EQUILIBRIUM, there are MOSTLY reactants.
We then did some hw packet problems.
Chem 9- we finished several examples of Le Chatelier stresses and their resulting equilibrium shifts. We saw that catalysts never cause an equilibrium shift though they can cause systems that are not at equilibrium to REACH equilibrium faster BY speeding up the forward and reverse reactions.
We then learned how to write:
1. an equilibrium constant, Keq
2. an equilibrium constant EXPRESSION ( any aq. or gas PRODUCTS to their coefficients divided by any aq. or gas REACTANTS to their coefficients). NEVER EVER use ANY solid or liquid substances in the expression! Always use the coefficients from the BALANCED equation.
We then used EQUILIBRIUM concentration data to plug into the Keq expression to get the VALUE of the Keq for a reaction/process at a given temperature.
We interpreted a large (greater than 10) Keq to mean that, AT EQUILIBRIUM, there are MOSTLY products. We interpreted a small (less than 0.1) Keq to that, AT EQUILIBRIUM, there are MOSTLY reactants.
We then discussed sex-linked traits, which are any traits determined by genes that are located on the X-chromosome of the sex chromosomes. Females have two X chromosomes whereas males have one X and one Y chromosome. Sex-linked phenotype ratios MAY differ from other chromosome phenotypes due to the fact that the Y chromosome does not carry many genes because it is smaller/consists of less DNA.
We saw that the genetic sex of offspring is determined by the male parent; half of all male gametes contain an X chromosome and the other half of all male gametes contain a Y chromosome. When X chromosome sperm cells fertilize an egg, a female is produced but when a Y chromosome sperm cell fertilizes an egg, a male is produced.
We then saw that the evidence for a sex-linked trait is that the trait is passed on to and EXPRESSED/SEEN exclusively in males.
Chem 7/8- we finished several examples of Le Chatelier stresses and their resulting equilibrium shifts. We saw that catalysts never cause an equilibrium shift though they can cause systems that are not at equilibrium to REACH equilibrium faster BY speeding up the forward and reverse reactions.
We then learned how to write:
1. an equilibrium constant, Keq
2. an equilibrium constant EXPRESSION ( any aq. or gas PRODUCTS to their coefficients divided by any aq. or gas REACTANTS to their coefficients). NEVER EVER use ANY solid or liquid substances in the expression! Always use the coefficients from the BALANCED equation.
We then used EQUILIBRIUM concentration data to plug into the Keq expression to get the VALUE of the Keq for a reaction/process at a given temperature.
We interpreted a large (greater than 10) Keq to mean that, AT EQUILIBRIUM, there are MOSTLY products. We interpreted a small (less than 0.1) Keq to that, AT EQUILIBRIUM, there are MOSTLY reactants.
We then did some hw packet problems.
Chem 9- we finished several examples of Le Chatelier stresses and their resulting equilibrium shifts. We saw that catalysts never cause an equilibrium shift though they can cause systems that are not at equilibrium to REACH equilibrium faster BY speeding up the forward and reverse reactions.
We then learned how to write:
1. an equilibrium constant, Keq
2. an equilibrium constant EXPRESSION ( any aq. or gas PRODUCTS to their coefficients divided by any aq. or gas REACTANTS to their coefficients). NEVER EVER use ANY solid or liquid substances in the expression! Always use the coefficients from the BALANCED equation.
We then used EQUILIBRIUM concentration data to plug into the Keq expression to get the VALUE of the Keq for a reaction/process at a given temperature.
We interpreted a large (greater than 10) Keq to mean that, AT EQUILIBRIUM, there are MOSTLY products. We interpreted a small (less than 0.1) Keq to that, AT EQUILIBRIUM, there are MOSTLY reactants.
# posted by C @ 12:08 PM 
Thursday, March 27, 2008
Thurs-Day 1
Bio- we did examples that showed the two types of intermediate dominance, one showing incomplete dominance of red and white carnation color resulting in pink offspring and the other showing the CODOMINANCE of the red and white hair color resulting in roan cattle offspring.
We also looked at the ratios of all THREE phenotypes that result in the F2 generations in these two examples.
We then discussed the case of a gene that has MORE THAN two alleles i.e. MULTIPLE ALLELES.
A classic example of multiple alleles is seen in the A,B,O, and AB blood types. THREE alleles can cause these FOUR blood types because of the relationship among the alleles:
IA and IB are CODOMINANT (CO = BOTH!) but both IA and IB are DOMINANT
to the recessive "i" allele.
So, an individual with Type A blood phenotype can have either the IA IA genotype OR
the IA i genotype.
An individual with Type B blood phenotype can have either the IB IB genotype OR
the IB i genotype.
An individual with Type AB blood phenotype MUST have the IA IB genotype.
We did a lab activity in which we showed the inheritance of particular genotypes (by the offspring from their parents), one genotype for each trait that was inherited.
Chem 7- we deduced the effect of various stresses on the forward and reverse reaction rates. For TEMPERATURE INCREASES, the RATE of BOTH the forward and reverse reactions MUST increase BUT the rate of the ENDOTHERMIC (NET energy-dependent) reaction INCREASES MORE! Thus, temperature increases favor the "endo-cooling" direction.
For PRESSURE INCREASES on systems that have one or more GASEOUS substances, the rate of the reaction of the side with MORE MOLES of gas will INCREASE MORE than the rate of the side with FEWER MOLES of gas, thus pressure increases cause a shift TOWARDS the side of the equation that has FEWER moles of gas (lowers the pressure).
For CATALYSTS: the rates of the FORWARD and REVERSE reactions are sped up EQUALLY so there CANNOT be a SHIFT; catalysts can only cause systems that are NOT already at equilibrium to reach equilibrium more QUICKLY.
Finally, we summarized our kinetic results in the very convenient and pithy Le CHATELIER'S PRINCIPLE:
a system at equilibrium that is subjected to a stress (temp, pressure, concentration) will respond/shift by OPPOSING/NEGATING the effect of the stress!
Chem 8/9- we deduced the effect of various stresses on the forward and reverse reaction rates. For TEMPERATURE INCREASES, the RATE of BOTH the forward and reverse reactions MUST increase BUT the rate of the ENDOTHERMIC (NET energy-dependent) reaction INCREASES MORE! Thus, temperature increases favor the "endo-cooling" direction.
For PRESSURE INCREASES on systems that have one or more GASEOUS substances, the rate of the reaction of the side with MORE MOLES of gas will INCREASE MORE than the rate of the side with FEWER MOLES of gas, thus pressure increases cause a shift TOWARDS the side of the equation that has FEWER moles of gas (lowers the pressure).
For CATALYSTS: the rates of the FORWARD and REVERSE reactions are sped up EQUALLY so there CANNOT be a SHIFT; catalysts can only cause systems that are NOT already at equilibrium to reach equilibrium more QUICKLY.
Finally, we summarized our kinetic results in the very convenient and pithy Le CHATELIER'S PRINCIPLE:
a system at equilibrium that is subjected to a stress (temp, pressure, concentration) will respond/shift by OPPOSING/NEGATING the effect of the stress!
We then worked on our hw Le Chatelier Tables. Those who did not label the arrows and number of moles of gases (as I explicitly showed) had a MUCH harder time getting the correct answers (I witness this every single year).
We also looked at the ratios of all THREE phenotypes that result in the F2 generations in these two examples.
We then discussed the case of a gene that has MORE THAN two alleles i.e. MULTIPLE ALLELES.
A classic example of multiple alleles is seen in the A,B,O, and AB blood types. THREE alleles can cause these FOUR blood types because of the relationship among the alleles:
IA and IB are CODOMINANT (CO = BOTH!) but both IA and IB are DOMINANT
to the recessive "i" allele.
So, an individual with Type A blood phenotype can have either the IA IA genotype OR
the IA i genotype.
An individual with Type B blood phenotype can have either the IB IB genotype OR
the IB i genotype.
An individual with Type AB blood phenotype MUST have the IA IB genotype.
We did a lab activity in which we showed the inheritance of particular genotypes (by the offspring from their parents), one genotype for each trait that was inherited.
Chem 7- we deduced the effect of various stresses on the forward and reverse reaction rates. For TEMPERATURE INCREASES, the RATE of BOTH the forward and reverse reactions MUST increase BUT the rate of the ENDOTHERMIC (NET energy-dependent) reaction INCREASES MORE! Thus, temperature increases favor the "endo-cooling" direction.
For PRESSURE INCREASES on systems that have one or more GASEOUS substances, the rate of the reaction of the side with MORE MOLES of gas will INCREASE MORE than the rate of the side with FEWER MOLES of gas, thus pressure increases cause a shift TOWARDS the side of the equation that has FEWER moles of gas (lowers the pressure).
For CATALYSTS: the rates of the FORWARD and REVERSE reactions are sped up EQUALLY so there CANNOT be a SHIFT; catalysts can only cause systems that are NOT already at equilibrium to reach equilibrium more QUICKLY.
Finally, we summarized our kinetic results in the very convenient and pithy Le CHATELIER'S PRINCIPLE:
a system at equilibrium that is subjected to a stress (temp, pressure, concentration) will respond/shift by OPPOSING/NEGATING the effect of the stress!
Chem 8/9- we deduced the effect of various stresses on the forward and reverse reaction rates. For TEMPERATURE INCREASES, the RATE of BOTH the forward and reverse reactions MUST increase BUT the rate of the ENDOTHERMIC (NET energy-dependent) reaction INCREASES MORE! Thus, temperature increases favor the "endo-cooling" direction.
For PRESSURE INCREASES on systems that have one or more GASEOUS substances, the rate of the reaction of the side with MORE MOLES of gas will INCREASE MORE than the rate of the side with FEWER MOLES of gas, thus pressure increases cause a shift TOWARDS the side of the equation that has FEWER moles of gas (lowers the pressure).
For CATALYSTS: the rates of the FORWARD and REVERSE reactions are sped up EQUALLY so there CANNOT be a SHIFT; catalysts can only cause systems that are NOT already at equilibrium to reach equilibrium more QUICKLY.
Finally, we summarized our kinetic results in the very convenient and pithy Le CHATELIER'S PRINCIPLE:
a system at equilibrium that is subjected to a stress (temp, pressure, concentration) will respond/shift by OPPOSING/NEGATING the effect of the stress!
We then worked on our hw Le Chatelier Tables. Those who did not label the arrows and number of moles of gases (as I explicitly showed) had a MUCH harder time getting the correct answers (I witness this every single year).
# posted by C @ 11:43 AM
Wednesday, March 26, 2008
Wednes-Day 2
Bio- we discussed the two possible crosses between an organism that shows the DOMINANT phenotype (either the TT genotype or the Tt genotype will cause the dominant phenotype of tallness in pea plants) and an organism that shows the RECESSIVE phenotype (which MUST be the tt genotype, only).
By analyzing the percentage of offspring with the dominant or the recessive phenotype, we could infer/conclude the GENOTYPES of the parents even though we cannot physically see the genes because they are at the molecular size level.
We then saw that not all genes come in just the dominant and recessive forms.
There are two distinct types of INTERMEDIATE DOMINANCE:
1. CODOMINANCE: occurs when BOTH alleles are expressed fully and SEPARATELY (NO BLENDING!) phenotypically. The notation used is a capital letter for the trait with a SUPERSCRIPT of the actual allele type; for example, a roan horse has both red AND white hairs, so the alleles are written CR and CW.
2. INCOMPLETE DOMINANCE: occurs when BOTH alleles BLEND together to form a SINGLE intermediate trait. The notation is just a capital letter of each allele type; for example, a RED carnation (RR) crossed with a WHITE carnation (WW) will form PINK carnation (RW) offspring because both traits are expressed and blended together (NOT SEPARATE AS IN CODOMINANCE).
Chem 7/8- we reviewed the factors/stresses that can increase or decrease the rate of a reaction.
We drew out and focused on the stress of changing the CONCENTRATION of reactants or products in a system that is currently at equilibrium.
We saw that, if the forward reaction rate can be increased more than the reverse reaction rate, there will be an equilibrium SHIFT towards the products (product concentrations increase while the reactant concentrations decrease). If the reverse reaction rate can be increased more than the forward reaction rate, there will be an equilibrium SHIFT towards the reactants (reactant concentrations will increase while product concentrations decrease).
We also saw that, if the forward reaction rate can be DEcreased more than the reverse reaction rate, there will be an equilibrium SHIFT towards the reactants (reactant concentrations increase while the product concentrations decrease). If the reverse reaction rate can be DEcreased more than the forward reaction rate, there will be an equilibrium SHIFT towards the products (product concentrations will increase while reactant concentrations decrease).
We then did a lab activity that was ANALOGOUS to a process that reaches equilibrium.
Chem 9-we reviewed the factors/stresses that can increase or decrease the rate of a reaction.
We drew out and focused on the stress of changing the CONCENTRATION of reactants or products in a system that is currently at equilibrium.
We saw that, if the forward reaction rate can be increased more than the reverse reaction rate, there will be an equilibrium SHIFT towards the products (product concentrations increase while the reactant concentrations decrease). If the reverse reaction rate can be increased more than the forward reaction rate, there will be an equilibrium SHIFT towards the reactants (reactant concentrations will increase while product concentrations decrease).
We also saw that, if the forward reaction rate can be DEcreased more than the reverse reaction rate, there will be an equilibrium SHIFT towards the reactants (reactant concentrations increase while the product concentrations decrease). If the reverse reaction rate can be DEcreased more than the forward reaction rate, there will be an equilibrium SHIFT towards the products (product concentrations will increase while reactant concentrations decrease).
# posted by C @ 12:36 PM
Tues-Day 1
Welcome back from vacation! I hope that you are refreshed!
Bio- we began our Genetics unit by discussing the work and discoveries of Gregor Mendel. By naturally following the tenets of properly designed scientific experiments and statistical analysis, Mendel was able to show how traits are passed on from parent to offspring. He called the inheritable factors "genes" and he detailed how they are passed from parent to offspring.
His main observations are summarized in the Law of Dominance, the Law of Segregation and Recombination, and the Law of Independent Assortment.
We saw that the genes for certain traits can come in two or more forms/alleles. From Mendel's experiments, he saw that typically one allele DOMINATES (shows up in offsprings' phenotype) over the other (recessive) allele. He also showed, based on the percentage of offspring with a specific phenotype, that the alleles (within a given parent) segregate/separate as the sex cells are made; we now know that this occurs during anaphase II of meiosis as the chromatids, each carrying one allele per gene) are pulled apart and go to separate sex cells.
Alleles are then "recombined" when the diploid number of chromosomes is restored via fertilization of an ovum by a sperm to form a zygote.
We discussed the difference between GENOTYPE and PHENOTYPE. Genotype refers LITERALLY to the specific alleles that an individual has for a given trait.
For genes that have only two alleles, one dominant and one recessive, there are THREE possible GENOTYPES:
HOMOZYGOUS DOMINANT, e.g. TT
HETEROZYGOUS, e.g. Tt or tT (hetero means different; this type has two DIFFERENT alleles)
HOMOZYGOUS RECESSIVE, e.g. tt
A PHenotype is what you PHysically SEE expressed by the organism! In order to have the recessive alleles appear physically (expressed physically), an organism MUST have the homozygous RECESSIVE GENOTYPE, otherwise, BY DEFINITION, the dominant allele will be expressed in the phenotype INSTEAD of the recessive allele.
Therefore, a Tt or a TT GENOTYPE will be expressed as the "TALL" PHENOTYPE (you can SEE the tall characteristics even though you can't physically see the genes that cause the phenotype). However, a "tt" genotype will form/be expressed as the "SHORT" PHENOTYPE.
Chem 7- we began our new unit on Equilibrium. The initial main point to know is the STRICT DEFINITION of equilibrium. Equilibrium can ONLY and ALWAYS refer to the equal RATES of forward and reverse (CHEMICAL) reactions or (PHYSICAL) processes. It is AS IMPORTANT to know that, at EQUILIBRIUM, the amounts/quantities/concentrations of the "reactants" are NEVER EQUAL to the amounts/quantities/concentrations of the "products" (no matter what)!!!
Equilibrium is reached when the amounts/quantities/concentrations of the reactants and products STAY CONSTANT! These quantities must logically stay constant because the reactants and products are being used up AND formed at the same time and at the same RATE. Thus, the reaction NEVER STOPS but the amounts/quantities/concentrations of all particles remains constant at equilibrium. Since the reaction continues forever, equilibrium is DYNAMIC.
Chem 8/9- we began our new unit on Equilibrium. The initial main point to know is the STRICT DEFINITION of equilibrium. Equilibrium can ONLY and ALWAYS refer to the equal RATES of forward and reverse (CHEMICAL) reactions or (PHYSICAL) processes. It is AS IMPORTANT to know that, at EQUILIBRIUM, the amounts/quantities/concentrations of the "reactants" are NEVER EQUAL to the amounts/quantities/concentrations of the "products" (no matter what)!!!
Equilibrium is reached when the amounts/quantities/concentrations of the reactants and products STAY CONSTANT! These quantities must logically stay constant because the reactants and products are being used up AND formed at the same time and at the same RATE. Thus, the reaction NEVER STOPS but the amounts/quantities/concentrations of all particles remains constant at equilibrium. Since the reaction continues forever, equilibrium is DYNAMIC.
We then did a lab activity that is ANALOGOUS to an equilibrium process.
Bio- we began our Genetics unit by discussing the work and discoveries of Gregor Mendel. By naturally following the tenets of properly designed scientific experiments and statistical analysis, Mendel was able to show how traits are passed on from parent to offspring. He called the inheritable factors "genes" and he detailed how they are passed from parent to offspring.
His main observations are summarized in the Law of Dominance, the Law of Segregation and Recombination, and the Law of Independent Assortment.
We saw that the genes for certain traits can come in two or more forms/alleles. From Mendel's experiments, he saw that typically one allele DOMINATES (shows up in offsprings' phenotype) over the other (recessive) allele. He also showed, based on the percentage of offspring with a specific phenotype, that the alleles (within a given parent) segregate/separate as the sex cells are made; we now know that this occurs during anaphase II of meiosis as the chromatids, each carrying one allele per gene) are pulled apart and go to separate sex cells.
Alleles are then "recombined" when the diploid number of chromosomes is restored via fertilization of an ovum by a sperm to form a zygote.
We discussed the difference between GENOTYPE and PHENOTYPE. Genotype refers LITERALLY to the specific alleles that an individual has for a given trait.
For genes that have only two alleles, one dominant and one recessive, there are THREE possible GENOTYPES:
HOMOZYGOUS DOMINANT, e.g. TT
HETEROZYGOUS, e.g. Tt or tT (hetero means different; this type has two DIFFERENT alleles)
HOMOZYGOUS RECESSIVE, e.g. tt
A PHenotype is what you PHysically SEE expressed by the organism! In order to have the recessive alleles appear physically (expressed physically), an organism MUST have the homozygous RECESSIVE GENOTYPE, otherwise, BY DEFINITION, the dominant allele will be expressed in the phenotype INSTEAD of the recessive allele.
Therefore, a Tt or a TT GENOTYPE will be expressed as the "TALL" PHENOTYPE (you can SEE the tall characteristics even though you can't physically see the genes that cause the phenotype). However, a "tt" genotype will form/be expressed as the "SHORT" PHENOTYPE.
Chem 7- we began our new unit on Equilibrium. The initial main point to know is the STRICT DEFINITION of equilibrium. Equilibrium can ONLY and ALWAYS refer to the equal RATES of forward and reverse (CHEMICAL) reactions or (PHYSICAL) processes. It is AS IMPORTANT to know that, at EQUILIBRIUM, the amounts/quantities/concentrations of the "reactants" are NEVER EQUAL to the amounts/quantities/concentrations of the "products" (no matter what)!!!
Equilibrium is reached when the amounts/quantities/concentrations of the reactants and products STAY CONSTANT! These quantities must logically stay constant because the reactants and products are being used up AND formed at the same time and at the same RATE. Thus, the reaction NEVER STOPS but the amounts/quantities/concentrations of all particles remains constant at equilibrium. Since the reaction continues forever, equilibrium is DYNAMIC.
Chem 8/9- we began our new unit on Equilibrium. The initial main point to know is the STRICT DEFINITION of equilibrium. Equilibrium can ONLY and ALWAYS refer to the equal RATES of forward and reverse (CHEMICAL) reactions or (PHYSICAL) processes. It is AS IMPORTANT to know that, at EQUILIBRIUM, the amounts/quantities/concentrations of the "reactants" are NEVER EQUAL to the amounts/quantities/concentrations of the "products" (no matter what)!!!
Equilibrium is reached when the amounts/quantities/concentrations of the reactants and products STAY CONSTANT! These quantities must logically stay constant because the reactants and products are being used up AND formed at the same time and at the same RATE. Thus, the reaction NEVER STOPS but the amounts/quantities/concentrations of all particles remains constant at equilibrium. Since the reaction continues forever, equilibrium is DYNAMIC.
We then did a lab activity that is ANALOGOUS to an equilibrium process.
# posted by C @ 11:58 AM
Wednes-Day 2
Bio- we took the unit exam on Human Reproduction and Development. This is the final test of the 3rd quarter.
Chem 7/8- we finished discussing the stoichiometry/percent yield lab involving the formation of sodium chloride from sodium hydrogen carbonate (baking soda) and hydrochloric acid.
We then looked at a sneak preview of our upcoming unit: Equilibrium
Chem 9- we finished discussing the stoichiometry/percent yield lab involving the formation of sodium chloride from sodium hydrogen carbonate (baking soda) and hydrochloric acid.
Chem 7/8- we finished discussing the stoichiometry/percent yield lab involving the formation of sodium chloride from sodium hydrogen carbonate (baking soda) and hydrochloric acid.
We then looked at a sneak preview of our upcoming unit: Equilibrium
Chem 9- we finished discussing the stoichiometry/percent yield lab involving the formation of sodium chloride from sodium hydrogen carbonate (baking soda) and hydrochloric acid.
# posted by C @ 11:40 AM
Tuesday, March 18, 2008
Tues-Day 1
Bio- we reviewed for tomorrow's Meiosis, Reproduction, and Development exam by reviewing some of the objectives.
I will post the answers to all of the unit worksheets by late afternoon or early evening.
We finished our Hormonal Regulation of the Menstrual Cycle lab while reviewing the various processes involved in regulating the production of an egg/ovum and preparing for its implantation in the thickening uterine lining.
Chem 7- we had our Stoichiometry Unit exam today.
Chem 8/9- we had our Stoichiometry Unit exam and then we discussed the NaHCO3/acid stoichiometry lab.
I will post the answers to all of the unit worksheets by late afternoon or early evening.
We finished our Hormonal Regulation of the Menstrual Cycle lab while reviewing the various processes involved in regulating the production of an egg/ovum and preparing for its implantation in the thickening uterine lining.
Chem 7- we had our Stoichiometry Unit exam today.
Chem 8/9- we had our Stoichiometry Unit exam and then we discussed the NaHCO3/acid stoichiometry lab.
# posted by C @ 1:02 PM
Monday, March 17, 2008
Mon-Day 2
Bio- we reviewed the process of meiosis: where it occurs (in primary sex cells of the testes and ovaries), what happens to the number of chromosomes (gets halved from the 2n/diploid number to the n haploid number i.e. goes from 23 different homologous PAIRS of chromosomes to just 23 different chromosomes), and the differences between meiosis in males (equal cytokinesis creates four equal-sized sperm cells) and meiosis in females (unequal cytokinesis creates ONE egg and three much smaller "polar bodies).
We then saw what occurs when a sperm cell fertilizes an egg cell: a zygote forms, which then divides by mitosis to form two, then four, then eight etc. cells via CLEAVAGE (mitosis with the overall size of the ball of cells remaining the same). With sufficient cleavage, a ball of cells called a BLASTULA forms. Due to the DIFFERENT biochemical environments of the cells in this blastula, CELL DIFFERENTIATION begins to take place as the blastula becomes a three-layered GASTRULA. The three distinct layers of cells, the endoderm, the mesoderm, and the ectoderm develop into the organs that make up the inside, middle, and outer parts of your body, respectively. How can cells have identical DNA/chromosome but become different types of cells? Differentiation occurs when one type of cell, e.g. a skin cell, has certain genes chemically turned "off" while the genes that make the cell a skin cell (i.e. code for skin proteins/melanin) are turned/kept "on".
Tomorrow, we will review for the unit exam, which will be given on Wednesday.
Chem 7/8- we did more stoichiometry review today while going over most of the question types. The rest of the review packet annotated solutions will be posted later.
We then discussed our "Determining the Mass of a Product" lab, which we will finish writing on Wednesday.
Chem 9- we did more stoichiometry review today while going over most of the question types. The rest of the review packet annotated solutions will be posted later.
We then saw what occurs when a sperm cell fertilizes an egg cell: a zygote forms, which then divides by mitosis to form two, then four, then eight etc. cells via CLEAVAGE (mitosis with the overall size of the ball of cells remaining the same). With sufficient cleavage, a ball of cells called a BLASTULA forms. Due to the DIFFERENT biochemical environments of the cells in this blastula, CELL DIFFERENTIATION begins to take place as the blastula becomes a three-layered GASTRULA. The three distinct layers of cells, the endoderm, the mesoderm, and the ectoderm develop into the organs that make up the inside, middle, and outer parts of your body, respectively. How can cells have identical DNA/chromosome but become different types of cells? Differentiation occurs when one type of cell, e.g. a skin cell, has certain genes chemically turned "off" while the genes that make the cell a skin cell (i.e. code for skin proteins/melanin) are turned/kept "on".
Tomorrow, we will review for the unit exam, which will be given on Wednesday.
Chem 7/8- we did more stoichiometry review today while going over most of the question types. The rest of the review packet annotated solutions will be posted later.
We then discussed our "Determining the Mass of a Product" lab, which we will finish writing on Wednesday.
Chem 9- we did more stoichiometry review today while going over most of the question types. The rest of the review packet annotated solutions will be posted later.
# posted by C @ 1:37 PM
Saturday, March 15, 2008
Fri-Day 1
Bio- we further discussed meiosis by showing the details of the first primary sex cell division (meiosis I), which changes the number of chromosomes per cell from the diploid number (2n, or 46 in humans) to the haploid number (n, or 23 in humans). After meiosis I, the chromosomes in the two daughter cells are double stranded BUT not identical due to the crossing over that occurred in prophase I. In meiosis II, these two cells divide again without any chromosome replication; the double stranded chromosomes each become two separate chromosomes, which are equally divided into the two daughter/gamete cells. Overall, four gametes are made from the one primary sex cell. In males, each gamete gets an equal quantity of cytoplasm from each division (cytokinesis) so that the four sperm cells are equal size. However, in females, both cell division in meiosis I and II respectively, have extremely unequal cytoplasm division so that only ONE egg/ovum forms along with three "polar bodies". The egg and three polar bodies do have the haploid/monoploid number of chromosomes.
We then saw a video from NOVA on PBS that provided thorough detail on human reproduction and fetal development from gamete formation through delivery of a baby.
Chem 7- we completed several more stoichiometry problems involving decomposition, single replacement and double replacement.
Chem 8/9- we completed several more stoichiometry problems involving decomposition, single replacement and double replacement. We also finished the writeup of our hydrate lab and finished the weighing procedure from our stoichiometry/conservation of mass lab.
We then saw a video from NOVA on PBS that provided thorough detail on human reproduction and fetal development from gamete formation through delivery of a baby.
Chem 7- we completed several more stoichiometry problems involving decomposition, single replacement and double replacement.
Chem 8/9- we completed several more stoichiometry problems involving decomposition, single replacement and double replacement. We also finished the writeup of our hydrate lab and finished the weighing procedure from our stoichiometry/conservation of mass lab.
# posted by C @ 5:23 PM
Thursday, March 13, 2008
Thurs-Day 2
Bio- HW: outline of Section 38.2 is due tomorrow, Friday. (Section 38.3 will be due next Tuesday).
Today, we continued to show how and why MEIOSIS is the source of genetic variety among sex cells/gametes. Meiosis also causes the gamete cells to have exactly HALF the total number (23, for humans) of chromosomes inside any other type of cell (46, for humans) in the body. However, each gamete still has one of EACH different TYPE of chromosome so that all traits are still coded for by each gamete. This halving of the number of chromosomes is necessary because the sex cell has one and only ONE job: to unit with the opposite sex cell causing the fertilized egg's nucleus to have 23 PAIRS of chromosome or 46 total chromosomes, which are necessary to form a human.
Chem 7/8- we continued with various naming, writing, balancing, and stoichiometry problems.
Some common errors were discussed:
when converting from grams to moles for ANY substance, you must divide by the FORMULA MASS (i.e. the MOLAR MASS, the mass of ONE MOLE, NEVER any other number of moles) of THAT SUBSTANCE. Never use the coefficient in front of the substance in calculating formula mass; those coefficients change for a given substance depending on the chemical reaction; you must ONLY used the subscripts in the substance's formula in calculating the molar mass of a substance e.g. O2 has a molar mass of 32.0 g but O3 has a molar mass of 48.0 g.
When naming salts, go to Table E for ANY "ate" or "ite" salts; for "ide", salts, just use the actual nonmetal from the Periodic Table...e.g. Calcium Fluoride is CaF2 or Calcium Sulfide is CaS.
In all calculations, ALWAYS write units AND the substance referred to by those units!
In writing salt formulas, ALWAYS look up and BALANCE the ionic charges first so that you can tell the ratio of cations to anions in each formula unit; if you have more than ONE of the polyatomic ion in each formula unit, it MUST be in parentheses. If you have ONLY one of the polyatomic ion in each formula unit, you CANNOT use parentheses.
We discussed and handed in some recent labs: "percent hydrate in a salt", "esterification", and classification of organic compounds (hand in if you have not done so already).
We will discuss our sodium hydrogen carbonate and hydrochloric acid reaction on Monday.
Chem 9- we continued with various naming, writing, balancing, and stoichiometry problems.
Some common errors were discussed:
when converting from grams to moles for ANY substance, you must divide by the FORMULA MASS (i.e. the MOLAR MASS, the mass of ONE MOLE, NEVER any other number of moles) of THAT SUBSTANCE. Never use the coefficient in front of the substance in calculating formula mass; those coefficients change for a given substance depending on the chemical reaction; you must ONLY used the subscripts in the substance's formula in calculating the molar mass of a substance e.g. O2 has a molar mass of 32.0 g but O3 has a molar mass of 48.0 g.
When naming salts, go to Table E for ANY "ate" or "ite" salts; for "ide", salts, just use the actual nonmetal from the Periodic Table...e.g. Calcium Fluoride is CaF2 or Calcium Sulfide is CaS.
In all calculations, ALWAYS write units AND the substance referred to by those units!
In writing salt formulas, ALWAYS look up and BALANCE the ionic charges first so that you can tell the ratio of cations to anions in each formula unit; if you have more than ONE of the polyatomic ion in each formula unit, it MUST be in parentheses. If you have ONLY one of the polyatomic ion in each formula unit, you CANNOT use parentheses.
Today, we continued to show how and why MEIOSIS is the source of genetic variety among sex cells/gametes. Meiosis also causes the gamete cells to have exactly HALF the total number (23, for humans) of chromosomes inside any other type of cell (46, for humans) in the body. However, each gamete still has one of EACH different TYPE of chromosome so that all traits are still coded for by each gamete. This halving of the number of chromosomes is necessary because the sex cell has one and only ONE job: to unit with the opposite sex cell causing the fertilized egg's nucleus to have 23 PAIRS of chromosome or 46 total chromosomes, which are necessary to form a human.
Chem 7/8- we continued with various naming, writing, balancing, and stoichiometry problems.
Some common errors were discussed:
when converting from grams to moles for ANY substance, you must divide by the FORMULA MASS (i.e. the MOLAR MASS, the mass of ONE MOLE, NEVER any other number of moles) of THAT SUBSTANCE. Never use the coefficient in front of the substance in calculating formula mass; those coefficients change for a given substance depending on the chemical reaction; you must ONLY used the subscripts in the substance's formula in calculating the molar mass of a substance e.g. O2 has a molar mass of 32.0 g but O3 has a molar mass of 48.0 g.
When naming salts, go to Table E for ANY "ate" or "ite" salts; for "ide", salts, just use the actual nonmetal from the Periodic Table...e.g. Calcium Fluoride is CaF2 or Calcium Sulfide is CaS.
In all calculations, ALWAYS write units AND the substance referred to by those units!
In writing salt formulas, ALWAYS look up and BALANCE the ionic charges first so that you can tell the ratio of cations to anions in each formula unit; if you have more than ONE of the polyatomic ion in each formula unit, it MUST be in parentheses. If you have ONLY one of the polyatomic ion in each formula unit, you CANNOT use parentheses.
We discussed and handed in some recent labs: "percent hydrate in a salt", "esterification", and classification of organic compounds (hand in if you have not done so already).
We will discuss our sodium hydrogen carbonate and hydrochloric acid reaction on Monday.
Chem 9- we continued with various naming, writing, balancing, and stoichiometry problems.
Some common errors were discussed:
when converting from grams to moles for ANY substance, you must divide by the FORMULA MASS (i.e. the MOLAR MASS, the mass of ONE MOLE, NEVER any other number of moles) of THAT SUBSTANCE. Never use the coefficient in front of the substance in calculating formula mass; those coefficients change for a given substance depending on the chemical reaction; you must ONLY used the subscripts in the substance's formula in calculating the molar mass of a substance e.g. O2 has a molar mass of 32.0 g but O3 has a molar mass of 48.0 g.
When naming salts, go to Table E for ANY "ate" or "ite" salts; for "ide", salts, just use the actual nonmetal from the Periodic Table...e.g. Calcium Fluoride is CaF2 or Calcium Sulfide is CaS.
In all calculations, ALWAYS write units AND the substance referred to by those units!
In writing salt formulas, ALWAYS look up and BALANCE the ionic charges first so that you can tell the ratio of cations to anions in each formula unit; if you have more than ONE of the polyatomic ion in each formula unit, it MUST be in parentheses. If you have ONLY one of the polyatomic ion in each formula unit, you CANNOT use parentheses.
# posted by C @ 1:43 PM
Wednes-Day 1
Bio- we discussed MEIOSIS, the process by which gametes (sperm or egg cells) are made. MEIOSIS occurs ONLY to specialized cells in the gonads (the OVARIES of females or the TESTES of males).
In order to produce gametes that can unite (fertilization) the number of chromosomes must first be halved from 46 to 23; meiosis accomplishes this "REDUCTION DIVISION".
We saw that two of the sources of genetic variety among the sex cells produced occurs during later prophase I and during metaphase I. During late prophase I, HOMOLOGOUS PAIRS of chromosomes (chromosomes that code for the same TRAITS/CHARACTERISTICS) come together and overlap in SYNAPSIS (chiasmata); the DNA from one chromatid on one chromosome may be exchanged with the corresponding DNA of a chromatid on its homologous partner's chromosome; this is called "CROSSING OVER".
During metaphase I, the homologous chromosomes line up in PAIRS independently of each other; that means that order of the first pair of homologous chromosomes (left to right or right to left) has NO EFFECT on how any other pair of homologous chromosomes line up. This means that, for humans, which have 23 pairs of homologous chromosomes, that there are 529 ways that the different homologous pairs can line up!
We did a lab graphing activity that organized the data of hormone level variation during the menstrual cycle so that we can see the various negative feedback mechanisms that occur during the cycle.
Chem 7- we did some exercises involving the naming, balancing, and using mole ratios in order to do several stoichiometry calculations.
Going from the magic triangle to the balanced equation and back to the magic triangle gets you to the solution for most stoichiometry problems.
Chem 8/9- we did some exercises involving the naming, balancing, and using mole ratios in order to do several stoichiometry calculations.
Going from the magic triangle to the balanced equation and back to the magic triangle gets you to the solution for most stoichiometry problems.
We did a stoichiometry lab in which we produced a sodium salt (NaCl) from a different sodium salt (NaHCO3). Using the balanced equation and our lab data, we can show the mole ratio of these two substances in this reaction.
In order to produce gametes that can unite (fertilization) the number of chromosomes must first be halved from 46 to 23; meiosis accomplishes this "REDUCTION DIVISION".
We saw that two of the sources of genetic variety among the sex cells produced occurs during later prophase I and during metaphase I. During late prophase I, HOMOLOGOUS PAIRS of chromosomes (chromosomes that code for the same TRAITS/CHARACTERISTICS) come together and overlap in SYNAPSIS (chiasmata); the DNA from one chromatid on one chromosome may be exchanged with the corresponding DNA of a chromatid on its homologous partner's chromosome; this is called "CROSSING OVER".
During metaphase I, the homologous chromosomes line up in PAIRS independently of each other; that means that order of the first pair of homologous chromosomes (left to right or right to left) has NO EFFECT on how any other pair of homologous chromosomes line up. This means that, for humans, which have 23 pairs of homologous chromosomes, that there are 529 ways that the different homologous pairs can line up!
We did a lab graphing activity that organized the data of hormone level variation during the menstrual cycle so that we can see the various negative feedback mechanisms that occur during the cycle.
Chem 7- we did some exercises involving the naming, balancing, and using mole ratios in order to do several stoichiometry calculations.
Going from the magic triangle to the balanced equation and back to the magic triangle gets you to the solution for most stoichiometry problems.
Chem 8/9- we did some exercises involving the naming, balancing, and using mole ratios in order to do several stoichiometry calculations.
Going from the magic triangle to the balanced equation and back to the magic triangle gets you to the solution for most stoichiometry problems.
We did a stoichiometry lab in which we produced a sodium salt (NaCl) from a different sodium salt (NaHCO3). Using the balanced equation and our lab data, we can show the mole ratio of these two substances in this reaction.
# posted by C @ 1:11 PM
Tuesday, March 11, 2008
Tues-Day 2
Bio- we looked at the hormonal negative feedback mechanisms and the hormone secretion-receptor molecules of target glands by which the menstrual cycle is regulated. There is a lot to keep track of but we were able to see, step by step, the cause and effect of each of the hormones on their effectors/glands and on the uterus as it is prepared for a possible fertilized egg implantation.
We then began to discuss the process by which sex cells, sperm and ova, are made. This process, by which the number of chromosomes per cell is HALVED, is called meiosis.
We will map out the various phases and note other very important features that result in the adaptive advantages of creating cells that can unite in sexual reproduction.
Chem 7/8- we used many of our learned chemistry skills today in solving multi-step chemical equation and stoichiometry problems. To do well at this advanced part of the course, naming compounds and writing the respective formulas must be second nature, otherwise you must practice heavily (see past Blackboard worksheets) until you can do so. Once you can name and write formulas correctly, you can then focus on balancing, mole conversions, and stoichiometry. This unit combines many of your past chem skills.
We will continue with these problems tomorrow; if you are having trouble with these, I can easily go over problems with you at extra help.
We did a stoichiometry lab in which we reacted an acid and a salt to produce a different salt along with carbon dioxide and water. Based on our measurements, we can predict the expected quantity of the salt produced versus the actual quantity recovered and then we can calculate our percent yield for this experiment.
Chem 9- we used many of our learned chemistry skills today in solving multi-step chemical equation and stoichiometry problems. To do well at this advanced part of the course, naming compounds and writing the respective formulas must be second nature, otherwise you must practice heavily (see past Blackboard worksheets) until you can do so. Once you can name and write formulas correctly, you can then focus on balancing, mole conversions, and stoichiometry. This unit combines many of your past chem skills.
We will continue with these problems tomorrow; if you are having trouble with these, I can easily go over problems with you at extra help.
We then began to discuss the process by which sex cells, sperm and ova, are made. This process, by which the number of chromosomes per cell is HALVED, is called meiosis.
We will map out the various phases and note other very important features that result in the adaptive advantages of creating cells that can unite in sexual reproduction.
Chem 7/8- we used many of our learned chemistry skills today in solving multi-step chemical equation and stoichiometry problems. To do well at this advanced part of the course, naming compounds and writing the respective formulas must be second nature, otherwise you must practice heavily (see past Blackboard worksheets) until you can do so. Once you can name and write formulas correctly, you can then focus on balancing, mole conversions, and stoichiometry. This unit combines many of your past chem skills.
We will continue with these problems tomorrow; if you are having trouble with these, I can easily go over problems with you at extra help.
We did a stoichiometry lab in which we reacted an acid and a salt to produce a different salt along with carbon dioxide and water. Based on our measurements, we can predict the expected quantity of the salt produced versus the actual quantity recovered and then we can calculate our percent yield for this experiment.
Chem 9- we used many of our learned chemistry skills today in solving multi-step chemical equation and stoichiometry problems. To do well at this advanced part of the course, naming compounds and writing the respective formulas must be second nature, otherwise you must practice heavily (see past Blackboard worksheets) until you can do so. Once you can name and write formulas correctly, you can then focus on balancing, mole conversions, and stoichiometry. This unit combines many of your past chem skills.
We will continue with these problems tomorrow; if you are having trouble with these, I can easily go over problems with you at extra help.
# posted by C @ 2:45 PM
Mon-Day 1
Bio- we discussed the development of a human in the uterus, starting with the implantation of the embryo in the thick, capillary-lined uterine wall, which establishes pregnancy. The embryo develops via cell division and then cell differentiation/specialization into a fetus that can exchange nutrients, wastes, hormones, antibodies, and even drugs or medicine with the mother via the placenta, which is connected to the baby by her/his umbilical cord. However, there is NO mixing of blood between baby and mother via the placenta, otherwise a clotting reaction could ensue if the baby and mother have incompatible blood types.
The baby is protected by the amniotic sac which is filled with a fluid in order to absorb shocks; cells from the baby that are floating in the amniotic fluid may be examined for genetic defects via amniocentesis. The baby is delivered via the birth canal followed by the placenta; however, a baby can be delivered surgically through the abdominal region via Caesarian section.
We saw an animation of the menstrual cycle. We followed the hormonally-controlled stages from menstruation to follicle development to ovulation to the luteal stage and then to either fertilization and pregnancy or to menstruation again.
Chem 7- we showed a couple of stoichiometry shortcuts that you can take advantage of due to the proportionality constants between moles and liters of gas at STP and also between moles and the number of particles. Since moles are DIRECTLY proportional to these quantities, you can directly use liters of one GAS in the balanced equation to find the liters of a different gas or you can directly use the number of particles of a given reactant in the balanced equation to find the number of particles of a different reactant or product in the same equation (any phase is fine).
Chem 8/9- we showed a couple of stoichiometry shortcuts that you can take advantage of due to the proportionality constants between moles and liters of gas at STP and also between moles and the number of particles. Since moles are DIRECTLY proportional to these quantities, you can directly use liters of one GAS in the balanced equation to find the liters of a different gas or you can directly use the number of particles of a given reactant in the balanced equation to find the number of particles of a different reactant or product in the same equation (any phase is fine).
In our single replacement of copper II ions by magnesium ions, we tried to filter out the atomic copper. I noticed that some of the copper had not been taken out of solution. We will discuss this on Wednesday.
The baby is protected by the amniotic sac which is filled with a fluid in order to absorb shocks; cells from the baby that are floating in the amniotic fluid may be examined for genetic defects via amniocentesis. The baby is delivered via the birth canal followed by the placenta; however, a baby can be delivered surgically through the abdominal region via Caesarian section.
We saw an animation of the menstrual cycle. We followed the hormonally-controlled stages from menstruation to follicle development to ovulation to the luteal stage and then to either fertilization and pregnancy or to menstruation again.
Chem 7- we showed a couple of stoichiometry shortcuts that you can take advantage of due to the proportionality constants between moles and liters of gas at STP and also between moles and the number of particles. Since moles are DIRECTLY proportional to these quantities, you can directly use liters of one GAS in the balanced equation to find the liters of a different gas or you can directly use the number of particles of a given reactant in the balanced equation to find the number of particles of a different reactant or product in the same equation (any phase is fine).
Chem 8/9- we showed a couple of stoichiometry shortcuts that you can take advantage of due to the proportionality constants between moles and liters of gas at STP and also between moles and the number of particles. Since moles are DIRECTLY proportional to these quantities, you can directly use liters of one GAS in the balanced equation to find the liters of a different gas or you can directly use the number of particles of a given reactant in the balanced equation to find the number of particles of a different reactant or product in the same equation (any phase is fine).
In our single replacement of copper II ions by magnesium ions, we tried to filter out the atomic copper. I noticed that some of the copper had not been taken out of solution. We will discuss this on Wednesday.
# posted by C @ 2:22 PM
Saturday, March 8, 2008
Fri-Day 2
Bio- we discussed the female reproductive system, focusing on the production of an egg/ovum and its pathway from the ovaries to the oviducts/Fallopian tubes (where it may or may not be fertilized to form a zygote) to the uterus. We noted the two main hormones that regulate the production and development of the egg: estrogen and progesterone. Next week, we will see the whole feedback mechanism by which the female reproductive system is regulated.
Chem 7/8: we did several stoichiometry problems: an acid-base neutralization (forming a salt and water) and a gas forming reaction. From these problems, we methodically took the gram, liter, or particles given, converted them to MOLES, and then (THE KEY STEP!) used the BALANCED EQUATION to determine the number or MOLES of the requested substance. We then converted moles of that substance to grams or liters (if GAS at STP) or particles (atoms or molecules or formula units, depending on the type of substance).
So, these types of problems use your knowledge of BOTH "mole conversions" and "balanced equations". With practice, these problems can be done in three to five steps taking about two to five minutes each; yes, there is a lot of writing and unit cancellation but that is the nature of these problems so that you can prove/see what you are doing.
We then did a stoichiometry lab involving the cationic single replacement of a copper II cation by a magnesium ion.
Chem 9- we did several stoichiometry problems: an acid-base neutralization (forming a salt and water) and a gas forming reaction. From these problems, we methodically took the gram, liter, or particles given, converted them to MOLES, and then (THE KEY STEP!) used the BALANCED EQUATION to determine the number or MOLES of the requested substance. We then converted moles of that substance to grams or liters (if GAS at STP) or particles (atoms or molecules or formula units, depending on the type of substance).
So, these types of problems use your knowledge of BOTH "mole conversions" and "balanced equations". With practice, these problems can be done in three to five steps taking about two to five minutes each; yes, there is a lot of writing and unit cancellation but that is the nature of these problems so that you can prove/see what you are doing.
Chem 7/8: we did several stoichiometry problems: an acid-base neutralization (forming a salt and water) and a gas forming reaction. From these problems, we methodically took the gram, liter, or particles given, converted them to MOLES, and then (THE KEY STEP!) used the BALANCED EQUATION to determine the number or MOLES of the requested substance. We then converted moles of that substance to grams or liters (if GAS at STP) or particles (atoms or molecules or formula units, depending on the type of substance).
So, these types of problems use your knowledge of BOTH "mole conversions" and "balanced equations". With practice, these problems can be done in three to five steps taking about two to five minutes each; yes, there is a lot of writing and unit cancellation but that is the nature of these problems so that you can prove/see what you are doing.
We then did a stoichiometry lab involving the cationic single replacement of a copper II cation by a magnesium ion.
Chem 9- we did several stoichiometry problems: an acid-base neutralization (forming a salt and water) and a gas forming reaction. From these problems, we methodically took the gram, liter, or particles given, converted them to MOLES, and then (THE KEY STEP!) used the BALANCED EQUATION to determine the number or MOLES of the requested substance. We then converted moles of that substance to grams or liters (if GAS at STP) or particles (atoms or molecules or formula units, depending on the type of substance).
So, these types of problems use your knowledge of BOTH "mole conversions" and "balanced equations". With practice, these problems can be done in three to five steps taking about two to five minutes each; yes, there is a lot of writing and unit cancellation but that is the nature of these problems so that you can prove/see what you are doing.
# posted by C @ 10:25 PM
Thursday, March 6, 2008
Thurs-Day 1
Bio- HW due Monday: outline text Section 38.1
we continued describing and explaining the various structures of the male reproductive system, noting how each structure contributes to increasing the likelihood of internal fertilization of the egg/ovum. We noted that maturation and production of the parts of the male reproductive system is hormonally controlled by the testes and the pituitary gland.
We examined the parts of the female reproductive system: the ovaries, oviducts/Fallopian tubes, uterus, cervix, and vagina/birth canal. We will discuss the hormone-controlled feedback loop that determines when an egg can develop and be fertilized and what happens when an egg is not fertilized.
We then worked on a handout that compared and contrasted the male and female reproductive systems.
Chem 7- we got through just two chemical reaction types: single replacement and double replacement; we named the compounds or elements, converted the names to chemical symbols, wrote the chemical equations, balanced the equations/recipes, and then used the mole ratios from the balanced equation to determine how many grams or liters (of gas at STP) of reactants were used up/reacted and how many grams or liters (of gas at STP) of products were formed.
Now that our Tablet PC is back and in good health, notes will be posted forthwith.
Chem 8/9- we did cationic and anionic single replacement reactions as well as double replacement; we named the compounds or elements, converted the names to chemical symbols, wrote the chemical equations, balanced the equations/recipes, and then used the mole ratios from the balanced equation to determine how many grams or liters (of gas at STP) of reactants were used up/reacted and how many grams or liters (of gas at STP) of products were formed.
We then did a single replacement lab in which we reacted magnesium with an aqueous solution of copper II chloride.
Now that our Tablet PC is back and in good health, notes will be posted forthwith.
we continued describing and explaining the various structures of the male reproductive system, noting how each structure contributes to increasing the likelihood of internal fertilization of the egg/ovum. We noted that maturation and production of the parts of the male reproductive system is hormonally controlled by the testes and the pituitary gland.
We examined the parts of the female reproductive system: the ovaries, oviducts/Fallopian tubes, uterus, cervix, and vagina/birth canal. We will discuss the hormone-controlled feedback loop that determines when an egg can develop and be fertilized and what happens when an egg is not fertilized.
We then worked on a handout that compared and contrasted the male and female reproductive systems.
Chem 7- we got through just two chemical reaction types: single replacement and double replacement; we named the compounds or elements, converted the names to chemical symbols, wrote the chemical equations, balanced the equations/recipes, and then used the mole ratios from the balanced equation to determine how many grams or liters (of gas at STP) of reactants were used up/reacted and how many grams or liters (of gas at STP) of products were formed.
Now that our Tablet PC is back and in good health, notes will be posted forthwith.
Chem 8/9- we did cationic and anionic single replacement reactions as well as double replacement; we named the compounds or elements, converted the names to chemical symbols, wrote the chemical equations, balanced the equations/recipes, and then used the mole ratios from the balanced equation to determine how many grams or liters (of gas at STP) of reactants were used up/reacted and how many grams or liters (of gas at STP) of products were formed.
We then did a single replacement lab in which we reacted magnesium with an aqueous solution of copper II chloride.
Now that our Tablet PC is back and in good health, notes will be posted forthwith.
# posted by C @ 2:41 PM
Wednesday, March 5, 2008
Wednes-Day 2
Link to "Airborne" video from today; note how "PEER REVIEW" is checked in order to support or debunk a claim.
Bio- we discussed TEST-TAKING skills, which were seriously lacking on Tuesday's test. The purpose of test-taking skills is to MINIMIZE errors due to CARELESSNESS as well as to actively take a test so that it is both an applied learning experience and an exercise in memory.
You've heard me go over these techniques dozens of times yet ONLY TWO students regularly apply these techniques. That is both costly to you (due to careless but avoidable errors that result) and sad to me. If you are to grow as students, you should make a serious effort on each exam, for your own pride and sake.
We reviewed how to answer questions about the RELATIONSHIP between independent and dependent variables and how to tell whether a given variable in an experiment is independent or dependent.
We began our new unit on Human Reproduction, a life function made possible by the male and female reproductive systems. We will see that sexual reproduction is responsible for much of the genetic diversity within a species.
We started by learning the proper biological names of the male reproductive organs and glands, noting their structure and respective functions.
Tomorrow, I should have the laptop and Blackboard notes back online!
Chem 7/8- we began our Stoichiometry unit, which is really an application of the mole unit on balanced chemical equations. As you saw, you will be using your compound-naming skills, equation balancing skills, "magic triangle" skills, etc. for this unit.
We discussed FIVE more general types of chemical reactions and noted how the name of the reaction related to what was happening as the reactants turned into products.
We named all reactants and products and then balanced the equations and EVEN did some informal stoichiometric calculations (and you did them correctly).
We then finished our Hydrate Lab discussion.
Chem 9- we began our Stoichiometry unit, which is really an application of the mole unit on balanced chemical equations. As you saw, you will be using your compound-naming skills, equation balancing skills, "magic triangle" skills, etc. for this unit.
We discussed FIVE more general types of chemical reactions and noted how the name of the reaction related to what was happening as the reactants turned into products.
We named all reactants and products and then balanced the equations and EVEN did some informal stoichiometric calculations (and you did them correctly).
Bio- we discussed TEST-TAKING skills, which were seriously lacking on Tuesday's test. The purpose of test-taking skills is to MINIMIZE errors due to CARELESSNESS as well as to actively take a test so that it is both an applied learning experience and an exercise in memory.
You've heard me go over these techniques dozens of times yet ONLY TWO students regularly apply these techniques. That is both costly to you (due to careless but avoidable errors that result) and sad to me. If you are to grow as students, you should make a serious effort on each exam, for your own pride and sake.
We reviewed how to answer questions about the RELATIONSHIP between independent and dependent variables and how to tell whether a given variable in an experiment is independent or dependent.
We began our new unit on Human Reproduction, a life function made possible by the male and female reproductive systems. We will see that sexual reproduction is responsible for much of the genetic diversity within a species.
We started by learning the proper biological names of the male reproductive organs and glands, noting their structure and respective functions.
Tomorrow, I should have the laptop and Blackboard notes back online!
Chem 7/8- we began our Stoichiometry unit, which is really an application of the mole unit on balanced chemical equations. As you saw, you will be using your compound-naming skills, equation balancing skills, "magic triangle" skills, etc. for this unit.
We discussed FIVE more general types of chemical reactions and noted how the name of the reaction related to what was happening as the reactants turned into products.
We named all reactants and products and then balanced the equations and EVEN did some informal stoichiometric calculations (and you did them correctly).
We then finished our Hydrate Lab discussion.
Chem 9- we began our Stoichiometry unit, which is really an application of the mole unit on balanced chemical equations. As you saw, you will be using your compound-naming skills, equation balancing skills, "magic triangle" skills, etc. for this unit.
We discussed FIVE more general types of chemical reactions and noted how the name of the reaction related to what was happening as the reactants turned into products.
We named all reactants and products and then balanced the equations and EVEN did some informal stoichiometric calculations (and you did them correctly).
# posted by C @ 1:36 PM
Tuesday, March 4, 2008
Tues-day 1
Bio- we took our unit exam on the Nervous System; we then continued to work on our Reflex Arc Lab and the Reaction Time vs. Distractions Lab.
Chem 7- we took our unit exam on the Mole Concept.
Chem 8/9- we took our unit exam on the Mole Concept and then we continued our discussion of the Hydrated Salt lab.
Chem 7- we took our unit exam on the Mole Concept.
Chem 8/9- we took our unit exam on the Mole Concept and then we continued our discussion of the Hydrated Salt lab.
# posted by C @ 11:33 PM
Who knew about the flu?
Check out this breakthrough information about influenza "flu" pathogens/viruses and their increased virulence in COLD weather!
http://news.bbc.co.uk/1/hi/health/7276447.stm
http://news.bbc.co.uk/1/hi/health/7276447.stm
# posted by C @ 8:22 AM
Monday, March 3, 2008
Mon-Day 2
Bio- we reviewed for tomorrow's exam. In addition to all of the worksheet answer keys and summary notes now posted on Blackboard, I put together a pictorial study guide that covers most of the objectives for the exam.
Continue to study hard and bring up your grades before progress reports are due on Wednesday.
Chem 7/8- we reviewed for the Mole/Math of Chem exam. Be sure to practice a few of each question type and check your work on the review packet with my fully annotated solutions key (now on Blackboard, in two files). Keep writing out the magic triangle until you can produce it, WITH UNITS, in less than 30 seconds; then, write that out as your test begins and USE it.
We started to discuss the hydrate lab which we will finish up on Wednesday.
Chem 9- we reviewed for the Mole/Math of Chem exam. Be sure to practice a few of each question type and check your work on the review packet with my fully annotated solutions key (now on Blackboard, in two files). Keep writing out the magic triangle until you can produce it, WITH UNITS, in less than 30 seconds; then, write that out as your test begins and USE it.
Continue to study hard and bring up your grades before progress reports are due on Wednesday.
Chem 7/8- we reviewed for the Mole/Math of Chem exam. Be sure to practice a few of each question type and check your work on the review packet with my fully annotated solutions key (now on Blackboard, in two files). Keep writing out the magic triangle until you can produce it, WITH UNITS, in less than 30 seconds; then, write that out as your test begins and USE it.
We started to discuss the hydrate lab which we will finish up on Wednesday.
Chem 9- we reviewed for the Mole/Math of Chem exam. Be sure to practice a few of each question type and check your work on the review packet with my fully annotated solutions key (now on Blackboard, in two files). Keep writing out the magic triangle until you can produce it, WITH UNITS, in less than 30 seconds; then, write that out as your test begins and USE it.
# posted by C @ 1:50 PM
