REVIEW – AIR AND AERODYNAMICS & FLIGHT
You were asked to review the booklet before this session. Did you get your questions answered? If not contact your local Grade 6 teacher ASAP.
We have been working on creating study notes. How did you do during our review session? If you are worried or concerned about the content of your notes and are missing something please come talk with me and we can do a quick review. |
BANANA DNA |
Extracting Banana DNA
Single Procedure: ½ of a banana 1 drop of dish soap tiny pinch of salt 3-4 Tbsp water 1. Put the above in a Ziploc bag and mash it together. 2. Let the bag sit for 5 minutes. Use this time to either discuss what DNA might look like or why you added the salt and detergent and are mashing it. 3. Strain the mix through a coffee filter (you may have to squeeze it gently) into a small glass beaker (50mL). You want to have around 10mL (2tsp) for each extraction. 4. Tilt the beaker and slowly pour ice-cold rubbing alcohol (isopropyl alcohol) down the side so you end up with an alcohol layer 2x the volume of the banana mix. The alcohol is less dense than the banana liquid so it will float on top. 5. Using a toothpick you can gently spool the DNA. The Explanation Since DNA is the blueprint for life, everything living contains DNA. Our source of DNA is a banana. The detergent and the mechanical ‘mashing’, break down the banana cell walls, plasma membranes and nuclear membranes to release the DNA. The detergent emulsifies the lipid bi-layer of the membranes. We wash our hands with soap to destroy bacteria/germ cells. DNA has a net negative charge. The sodium ions of salt (NaCl) neutralize/shield and stabilize the DNA molecules, allowing them to move closer together. The alcohol dehydrates the DNA so that it precipitates out of solution. This happens at the interface between the banana liquid and the alcohol. The protein and grease that we broke up in the first step prefer the bottom, watery layer, while the DNA prefers the top, alcohol layer. DNA is a long, stringy molecule that likes to clump together. Why does the DNA clump together? Single molecules of DNA are long and stringy. Each cell of your body contains six feet of DNA, but it's only one-millionth of an inch wide. To fit this entire DNA into your cells, it needs to be packed efficiently. To solve this problem, DNA twists tightly and clumps together inside cells. Even when you extract DNA from cells, it still clumps together, though not as much as it would inside the cell. Note: Ice-cold alcohol works best but you can also use alcohol at room temperature. Extensions: · Experiment with other DNA sources. Which source gives you the most DNA? How can you compare them? · Experiment with different soaps and detergents. Do powdered soaps work as well as liquid detergents? · Experiment with leaving out or changing steps. Try changing how much of each ingredient you use. |
Sources
Genetic Science Learning Center @ The University of Utah (2005) The gross extraction we did in class. http://www-tc.pbs.org/wgbh/nova/education/activities/pdf/3214_01_nsn_01.pdf Modified from Bilash, B. & M. Shields. A Demo a Day: A Year of Biological Demostrations. Flinn Scientific., Inc. Batavia, Il. http://gslc.genetics.utah.edu/units/activities/extraction/ image of DNA using electron microscope and x-ray crystallography http://www.newscientist.com/article/dn22545-dna-imaged-with-electron-microscope-for-the-first-time.html#.U3pSXqC2Xao Resources to Support Lesson: What is DNA http://learn.genetics.utah.edu/content/molecules/dna/ For students interested in further information on genetics http://learn.genetics.utah.edu/content/basics/ |
NOTES FROM GUEST SPEAKER:
What makes us humans . . . -Curiosity/ Quest for knowledge - Instinct for survival - Creativity Private vs Public space exploration: -regulations -cost effective when private -ethics - interest in Arts and Culture Risks of space exploration: -What responsibility to we have to our selves as individuals, to the human race to our solar system, etc - is it ethical to spend millions to send a colony to the moon and then millions more for supplies/ food when we have people starving here on earth. - Does the value of human life change in space exploration. (if people die during the space exploration/ colonization is that worth the risk? Is it a total loss?) Mining the Moon? - surface of moon has enough Helium 3 to power the earth for thousands of year. -impact ocean tides? - digging fossil fuels vs digging up moon - you can't own the resources in the space (Space Treaty) Space Treaty -Space Economy: A modern day goldrush -private companies that are planning to mine meteorites (private funded endeavor but when you sell the product who owns it. Who receives profit? - helping humanity vs profit . . . does there need to be a paradigm shift on earth about what humanity values? Exposure of Long Term Space Exposure - radiation issues - effects and changes on human physiology - babies born in space would have weaker bones, taller, weaker heart. . . . likely hood of them surviving returning to earth is unlikely. Options (Science Fiction - Reality) - use old fuselages to create a space hotel - boor into a meteorite, attach an engine and use that as a vehicle to travel through space Considerations of space travel/ exploration/ terraforming Biological -medical -maintaing bio diversity - risk of injury/ death/ mental health Environmental -impact on earth -impact in space -contamination of pristine enviro Societal -space treaty Digital divide -cultural diversity in space Economical -costly & unknown return on investment - impact of new source of resource Take what you need: -air, water & food (How do you transport volume of air, water & food needed? How fast can you start to produce food? How sustainable can you make a colony?) - Reality of RADIATION - currently can not eat food grown in space, conceive or give birth, stay for prolonged periods of time |
Questions for Mr. Hazin:
· How does the International Space Treaty impact space projects? · Is it ethical and logical for us as humans to colonize another planet? · Should we even stay in our solar system if we were to leave earth? · Is it more dangerous to stay on earth or to leave if we were faced with a natural disaster that would impact everyone who lives on earth? · Are there sustainable resources on Mars? · What are the side effects of being in zero gravity and how would you recommend we deal with these? · What are some realistic hazards of travelling to these planets and what do you recommend we do to protect the citizens? · Is it right to have humans inhabit planets with the chance they may wipe out indigenous life forms? · How will the colonists of other planets maintain food, water, oxygen and health resources? · What are the hazards while we are building a colony in space? · How do you thrive on the planet? · Approximately how long does it take to travel 1 AU? · Who would be most valuable and beneficial to bring when going and forming a new colony? · How would you advise choosing which people to colonize another planet? · If there was a solar storm or other weather issues on our journey how would you advise we address them or should we go at all based upon these factors? · Where would you colonize first and would you take advantage of its resources? · Where on a planet would you colonize? What are you looking for in a possible planet to inhabit? · What is your opinion for the best planet to live on other than earth and why? · How would you advise we take care of the environment on a new planet that we inhabit? |
Relevant Links
MORE LINKS AND SLIDE SHOW TO BE POSTED SOON
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EVIDENCE AND INVESTIGATION
Sky Science Links
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e-MISSION
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STUDENT SITE : browse through supplementary material and related links: http://www.e-missions.net/msssa/start.htm
Required Readings (questions at end of each – should be able to answer orally) Space Weather Forecasting: http://www.e-missions.net/msssa/teacher/T_spaceweather_student.htm Radiation: Friend or Foe: http://www.e-missions.net/msssa/teacher/T_friendfoe_student.htm Emergency Procedures on the Space Station: http://www.e-missions.net/msssa/teacher/T_911procedures_student.htm Rechargeable Batteries: http://www.e-missions.net/msssa/teacher/T_batteries_student.htm Energy Supply Problem: http://www.e-missions.net/msssa/teacher/T_energysupply_student.htm Radiation and the Human Recipe: http://www.e-missions.net/msssa/teacher/T_radrecipe_student.htm Living in a Bubble: http://www.e-missions.net/msssa/teacher/T_bubble.htm |
MAGMAGEDDON: Flying Project
Mission:
Build a flyer/ glider that uses the principles of flight that you will throw (provide the thrust for) to land on a planet (on the gym model).
Requirements:
-the flyer must fit through a door
- must carry weight
- any material is possible
- cannot come from a ‘kit’ but you can use pieces of a kit to create a custom flyer
- must buy and carry an Establishment Package (10 grams)
CARGO SHOP:
10 grams = 4 pennies
1 gram = 1 paperclip
1 Establishment Package
(equipment: terraforming machinery, housing, generators, solar panel system, temperature regulators, oxygen machines and basic food and water for 4 months needed (max 100 people)= 10 grams
10 people (with some basic possessions) = 1 gram
15 animals (with feed for 4 months; Type: Farm or Wild (describe region ie: Africa) ) = 1 gram
Green House Kit (building, soil, various plants for up to 50 people) = 1 gram
Medical Kit (medicine/ mini hospital equipment for up to 50 people & 5 year supply ) = 1 gram
Cultural Freight (packed with 30 items of your choosing ie: art, political & cultural artifacts ) = 1 gram
Mission:
Build a flyer/ glider that uses the principles of flight that you will throw (provide the thrust for) to land on a planet (on the gym model).
Requirements:
-the flyer must fit through a door
- must carry weight
- any material is possible
- cannot come from a ‘kit’ but you can use pieces of a kit to create a custom flyer
- must buy and carry an Establishment Package (10 grams)
CARGO SHOP:
10 grams = 4 pennies
1 gram = 1 paperclip
1 Establishment Package
(equipment: terraforming machinery, housing, generators, solar panel system, temperature regulators, oxygen machines and basic food and water for 4 months needed (max 100 people)= 10 grams
10 people (with some basic possessions) = 1 gram
15 animals (with feed for 4 months; Type: Farm or Wild (describe region ie: Africa) ) = 1 gram
Green House Kit (building, soil, various plants for up to 50 people) = 1 gram
Medical Kit (medicine/ mini hospital equipment for up to 50 people & 5 year supply ) = 1 gram
Cultural Freight (packed with 30 items of your choosing ie: art, political & cultural artifacts ) = 1 gram
Plane Goal Setting:
You must set a goal weight for your flyer and then move forward in deciding what portion of your cargo will be people and what portion will be freight.
Name:
Pick a name that has historic significance and meaning for your aircraft. Please compose a paragraph introducing the world to your flyer, its name and the origins of its name. |
Weight:
Standard Empty Weight: the weight of an aircraft empty but including unusable fuel, full operating fluids and full engine oil. Payload: is defined as the weight of the people and items that are being transported, including passengers, their luggage, and cargo. YOU MUST DOCUMENT THE STANDARD EMPTY WEIGHT OF YOUR FLYER AND THE PAYLOAD. |
Plans and Pics:
Please include photos, sketches and plans for your flyer. Capture the evolution of your flyer from concept to execution. Treat this section as a journal page and be sure to document your progress. |
People:
Create a detailed list of the passengers that you hope to bring with you to terraform your new home. Be as specific as possible. Using names, or job descriptions to identify the passengers. (hint: 2x2 square might help you with this process) |
Freight:
What will you need to bring along and what do you want to bring along. Write down your wish lists and goals. |
According to the definition of supermoon coined by an astrologer, Richard Nolle, over 30 years ago – and popularized only in the past few years – the year 2014 has a total of five supermoons. They are the two new moons of January, and the full moons of July, August and September. January 1, 2014 was the year’s first supermoon, and January 30 will be the second. We’ve heard people call this second new moon a Black Moon, but that name doesn’t come from astronomy either. Still, like any supermoon, the January 30 supermoon will have an effect on Earth’s oceans. Expect large tides. We won’t have a single calendar month with two supermoons again until January 2018. Follow the links below to learn more about the supermoons of 2014, about what makes a moon a supermoon, and more.
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Bernoulli's Principle
Project |
Objective: Students will understand Bernoulli's Principle
Task: Students need to create a project that demonstrates their understanding of how Bernoulli's Principle works and how this information will aid them in MAGMAGEDDON. Requirements: You have 2.5 hours to complete the whole project (proposal, learning, plan project and create it) The type of project you decide to create must reflect your learning style and preferences based on your learner profile. This will also need to be justified in your project. (ie: a brief write up on your poster) You may approach this solo or with a partner who also has the same learning profile. Jan. 7: 1 hr & Jan. 8: 1.5 hr Please have your plan approved with deBoer before proceeding. |
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Design a parachute that will save the life of an egg when dropped off a 20' ladder.
After looking at properties of air and the 4 forces of air, students were challenged to apply their knowledge and create a test chute. What counts?
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Stations:
- Tree Cookies – students analyze tree cookies for signs of damage, including the blue stain fungus from the MPB
- Tree cookies
- Guides to insect damage
- Guides to reading tree cookies to determine tree’s history
- Tree cookies with blue stain fungus indicated
- Binocular microscopes
- Parts of a Tree – students view cross sections of a tree and determine the location of the outer bark, inner bark or phloem, cambium, xylem or sapwood and heartwood (blue stain fungus clogs water-carrying tubes in the xylem)
- Binocular microscopes
- Tree cookies
- Parts of a tree diagrams
- Tree cookies with blue stain fungus indicated
- Photosynthesis – students review the process of photosynthesis (which was taught last September when we did leaf chromatography as part of our work in chemistry)
- Assorted green, yellow and red leaves
- Binocular microscopes for viewing stomata
- Diagrams of photosynthesis
- Larvae Galleries – students view bark sample containing MPB larvae galleries
- Bark sample
- Diagrams of larvae galleries and the life cycle of the MPB
- Magnifying glasses
- Tree Identification – students can compare broadleaf and needleaf tree samples, including white spruce, blue spruce, lodgepole pine, trembling aspen poplar, balsam poplar and mountain ash and crab apple.
- Tree branch samples
- Tree Identification Guides
- Trees of Alberta posters
Useful Resources:
http://mpb.alberta.ca/
http://cfs.nrcan.gc.ca/pages/49
http://environment.gov.ab.ca/info/library/8806.pdf pages 1-4 have a good, concise explanation
http://www.pc.gc.ca/eng/docs/v-g/dpp-mpb/index.aspx
http://www.cofi.org/wp-content/uploads/2011/12/MPB-Activity-sheets-Secondary.pdf
http://srd.alberta.ca/MapsPhotosPublications/documents/SRD-ED-MountainPineBeetle-TeachersGuide.pdf - pages 1-6 give a clear summary of the issue, the beetle and how it affects trees
In the news:
http://www.ctvnews.ca/pine-beetles-defying-anti-infestation-efforts-in-alberta-1.728672
http://www.cityofgp.com/index.aspx?page=909
http://www.cbc.ca/news/technology/mountain-pine-beetle-poised-to-ravage-eastern-canada-1.1339467
http://www.vancouversun.com/business/industry/Alberta+mill+middle+pine+beetle+battle/8409801/story.html
http://past.theweathernetwork.com/news/storm_watch_stories3&stormfile=temperatures_helping_alberta_140311
http://www.youtube.com/watch?v=XJ8TmdEETpI
MPB and Climate Change:
http://www.youtube.com/watch?v=dCFyYIcGL_w
http://www.youtube.com/watch?v=MRSR5L5e28g
Forestry:
http://srd.alberta.ca/LandsForests/ForestHealth/ForestPests/
http://aesrd.wordpress.com/2013/03/12/alberta-vs-mountain-pine-beetle/
http://cfs.nrcan.gc.ca/pages/49 Canadian Forest Service (includes some images that may be copied – see details on site)
http://cfs.nrcan.gc.ca/mpb-dpp other resources from the Canadian Forest Service
http://mpb.alberta.ca/ Alberta Forestry
Environmentalist:
http://treecanada.ca/en/programs/operation-releaf/alberta-mountain-pine-beetle-releaf/
http://mpb.alberta.ca/
http://cfs.nrcan.gc.ca/pages/49
http://environment.gov.ab.ca/info/library/8806.pdf pages 1-4 have a good, concise explanation
http://www.pc.gc.ca/eng/docs/v-g/dpp-mpb/index.aspx
http://www.cofi.org/wp-content/uploads/2011/12/MPB-Activity-sheets-Secondary.pdf
http://srd.alberta.ca/MapsPhotosPublications/documents/SRD-ED-MountainPineBeetle-TeachersGuide.pdf - pages 1-6 give a clear summary of the issue, the beetle and how it affects trees
In the news:
http://www.ctvnews.ca/pine-beetles-defying-anti-infestation-efforts-in-alberta-1.728672
http://www.cityofgp.com/index.aspx?page=909
http://www.cbc.ca/news/technology/mountain-pine-beetle-poised-to-ravage-eastern-canada-1.1339467
http://www.vancouversun.com/business/industry/Alberta+mill+middle+pine+beetle+battle/8409801/story.html
http://past.theweathernetwork.com/news/storm_watch_stories3&stormfile=temperatures_helping_alberta_140311
http://www.youtube.com/watch?v=XJ8TmdEETpI
MPB and Climate Change:
http://www.youtube.com/watch?v=dCFyYIcGL_w
http://www.youtube.com/watch?v=MRSR5L5e28g
Forestry:
http://srd.alberta.ca/LandsForests/ForestHealth/ForestPests/
http://aesrd.wordpress.com/2013/03/12/alberta-vs-mountain-pine-beetle/
http://cfs.nrcan.gc.ca/pages/49 Canadian Forest Service (includes some images that may be copied – see details on site)
http://cfs.nrcan.gc.ca/mpb-dpp other resources from the Canadian Forest Service
http://mpb.alberta.ca/ Alberta Forestry
Environmentalist:
http://treecanada.ca/en/programs/operation-releaf/alberta-mountain-pine-beetle-releaf/