Mrs. Jordan's Blog: 2015

Thursday, May 21, 2015

Science Safety Contract for Laboratory

SAFETY REGULATIONS FOR SCIENCE STUDENTS

While working in the science laboratory, you will have certain important responsibilities that do not apply to other classrooms. You will be working with materials and apparatus which, if handled carelessly or improperly, have the potential to cause injury or discomfort to someone else as well as yourself.

A science laboratory can be a safe place in which to work if you, the student, are foresighted, alert, and cautious. The following practices will be followed:
1.Report any accident to the teacher immediately, no matter how minor, including reporting any burn, scratch, cut, or corrosive liquid on skin or clothing.
2.Prepare for each laboratory activity by reading all instructions. Follow all directions implicitly and intelligently. Make note of any modification in procedure given by the instructor.
3.Any science project or individually planned experiment must be approved by the teacher.
4.Use only those materials and equipment authorized by the instructor.
5.Inform the teacher immediately of any equipment not working properly.
6.Clean up any nonhazardous spill on the floor or work space immediately.
7.Wear appropriate eye protection, as directed by the instructor, whenever you are working in the laboratory. Safety goggles must be worn during hazardous activities involving caustic/corrosive chemicals, heating of liquids, and other activities that may injure the eyes.
8.Splashes and fumes from hazardous chemicals present a special danger to wearers of contact lenses. Therefore, students should preferably wear regular glasses inside splash-proof goggles during all lab activities where exposure to chemicals or chemical fumes is possible.
9.Students with open skin wounds on hands must wear gloves or be excused from the laboratory activity.
10.Never carry hot equipment or dangerous chemicals through a group of students.
11.Check labels and equipment instructions carefully. Be sure correct items are used in the proper manner.
12.Never taste anything or touch chemicals with the hands, unless specifically instructed to do so.
13.Test for odor of chemicals only by waving your hand above the container and sniffing cautiously from a distance.
14.Eating or drinking in the laboratory or from laboratory equipment is not permitted.
15.Use a mechanical pipette filler (never the mouth) when measuring or transferring small quantities of liquid with a pipette.
16.When heating material in a test tube, do not look into the tube or point it in the direction of any person during the process.
17.Never pour reagents back into bottles, exchange stoppers of bottles, or lay stoppers on the table.
18.When diluting acids, always pour acids into water, never the reverse. Combine the liquids slowly while stirring to distribute heat buildup throughout the mixture.
19.Keep hands away from face, eyes, and clothes while using solutions, specimens, equipment, or materials in the laboratory. Wash hands as necessary and wash thoroughly at the conclusion of the laboratory period.
20.To treat a burn from an acid or alkali, wash the affected area immediately with plenty of running water. If the eye is involved, irrigate it at the eyewash station without interruption for 15 minutes. Report the incident to your instructor immediately.
21.Know the location of the emergency eyewash and face-wash station, fire blanket, fire extinguisher, fire alarm box, and exits.
22.Know the proper fire- and earthquake-drill procedures.
23.Roll long sleeves above the wrist. Long, hanging necklaces, bulky jewelry, and excessive and bulky clothing should not be worn in the laboratory.
24.Confine long hair during a laboratory activity.
25.Wear shoes that cover the toes, rather than sandals, in the laboratory.
26.Keep work areas clean. Floors and aisles should be kept clear of equipment and materials.
27.Light gas burners only as instructed by the teacher. Be sure no volatile materials (such as alcohol or acetone) are being used nearby.
28.Use a burner with extreme caution. Keep your head and clothing away from the flame and turn it off when not in use.
29.Use a fire blanket (stop, drop, and roll) to extinguish any flame on a person.
30.Dispose of laboratory waste as instructed by the teacher. Use separate, designated containers (not the wastebasket) for the following:
•Matches, litmus paper, wooden splints, toothpicks, and so on
•Broken and waste glass
•Rags, paper towels, or other absorbent materials used in the cleanup of flammable solids or liquids
•Hazardous/toxic liquids and solids
31.Place books, purses, and such items in the designated storage area. Take only laboratory manuals and notebooks into the working area.
32.Students are not permitted in laboratory storage rooms or teachers’ workrooms without the approval of the teacher.
33.Remove all broken glass from the work area or floor as soon as possible. Never handle broken glass with bare hands; use a counter brush and dustpan.
34.Report broken glassware, including thermometers, to the instructor immediately.
35.Operate electrical equipment only in a dry area and with dry hands.
36.When removing an electrical plug from its socket, pull the plug, not the electrical cord.
37.Treat all animals in the science laboratory humanely; that is, with respect and consideration for their care.
38.Always approach laboratory experiences in a serious and courteous manner.
39.Always clean the laboratory area before leaving.
40.Students and teacher wash hands with soap and water before leaving the laboratory area.

Note: Persistent or willful violation of the regulations will result in the loss of laboratory privileges and possible dismissal from the class.

Chemistry Course of Study 2015-2016

Science, Grade 9 - 12, Chemistry, 2005

1.) Differentiate among pure substances, mixtures, elements, and compounds.

• Distinguishing between intensive and extensive properties of matter

• Contrasting properties of metals, nonmetals, and metalloids

• Distinguishing between homogeneous and heterogeneous forms of matter

2.) Describe the structure of carbon chains, branched chains, and rings.

3.) Use the periodic table to identify periodic trends, including atomic radii, ionization energy, electronegativity, and energy levels.

• Utilizing electron configurations, Lewis dot structures, and orbital notations to write chemical formulas

• Calculating the number of protons, neutrons, and electrons in an isotope

• Utilizing benchmark discoveries to describe the historical development of atomic structure, including photoelectric effect, absorption, and emission spectra of elements

Example: Thompson's cathode ray, Rutherford's gold foil, Millikan's oil drop, and Bohr's bright line spectra experiments

4.) Describe solubility in terms of energy changes associated with the solution process.

• Using solubility curves to interpret saturation levels

• Explaining the conductivity of electrolytic solutions

• Describing acids and bases in terms of strength, concentration, pH, and neutralization reactions

• Describing factors that affect the rate of solution

• Solving problems involving molarity, including solution preparation and dilution

5.) Use the kinetic theory to explain states of matter, phase changes, solubility, and chemical reactions.

Example: water at 25 degrees Celsius remains in the liquid state because of the strong attraction between water molecules while kinetic energy allows the sliding of molecules past one another

6.) Solve stoichiometric problems involving relationships among the number of particles, moles, and masses of reactants and products in a chemical reaction.

• Predicting ionic and covalent bond types and products given known reactants

• Assigning oxidation numbers for individual atoms of monatomic and polyatomic ions

• Identifying the nomenclature of ionic compounds, binary compounds, and acids

• Classifying chemical reactions as composition, decomposition, single replacement, or double replacement

• Determining the empirical or molecular formula for a compound using percent composition data

7.) Explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles using Charles's law, Boyle's law, Gay-Lussac's law, the combined gas law, and the ideal gas law.

8.) Distinguish among endothermic and exothermic physical and chemical changes.

Examples:

- endothermic physical—phase change from ice to water,

- endothermic chemical—reaction between citric acid solution and baking soda,

- exothermic physical—phase change from water vapor to water,

- exothermic chemical—formation of water from combustion of hydrogen and oxygen

• Calculating temperature change by using specific heat

• Using Le Châtelier's principle to explain changes in physical and chemical equilibrium

9.) Distinguish between chemical and nuclear reactions.

• Identifying atomic and subatomic particles, including mesons, quarks, tachyons, and baryons

• Calculating the half-life of selective radioactive isotopes

• Identifying types of radiation and their properties

• Contrasting fission and fusion

• Describing carbon-14 decay as a dating method

Biology State Course of Study for 2015-2016

Science, Grade 9 - 12, Biology, 2005

1.) Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment.

• Describing the steps of the scientific method

• Comparing controls, dependent variables, and independent variables

• Identifying safe laboratory procedures when handling chemicals and using Bunsen burners and laboratory glassware

• Using appropriate SI units for measuring length, volume, and mass

2.) Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis.

• Identifying functions of carbohydrates, lipids, proteins, and nucleic acids in cellular activities

• Comparing the reaction of plant and animal cells in isotonic, hypotonic, and hypertonic solutions

• Explaining how surface area, cell size, temperature, light, and pH affect cellular activities

• Applying the concept of fluid pressure to biological systems

Examples: blood pressure, turgor pressure, bends, strokes

3.) Identify reactants and products associated with photosynthesis and cellular respiration and the purposes of these two processes.

4.) Describe similarities and differences of cell organelles, using diagrams and tables.

• Identifying scientists who contributed to the cell theory

Examples: Hooke, Schleiden, Schwann, Virchow, van Leeuwenhoek

• Distinguishing between prokaryotic and eukaryotic cells

• Identifying various technologies used to observe cells

Examples: light microscope, scanning electron microscope, transmission electron microscope

5.) Identify cells, tissues, organs, organ systems, organisms, populations, communities, and ecosystems as levels of organization in the biosphere.

• Recognizing that cells differentiate to perform specific functions

Examples: ciliated cells to produce movement, nerve cells to conduct electrical charges

6.) Describe the roles of mitotic and meiotic divisions during reproduction, growth, and repair of cells.

• Comparing sperm and egg formation in terms of ploidy

Example: ploidy—haploid, diploid

• Comparing sexual and asexual reproduction

7.) Apply Mendel's law to determine phenotypic and genotypic probabilities of offspring.

• Defining important genetic terms, including dihybrid cross, monohybrid cross, phenotype, genotype, homozygous, heterozygous, dominant trait, recessive trait, incomplete dominance, codominance, and allele

• Interpreting inheritance patterns shown in graphs and charts

• Calculating genotypic and phenotypic percentages and ratios using a Punnett square

8.) Identify the structure and function of DNA, RNA, and protein.

• Explaining relationships among DNA, genes, and chromosomes

• Listing significant contributions of biotechnology to society, including agricultural and medical practices

Examples: DNA fingerprinting, insulin, growth hormone

• Relating normal patterns of genetic inheritance to genetic variation

Example: crossing-over

• Relating ways chance, mutagens, and genetic engineering increase diversity

Examples: insertion, deletion, translocation, inversion, recombinant DNA

• Relating genetic disorders and disease to patterns of genetic inheritance

Examples: hemophilia, sickle cell anemia, Down's syndrome, Tay-Sachs disease, cystic fibrosis, color blindness, phenylketonuria (PKU)

9.) Differentiate between the previous five-kingdom and current six-kingdom classification systems.

• Sequencing taxa from most inclusive to least inclusive in the classification of living things

• Identifying organisms using a dichotomous key

• Identifying ways in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial and harmful

Examples:

- beneficial—decomposers,

- harmful—diseases

• Justifying the grouping of viruses in a category separate from living things

• Writing scientific names accurately by using binomial nomenclature

10.) Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.

• Describing the histology of roots, stems, leaves, and flowers

• Recognizing chemical and physical adaptations of plants

Examples:

- chemical—foul odor, bitter taste, toxicity;

- physical—spines, needles, broad leaves

11.) Classify animals according to type of skeletal structure, method of fertilization and reproduction, body symmetry, body coverings, and locomotion.

Examples:

- skeletal structure—vertebrates, invertebrates;

- fertilization—external, internal;

- reproduction—sexual, asexual;

- body symmetry—bilateral, radial, asymmetrical;

- body coverings—feathers, scales, fur;

- locomotion—cilia, flagella, pseudopodia

12.) Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration, and hibernation.

• Identifying ways in which the theory of evolution explains the nature and diversity of organisms

• Describing natural selection, survival of the fittest, geographic isolation, and fossil record

13.) Trace the flow of energy as it decreases through the trophic levels from producers to the quaternary level in food chains, food webs, and energy pyramids.

• Describing the interdependence of biotic and abiotic factors in an ecosystem

Examples: effects of humidity on stomata size, effects of dissolved oxygen on fish respiration

• Contrasting autotrophs and heterotrophs

• Describing the niche of decomposers

• Using the ten percent law to explain the decreasing availability of energy through the trophic levels

14.) Trace biogeochemical cycles through the environment, including water, carbon, oxygen, and nitrogen.

• Relating natural disasters, climate changes, nonnative species, and human activity to the dynamic equilibrium of ecosystems

Examples:

- natural disasters—habitat destruction resulting from tornadoes;

- climate changes—changes in migratory patterns of birds;

- nonnative species—exponential growth of kudzu and Zebra mussels due to absence of natural controls;

- human activity—habitat destruction resulting in reduction of biodiversity, conservation resulting in preservation of biodiversity

• Describing the process of ecological succession

15.) Identify biomes based on environmental factors and native organisms.

Example: tundra—permafrost, low humidity, lichens, polar bears

16.) Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem.

Examples:

- density-dependent—disease, predator-prey relationships, availability of food and water;

- density-independent—natural disasters, climate

• Discriminating among symbiotic relationships, including mutualism, commensalism, and parasitism

Wednesday, May 13, 2015

Chapter 11 Section 2-3 notes

Chapter 11 Section 2-3 notes

I. What are the types of media?

a. Print (newpapers, magazines, newletters, and books)

b. Electronic (radio, tv, and internet)

II. What is the role of the media?

a. They help define the public agenda. (what most american’s think is important)

b. They report on candidates (called coverage).

c. They are the watchdog over government officials and activities.

i. Sometimes they get the information through a leak. (information passed secretly to reporters)

d. They can report on national security and military issues. (there is a real issue between whether this is a good thing or not.)

III. What are some safeguards of media?

a. First amendment allows freedom of the press. This means that the government cannot censor the material before it is published.

b. Limits:

i. No libel- cannot write something about someone that is unree and will harm their reputation.

ii. Malice- cannot publish something for evil intent.

iii. 31 states have laws to protect reporters from revealing their sources, but in most cases reporters are NOT free from presenting evidence.

IV. Who regulates the media?

a. FCC- Federal Communications Commission

b. They set rules and can impose fines for breaking those rules.

V. What is an interest group?

a. People who get together to promote an idea. (NRA-freedom to own guns)

b. Economic interest groups-groups that try to influence government decisions to help their industry’s. (U.S. chamber of commerce is the largest)

c. Public interest groups try to promote only the interest of their members, but benefit society as a whole. Ex: League of women voters.

VI. How do interest groups influence government?

a. Elections

b. Courts

c. Getting laws declared unconstitutional

d. Use propaganda (mail, advertisements, public event sponsors)

VII. Lobbying

a. Must know how government work

b. Must be good at working contacts and making relationships

c. Are able to draft their own bills to give to lawmakers

d. Watch over enforcement of laws

VIII. Regulating interest groups

a. US has many laws to regulate how interest groups work, and impose strict fines and jail time to enforce these rules.

leak

libel

malice

interest group

public opinion poll

mass media

political action committee

lobbyist

nonpartisan

public opinion

Monday, May 11, 2015

Civics vocabulary list to know for first vocabulary quiz on Wednesday- moved to Thursday

leak
libel
malice
interest group
public opinion poll
mass media
political action committee
lobbyist
nonpartisan
public opinion

Civics notes

Mrs. Jordan’s Civics Chapter 11 Notes

Public Opinion-

What is it?

The ideas and attitudes that most (not all) people have about an idea or person.

What is it’s role?

Helps shape the decisions of the president because it determines the voting of the congress. ****Important to know: public opinion is not uniform. There are usually two or more sides to every issue.

Where does public opinion come from?

a) Mass media- tv, radio, newspapers, magazines, recordings, movies, internet web sites, and books

b) Public officials- people elected to office.

c) Interest groups- also called Political Action Committees or (PACs) and Lobbyist

a. AL Builders PAC

b. AL Power Co State Employees PAC

c. Mid-South Carpenters Regional Council AL PAC

d. Plumbers and Steamfitters #119

e. Sheet Metal Workers Local #441

f. Alabama Republican Women PAC

g. Planned Parenthood PAC

d) Person’s background -Including family, socioeconomic, religion, and culture

What does socioeconomic mean? The amount of money people make puts them in a location in society.

What does culture mean? The traditions and beliefs of a people based on where they live and the customs they are exposed to. (southern culture, b lack culture, northern culture)

Features of Public Opinion

1. Direction- is the opinion of a subject positive or negative

Ex: After Columbine school shooting, do you think the opinion about gun control would be positive or negative?

2. Intensity- strength of opinion

Ex: In Baltimore, do you think people had a strong opinion about the police and their “fairness” in issuing arrests and justice?

3. Stability- how firmly hold to their views and beliefs

Ex: Discuss abortion and views. Hold a vote.

How do we Measure Public Opinion?

A series of questions are called a poll or survey.

Polls are inaccurate because opinion can change.

Pollsters- a person whose job is do conduct polls.

Polls can be worded so that the questions are asked in such a way to influence the answer. These types of polls are called Push polls.