SCHOLASTIC MAGAZINE - MORTAL COMBAT

SCHOLASTIC MAGAZINE PROJECT

"MORTAL COMBAT" p. 12-15

• Read the article & take notes for group discussion

• Watch Video

• Extra Facts 

• Extra Facts II

• Complete the MORTAL COMBAT - Handout

• DUE:  OCTOBER 4, Friday

SCIENCE NEWS - TOASTER #17

SCIENCE NEWS - BARBED WIRED #16

Joseph Glidden was working as a sheriff when an interesting demonstration at a county fair piqued his interest. Tune in to learn how Joseph went from enforcing the law to building barbed wire in this episode. 

SCIENCE NEWS - ONE PINT AT A TIME #15

Before the advent of the modern blood bank, blood could only be stored for about two days. Luckily, when Charles Drew began researching ways to prolong the usefulness of stored blood, his Stuff of Genius struck. 

COUGH & SNEEZE PSA - PROJECT

TASK:
Center for Disease Control (CDC) has contacted me regarding curbing the spread of respiratory infections, such as cold & flus.  They would like to engage our class to research, design & produce a PUBLIC SERVICE ANNOUNCEMENT PSA on the safest way to protect others from ones cough and sneeze.  They would like to call this campaign - KEEP YOUR GERMS TO YOURSELF.

We will use the cough & sneeze video below to be our basic storyboard/outline of our project. 

GOAL:  St. Pius X School will show a reduction in students being absent during Flu season due to using safe methods of coughing & sneezing techniques.

AUDIENCE:  the students of St. Pius X School  

THE COUGH

The COUGH

To follow the evolution of cough, scientists use elaborate setups that reveal how much saliva is expelled and where it goes.

They ask people to cough into masks that are carefully weighed before and after the coughs. They illuminate the flows of coughs with powerful lasers and fancy photo techniques and use powerful computers to model this flow of thousands of tiny particles. They use heated manikins and cough machines in rooms filled with tiny droplets of olive oil or theatrical smoke to track how air moves, where breath goes, and how exposed we are to someone else's cough.

A typical cough starts with a deep breath, followed by a compression of air in the lungs and then a crackling burst as that air is forced out in a fraction of a second.

The average human cough would fill about three-quarters of a two-liter soda bottle with air — air that shoots out of the lungs in a jet several feet long. Coughs also force out thousands of tiny droplets of saliva. About 3,000 droplets are expelled in a single cough, and some of them fly out of the mouth at speeds of up to 50 miles per hour.

The SNEEZE

Sneezing is even worse.

It starts at the back of the throat and produces even more droplets — as many as 40,000 — some of which rocket out at speeds greater than 200 miles per hour. The vast majority of the droplets are less than 100 microns across — the width of a human hair. Many of them are so tiny that they cannot be seen with the naked eye.

"What happens to these droplets depends on their size," said fluid dynamicist Bakhtier Farouk of Drexel University in Philadelphia. He is working on software that models how microscopic droplets move around a room.

Most of the larger, heavier drops fall quickly to the floor under the influence of gravity. The smaller and lighter particles (those that are five microns or less across) are less affected by gravity and can stay airborne almost indefinitely as they are caught up in and dispersed by the room's airflow.

Movements in a room can cause the heavier droplets to become airborne again after they have fallen to the ground or another surface. Making a hospital bed can kick up viruses on the covers. Opening a door can dramatically alter the airflow in the room and pull up viruses on the floor. Even walking through a room can spread droplets in a person's wake.

If a person is sick, the droplets in a single cough may contain as many as two hundred million individual virus particles. The number varies dramatically and changes over the course of an infection as the immune system clears out the virus. Generally, a sick person is most infectious as soon as the first symptoms appear and less infectious as his or her immune system clears the virus.

Airborne and ready to infect

Once airborne, viruses in these tiny droplets can survive for hours. Even if the droplets hit a surface, the viruses can survive and still spread disease if the droplets become airborne later. When a droplet lands on paper, its virus particles can survive for hours. On steel or plastic they can survive for days.

Once they are breathed in, the droplets settle onto cells at the back of the throat, where the virus attempts to enter these cells and begin replicating. This may or may not cause an infection. The body's natural defenses are designed to eliminate infections, and whether someone will fall ill depends on how much virus is breathed in and whether the person's immune system has encountered that virus previously.

When people do get sick, the body tries to deal with the infection by bringing up mucus to help clear it. Some of this mucus is swallowed, carrying the virus down to be destroyed by stomach acid. Some viruses in the throat, though, will be expelled when we cough, and this coughing expels the mucus (and new virus) out of the body, thus beginning the whole process anew.

SLIME LAB

SCIENCE NEWS - GERMS OUTSIDE THE BODY #14

SCIENCE NEWS - STANDARD TIME #13

Sanford Fleming: Standard Time 

Although you may not have heard of Sir Sanford Fleming, his Stuff of Genius influences every second of your life. Turn back the clock and take a look at the man who standardized time in this video podcast 

APPS & APES? & BITING BACK - PROJECT

• Read article - take notes
• watch videos - take notes
• students will lead the discussion presenting facts & reviewing the article
• you & your small group will determine how & what you present, meaning which facts are important, defining terms, discussing the information, etc...  
• You have 20 minutes to present your entire program to me & your class.
• students will work in small groups
• your score is dependent only on your work & presentation quality
• I have added a few websites below to help you with any information that you may need clarified further to enhance your research & presentation

APES & TOUCH SCREENS

SCHOLASTIC MAGAZINE - 
GOING APE OVER APPS p. 8-11

AUYMU

Chimp: Wild chimpanzees use at least 66 distinct gestures to communicate with each other

Sumatran orangutan: Observed using objects as tools, including leaves as "toilet paper", large leaves as "umbrellas" and modifying sticks to gather insects.

LEMBA

___________________________________________

SCHOLASTIC MAGAZINE - 
BITING BACK p. 14-17

Read article, watch videos - take notes

students will lead the discussion presenting facts & reviewing the article

students will work in small groups.

VENOMOUS SNAKES

VENOMOUS SNAKES

MISSOURI SNAKES

SNAKE VENOM

SNAKE BITE

WORLD'S DEADLIEST SNAKES

________________________________________________________

SCIENTIFIC NAMES

SCIENTIFIC NAMES II

SCIENTIFIC NAMES III

GLOSSARY

ANIMAL FACTS

SCIENCE NEWS - SMALL POX VACCINE #12

Edward Jenner: Smallpox Vaccine 

Although forms of vaccination had been discovered thousands of years ago in Asia and Africa, Western Europeans didn't pick up on it until Edward Jenner turned an old wives' tale into the Stuff of Genius.

SCIENCE NEWS - STETHOSCOPE #11

René Laennec: Stethoscope 

Nowadays it seems that every doctor has a stethoscope. But who invented this nifty device, and how? Tune in to learn more.

SCIENCE NEWS - WOLF HOWLINGS #10

WOLF

The lone wolf’s howl has long been chosen as a symbol of melancholy and loss. Now researchers have demonstrated that the choice was accurate. Howling is not related to the stress level of the crying canine or the dominance status of the departing wolf; the best predictor of a wolf’s howl is the closeness of the howler’s relationship with the wolf leaving its side. The study is in the journal Current Biology. [Francesco Mazzini et al., Wolf howling is mediated by relationship quality rather than underlying emotional stress]
The researchers separated individuals living in Austria’s Wolf Science Center. They recorded the resulting howls for 20 minutes after separation. Then the scientists took a sample of saliva from the howling wolves to measure circulating levels of cortisol, a hormonal stress indicator.
Cortisol levels increased during all separations, whether a preferred partner or any other pack mate was taken away. But howling was much more pronounced when a close partner was removed.
The researchers thus concluded that the level of howling was determined by the relationship of the howler with the separated wolf, regardless of the removed wolf’s rank. Because even a wolf, apparently, can have a best friend.
—Arielle Duhaime-Ross

SCIENCE NEWS - STAYING HEALTHY TAKES GUTS #9

GUTS
Everywhere you go, the trillions of microbes in your gut go too. And that's a comforting thought. Because according to a new study, a more diverse population of intestinal bacteria is linked to better health. The work is in the journal Nature. [Emmanuelle Le Chatelier et al., Richness of human gut microbiome correlates with metabolic markers]
Danish researchers gathered gut microbes from almost 300 obese and nonobese adults. The intestines of roughly one in four participants contained fewer and less diverse bacteria than average. And members of this group were more likely to be obese and to suffer from gut inflammation.
By looking for only a few specific bacteria, researchers could predict whether a subject fell into the low-diversity group. Certain species could even indicate whether an individual was slim or overweight. And these microbial markers might also serve as signs of future health risks—because low-diversity participants who were obese were more likely to gain additional weight over time.
But a low-diversity gut won't necessarily doom your health. According to another study in the same journal, it's possible to increase microbial diversity by developing a decent diet. Remember, you’re eating for trillions.
—Sophie Bushwick

MICROSCOPE

MICROSCOPE MODULES 

Watch Microscope Modules & complete the hand-out

 1 PARTS OF A MICROSCOPE I

2  USING A MICROSCOPE

3  PARTS OF A MICROSCOPE II

4  PARTS OF A MICROSCOPE III

5 PARTS OF A MICROSCOPE IV

6  PARTS OF A MICROSCOPE V

7  MICROSCOPE SLIDES

8  PARTS OF A MICROSCOPE VI

9

CHEMISTRY UNIT - OVERVIEW

FIRE SAFETY

LAB EQUIPMENT TERMS & USES

 P A S S 
Pull the Pin at the top of the extinguisher. The pin releases a locking mechanism and will allow you to discharge the extinguisher.  

Aim at the base of the fire, not the flames. This is important - in order to put out the fire, you must extinguish the fuel. 

Squeeze the lever slowly. This will release the extinguishing agent in the extinguisher. If the handle is released, the discharge will stop.

Sweep from side to side. Using a sweeping motion, move the fire extinguisher back and forth until the fire is completely out. Operate the extinguisher from a safe distance, several feet away, and then move towards the fire once it starts to diminish. Be sure to read the instructions on your fire extinguisher - different fire extinguishers recommend operating them from different distances. 

Remember: Aim at the base of the fire, not at the flames!!!! 

 How To Use a Fire Extinguisher 

PASS = Pull, Aim, Squeeze & Sweep with a Fire Extinguisher

It's easy to remember how to use a fire extinguisher if you can remember the acronym PASS, which stands for Pull, Aim,Squeeze, and Sweep. 

	Pull the pin. This will allow you to discharge the extinguisher.
	Aim at the base of the fire. If you aim at the flames (which is frequently the temptation), the extinguishing agent will fly right through and do no good. You want to hit the fuel.
	Squeeze the top handle or lever.  This depresses a button that releases the pressurized extinguishing agent in the extinguisher.
	Sweep from side to side  until the fire is completely out. Start using the extinguisher from a safe distance away, then move forward. Once the fire is out, keep an eye on the area in case it re-ignites.

LAB SAFETY VIDEO

LAB SAFETY VIDEO

DRY ICE #8

LAB SAFETY SITUATIONS & CARE RESPONSE

SITUATION	SAFE RESPONSE
Burns	Flush with cold water
Cuts & Bruises	Treat as directed by instructions included with first aid kit
Fainting or collapse	Provide person with fresh air, have him recline in a position so that his head is lower than their body; if necessary, provide CPR
Fire	Turn off all flames and gas jets, wrap person in fire blanket; use fire extinguisher to put out fire. DO NOT use water to put out fire.
Foreign Matter in Eyes	Flush about 15 min with plenty of water, then go to the doctor
Poisoning	Note the suspected poisoning agent, contact the teacher for antidote; call poison control center if more help is needed
Severe bleeding	Apply pressure or a compress directly to the wound and get medical attention immediately
1. Spills, general 2. Acid burns 3. Base burns	1. Wash area with plenty of water, use safety shower if needed 2. Use sodium hydrogen carbonate (baking soda) 3. Use boric acid or vinegar

LAB SAFETY VIOLATIONS - STORY

LABORATORY SAFETY RULES   

  

• Read the following story; 
• on notebook paper list all lab safety violations, number each one.  
• highlight on this handout the broken safety violations.
• DUE:  9/10/2013, TUESDAY

The bell rang, students sat in their seats, and they began to write down their homework.  Ryan eagerly asked Mrs. Remis, “What are we doing today?”  Mrs. Remis impatiently said, “As always Ryan grab your chair, check on the white board and let me get us all started.”  Ryan responded, “Oh yeah, there it is, we have a Chemistry lab.”  Mrs. Remis gave the class a brief overview of what they would be doing during the lab and she stressed to the class, “Please be sure to follow appropriate lab safety procedures.”   

Ryan and John sprinted to a lab station, yelling, “We got this station!” Once at the station, Ryan asked John if he read the lab last night for homework to which John replied, “Nope, did you?”  Ryan responded to John’s question by saying, “Are you serious, I never read anything for this class.” They both looked at each other and decided to just start the lab. “Ryan, you go get the chemicals and I’ll light up the Bunsen burner,” said John. Even though all of their classmates went to the safety goggle cabinet prior to starting the lab, Ryan and John decided not to go.  John said in a smug way, “Forget the goggles; we are too cool to wear those things.”  Ryan walked up to the front lab bench where the chemicals were, removed the lids, picked up the flasks, and started to smell the different chemicals. “I am just going to bring back the ones that smell the best,” said Ryan. Little did Ryan know that one of the chemicals was sulfuric acid, and after taking a deep breath, he thought that his nose hairs were on fire.   “Hey Ryan, you didn’t even put the lid back on,” yelled Mrs. Remis.  Ryan ignored Mrs. Remis and somehow he made it back to his lab station without passing out. Upon making his way back to the lab station, Ryan saw John trying to light the Bunsen burner. “John, John, your hair!” Ryan yelled in an excited voice.

“That was a close one,” said John. “My mother has been telling me to get a haircut. I guess I really need one now that I just lost a big chunk of my hair.” The two partners then proceeded with the lab. Ryan reached across the flame in order to get a beaker filled with acetic acid while John grabbed a test tube to put the chemical in.  “Oops!” said Ryan, “I just spilled some of the chemicals on the tabletop. I’ll just wipe it up with my shirt sleeve.”  “Should you tell Mrs. Remis?” John asked.  “No, it isn’t a big deal, I already wiped it up,” Ryan nonchalantly said. A few seconds later, Ryan said, “Man, my arm is warm.”  In an excited voice, John said, “Oh my Gosh, look at your shirt, there is a hole in it. That chemical you wiped up must have eaten through your shirt. How is your arm?”  Ryan said, “It hurts a little, but I will be fine.”  “Should we tell Mrs. Remis?” asked John.  “No, I’ll be fine,” Ryan said confidently. The lab partners then poured some chemicals into a test tube to begin heating. “Ryan, do you see that crack in the test tube?” questioned John.  “Who cares,” Ryan whispered. “As long as the test tube is not leaking, it must be fine.” The boys proceeded to heat the test tube. Ryan asked, “Is anything happening?”  “I don’t know, point the test tube in this direction so that I can look into the opening,” John replied.  “Maybe we should just add some of the other chemicals if nothing is happening yet,” said Ryan.  “Should we ask Mrs. Remis?” wondered John. “No, she is annoying,” Ryan smugly said. Ryan then continued, “She will first ask us if we read all of the procedures and then he will say, ‘I put a lot of time and effort into writing these labs for you guys and the least you could do is read them. If you have read it and then have additional questions, I would be more than happy to help you, but you have to do your part first.’  I certainly don’t want to hear all of that, do you?”  “Definitely not, I hate when teachers go ranting,” said John.  The lab partners proceeded to add some random chemicals to the test tube.  Shortly thereafter, the contents of the test tube began to bubble over. “Wow that was amazing!” Ryan yelled.  “Yeah, that was pretty cool, but it is everywhere,” John said in a concerned voice. “Good thing we have all of these papers laying around our lab station because most of the chemicals have just spilled onto them. We can just throw all of the papers into the garbage,” Ryan said confidently.  “Hey, it got onto my planner,” John said in an annoyed voice.  “Who cares, just go to guidance and buy another one for four dollars and fifty cents. Oh, I’m sorry, I mean you can get one for four dollars and Fitty Cent. Get it, Get it!” Ryan said in a joking manner.  The students began to clean up the spilled chemicals when John said, “This stuff smells really good, kind of like lemonade.”  “Well, if it smells like lemonade, it must be lemonade, just taste it,” Ryan said in a convincing manner.  John proceeded to taste the chemical mixture by sipping what was left in the test tube.  “Oh man, the bell is going to ring soon,” Ryan said in a rushed voice.  “Just leave it, I really want to go to lunch because it is Taco Day,” John said.  “Are you sure?” Ryan questioned.  “Yeah let’s just get out of here; the next class is going to be doing the lab again anyway, so they can clean it up,” John said.  Without washing their hands, Ryan and John left the classroom and headed to lunch. 

SCIENCE NEWS - PERIODIC TABLE #7

You've probably seen it in every science classroom you've been in, but what's the story behind the Periodic Table of Elements? Find out in today's Stuff of Genius!

LAB EQUIPMENT - VOCABULARY REVIEW GAMES

MATCHING
http://dynamo.dictionary.com/games/447216/lab-equipment/match

CROSSWORD PUZZLE
http://dynamo.dictionary.com/games/447216/lab-equipment/crossword

FLASH CARDS

LAB SAFETY GRAPHIC WITH QUESTIONS

Complete this hand-out.  Due:  9/10

PRACTICING SCIENCE SAFETY

            Below are examples of people who are not being safe in the science lab. After each description, identify the one best science safety rule that is being broken by writing the number of the rule from the “Science Safety in Mrs. Remis’ Lab” handout.

1. During a lab activity, Fred spilled some water on the floor. When the next class came in, someone slipped on the floor.

RULE # _______

2. When Jenny was trying to read a liquid measurement on a graduated cylinder, she had difficulty seeing because her goggles kept fogging up. To help her see better, she put her goggles up onto her forehead until she was able to read and record the measurement.

RULE # _______

3. Chris just came from lunch and couldn’t find the time to stop at his locker to put away his water bottle. When he came in the science lab, he safely stored the water bottle under the lab table where no one would trip over it.

RULE # _______

4. While Mrs. Ness was giving a few directions before a lab activity, Lizzy got bored and started to poke holes in a foam lab tray with a copper wire from the tray.

RULE # _______

5. During a lab activity, Mike left a binder on the floor and Mrs. Ness tripped on in while she was making her way across the room to help another group.

RULE # _______

6. Rebecca got up during a lab to borrow a pencil from her friend. On her way back to her seat, she bumped into someone who was holding a glass beaker.

 RULE # ________

7. Bob was convinced that one of the liquids he was using during a lab activity was maple syrup, so he smelled it just to be sure.

RULE # ________

8. Sue didn’t have time the night before to read over the lab directions, so she had her lab partner read the steps off as they were working on the lab.

RULE # _______

9. At the end of a lab, a group quickly put away their materials, however, the table had paper clippings and water drops on it when they left.

RULE # _______

10. During a lab activity, David put a glass beaker down on the lab table. Because he didn’t put it close enough to the middle of the table, his partner, Greg, knocked on the floor with his elbow and it broke.

RULE # _______

LAB EQUIPMENT & SAFETY - REVIEW

Professor Absent-Mind recently moved his chemistry lab. He has a tendency to be somewhat relaxed in his organizational skills; in other words, he has NONE! He does, however, have chemistry students that have graciously volunteered to help him organize the lab. The only issue is that the Professor has been called to go on a research study in the Amazon Forest, and has left you in charge of identifying and organizing all of the laboratory equipment. You have been given a list & 24 pictures of lab equipment that the professor has in his collection.  Follow the instructions for each activity carefully!

Before you begin your task, I need to express the importance of LAB SAFETY!!!  Please take this information seriously to protect yourself and your lab partners!!!

Equipment Names Scavenger Hunt

LAB EQUIPMENT REVIEW  (Click)

INTRODUCTION:

In this activity, you can work alone or with a partner to find the names of each piece of lab equipment pictured below. 

• To help you, a list of Common Lab Equipment are listed below. Each item pictured is on the list, but some equipment listed does not have a corresponding picture.  
• Number a piece of notebook paper #1 - 24.  
• Write the name of each picture next to the corresponding number. 
• Turn in Lab Equipment paper when completed (Due:  September 9)

• 2 graphics below may help you with naming the #1 - 24 Common Lab Equipment Pictures.  Check the resource sites listed below for any extra assistance you need.

VOCABULARY TERMS & DEFINITIONS:

• use 3 x 5 cards to make your Vocab Terms & Definitions - DUE:  9/10
• On the Definition side of Card - 
• add the defintion of each Vocab Term in pink from the list below 
• also add at least one use of the tool/instrument.
• the Resource Sites will give you extra information to complete the Vocab Cards

1. Name of equipment (side 1)
2. Explain this equipment’s use in the lab (side 2)
3. What safety precaution must be taken with this piece of equipment? (side 2)

Equipment Names Scavenger Hunt

LAB EQUIPMENT REVIEW

Common Lab Equipment Pictures
1	2	3	4
5	6	7	8
9	10	11	12
13	14	15	16
17	18	19	20
21	22	23	24

Common Lab Equipment Names beaker beaker tongs bunsen burner buret buret/iron-ring stand c-clamp clay triangle conical flask cork crucible & lid cover crucible tongs dilution plate Erlenmeyer flask evaporating dish filter paper flat-bottomed flask (Florence) forceps/tweezers funnel glass stirring rod graduate cylinder hand lens hot plate litmus paper medicine dropper microscope microscope slide microscope cover slip micro plate mortar & pestle pH paper petri dish & cover pipette & bulb reagent bottle round bottomed flask rubber stopper safety glasses/goggles spatula spot plate spring scale balance striker test tube test tube brush test tube holder test tube rack thermometer tongs triple beam balance tripod tubing clamp utility clamp volumetric flask watch glass wash bottle weigh paper weight scale wire gauze

Resource Sites - Lab Equipment (review)

• LAB EQUIPMENT INFORMATION 2

• LAB EQUIPMENT INFORMATION 3

• LAB EQUIPMENT INFORMATION 4

FIRE SAFETY

FINAL STEP:
When you feel confident in your ability to name & understand uses of commonly used Lab Equipment & Safety Symbols, 

• take each of the quizzes. 
• The quizzes may be taken as many times as needed to achieve a proficiency level of 90%.  
• Turn in Quiz Sheet (notebook paper) completed with quizzes scores!  
• Due:  September 9

Click on Each Title to take QUIZZES.

  #1 - Lab Equipment Names Test

 #2 -  LAB EQUIPMENT USES

#3 -   LAB SAFETY SYMBOLS

#4 -    LAB SAFETY SYMBOLS -2

#5 -   LAB SAFETY EQUIPMENT

#6 -   LAB SAFETY EQUIPMENT - 2