Science+9

Course Outline[[file:course outline for Science 9 2015.doc]]
Attendance Policy: Student Handbook 20152016:


 * EXAM REVIEW FILES**

1) Students worked on population growth rate in class assignment. We went through answers together.
 * November 18, 2015**
 * Objectives: **- Students will understand and differentiate between asexual reproduction and sexual reproduction.

1) Collected items for assignment due today. 2) Finished notes on 5 types of asexual reproduction.
 * November 17, 2015**
 * Objectives: **- Students will understand and differentiate between asexual reproduction and sexual reproduction.

- Students will understand and differentiate between asexual reproduction and sexual reproduction.
 * November 16, 2015**
 * Objectives: ** - Students will describe the importance of cell division and process of mitosis.

1) Reviewed all steps of mitosis. Quiz on mitosis set for Monday, Nov 23 2) Students were given class time to work on questions for assignment due tomorrow 3) Started lecture on 5 types of asexual reproduction

1) Students finished the microviewer lab started yesterday if not yet finished. 2) Students were given a number of questions to work on to be handed in as an assignment on Tuesday.
 * November 13, 2015**
 * Objectives: ** - Students will describe the importance of cell division and process of mitosis.
 * Questions on mitosis on lecture slide
 * Section 5.5 questions
 * Mitosis flow chart
 * Mitosis phases identification

1) Finished notes on mitosis. 2) Microviewer lab on mitosis completed in class. Students handed in their lab sheets at the end of class regardless of whether finished or not. Will be given additional time at the start of class tomorrow to finish
 * November 12, 2015**
 * Objectives: ** - Students will describe the importance of cell division and process of mitosis.

1) Checked homework assigned yesterday. 2) Began lecture on mitosis. Got as far as anaphase
 * November 10, 2015**
 * Objectives: ** - Students will describe the importance of cell division and process of mitosis.

- Students will describe the importance of cell division and process of mitosis. 1) Quiz on cell organelles 2) Started lecture on cell theory and cell division 3) Watched the video "The Wacky History of Cell Theory" - https://www.youtube.com/watch?v=4OpBylwH9DU 4) Remainder of questions (#8 - 14) assigned for homework if not already complete.
 * November 9, 2015**
 * Objectives: ** - Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

1) Pre-Quiz on Cell Organelles, reviewed answers together 2) Students read Section 5.4 (pg 148-149) and answered questions given on handout 3) Reviewed answers for #1-8 4) STUDY FOR QUIZ ON MONDAY!
 * November 6, 2015**
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

1) Reviewed answers to cut-and-paste organelle review sheet 2) Worked on cell crossword puzzle 3) Students informed of cell quiz on Monday
 * November 5, 2015**
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

**NO CLASS - Take Your Kid to Work**
 * November 4, 2015**
 * November 3, 2015**
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

1) Students worked on an assignment on cells during class and then reviewed in class.

 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="Cell Organelle Crossword Puzzle.pdf" link="file:dgoodwin/Cell Organelle Crossword Puzzle.pdf"]] ||
 * Cell Organelle Crossword Puzzle.pdf ||




 * Details
 * [[file:dgoodwin/Cell Organelle Crossword Puzzle.pdf|Download]]
 * 66 KB

Mr. Ohsberg is the long term supply teacher for November. He is an experienced teacher with a Science/Math background. Activities:
 * November 2, 2015**
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.


 * 1) Students completed an assignment on cells and organelles. **




 * [|Details]
 * [[file:dgoodwin/CellsOrganellesWkst.pdf|Download]]
 * 239 KB

and this assignment: (Mr. Ohsberg, you will need to copy the assignment. Coloring pencils are located in the third drawer down in the plastic container at the back of the classroom)

2) Students viewed video on the parts of a cell located here: https://www.youtube.com/watch?v=cj8dDTHGJBY (crash course on the animal cell) and

https://www.youtube.com/watch?v=9UvlqAVCoqY (crash course on the plant cell)

====
 * Resource Student:** Student complete the following activity: [[image:human cell.gif]] You will need to print it for her.

====

Weekly marks will be sent home on Saturday, Oct. 31. I will be taking leave for the month of November. I'm not sure yet who the supply teacher will be. I will let you know when I am told. 1) Introduce the topic of cell biology https://www.youtube.com/watch?v=M8ia-fb2y-E 2) Activity - PHSchool.com and type in cbp-3072 and cbd-3072. 3) Students read pages 142 - 143 in the textbook and answer questions 1-4 on page 143 for homework for Monday, Nov. 2, 2015 4) ** Bonus activity: ** students go to PHSchool.com type in cbp-3072, complete the activity on cells, print it off or answer the questions on a piece of paper and hand it in at the beginning of class on Monday, Nov. 2, 2015
 * October 30, 2015 Ms. Fredericks will be the supply teacher today.**
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.
 * Activities: **


 * October 29, 2015 **
 * Students wrote their chemistry unit test. **

Use the chem review at:
 * October 27 and 28, 2015 **
 * Students review for their unit test on Thursday: **
 * Use the quizlet at: **https://quizlet.com/77055988/science-9-chemistry-unit-flash-cards/

2) Describe compounds and elements in terms of molecules and atoms and recognize that compounds may be broken down into elements by chemical means. 3) Differentiate between pure substances and mixtures and further classify them in terms of element, compound, heterogeneous and homogeneous mixture)  2) Review Thursday's and Friday's work to check for understanding. 3) Students create review mini posters on the concepts as outlined in the Science 9 curriculum to prepare for the **unit test in chemistry on Thursday, Oct. 29.** __Chapter 1__  __s__ection 1 - chemicals and safety;  section 2 - properties of matter  section; 7 - chemical and physical changes;  __Chapter 2__  section 1 - particle theory;  section 7 - chemical symbols and formulas  section; 8 - atoms, molecules and the atmosphere;  section 10 - names and formulas for compounds;  __Chapter 3__  section 2 - developing models of matter  section; 3 - inside the atom;  section 4 - planetary model of the atom  section 6 - isotopes only;  __Chapter 4__  section 1 - organizing elements;  section 4 - groups of elements
 * October 26, 2015 **
 * Outcome ** : 1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table.
 * Activities: **

1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table. 1) Homework was checked, reviewed and recorded. 2) Students will review counting atoms.
 * OCT. 23, 2015 **
 * Ms. Farnsworth is the supply teacher today. **
 * Outcome: **
 * Activities: **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png caption="Elements, compounds etc.pptx" link="file:dgoodwin/Elements, compounds etc.pptx"]] ||
 * Elements, compounds etc.pptx ||
 * [|Details]
 * [[file:dgoodwin/Elements, compounds etc.pptx|Download]]
 * 93 KB

3) Lesson on "The Particle Theory" - and Models of Matter - section 2.1 in the textbook (pages 44 - 47). Terms to know are: atom, compound, element, heterogeneous mixture, homogeneous mixture, matter, pure substances, solution, molecule (Ms. Farnsworth - lecture and students take notes) 4) Students began work on the following assignment that is due Oct. 26 for homework: (Ms. Farnsworth - you will need to make 28 copies for the students.)
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="section 2.1.pdf" link="file:dgoodwin/section 2.1.pdf"]] ||
 * section 2.1.pdf ||
 * [|Details]
 * [[file:dgoodwin/section 2.1.pdf|Download]]
 * 847 KB
 * [|Details]
 * [[file:dgoodwin/models of matter assignment.pdf|Download]]
 * 1 MB

Ms. Farnsworth is the supply teacher for today. Ms. Farnsworth - Please copy the lecture notes and the questions for 3.2 for the students and have them complete the questions for tomorrow. Information for the questions can also be found in section 3.2 in the textbook. I will do just a quick review using the graphics posted below tomorrow. 1) Video Clip - "The History of the Atomic Theory: located at: https://www.youtube.com/watch?v=thnDxFdkzZs
 * OCT. 22, 2015 **
 * Outcome ** : Students will understand the historical perspective of the development of the model of matter we have today.
 * Activities: **

2) Lecture from section 3.2 in the textbook. Notes can be located here:
 * [|Details]
 * [[file:dgoodwin/11 Developing Models of Matter.doc|Download]]
 * 32 KB

Pics of the lesson can be viewed here: 3) Students complete a reading assignment located here: It is due for homework for Oct. 23 for those students who didn't get it completed in class.
 * [|Details]
 * [[file:dgoodwin/questions for section 3.2.pdf|Download]]
 * 592 KB

http://www.cbc.ca/m/touch/canada/newbrunswick/story/1.3281381 Review and check homework that was assigned for today. Today is a review of the concept we've covered to this point. Students will make mini posters in pairs and present them to the class. Mini posters will include the following: What are the alkali metals? What are metalloids? What are the physical properties of matter? What is a physical change and give three examples. What are five clues a chemical change has occurred? What is an ionic bond? What is standard atomic notation? What is an atom? What is the periodic table? What are halogens? What is the atomic number? What is atomic mass? What is an isotope? What are the sub atomic particles? What are the WHMIS symbols? What are valance electrons? What is a period on the periodic table? What is a family on the periodic table?
 * Oct. 21, 2015 **
 * We've been talking about radon gas and there was an article on CBC this morning about radon gas (nobel gas) in a local school. **


 * Oct. 16,19 and 20, 2015 **
 * students did not finish the lesson yesterday on counting atoms so we will begin with that today and then begin the lesson on the periodic table. Due to the nature of school today (lockdown) we will do activities 5 and 6 as outlined below and we will complete the rest on Monday.

Outcome ** : 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table. ** Activities: ** 1) PowerPoint lecture on the periodic table: and the answers:
 * [|Details]
 * [[file:dgoodwin/PTableBasics_WkstKey1.ppt|Download]]
 * 384 KB
 * [|Details]
 * [[file:dgoodwin/PTableBasics_WkstKey2.ppt|Download]]
 * 296 KB

2) Students complete the following crossword on the periodic table: 3) Discussion on the following image. 4) Discussion on other visual depictions of the Periodic Table of the Elements:
 * [|Details]
 * [[file:dgoodwin/ptblpuzzle.pdf|Download]]
 * 9 KB
 * Due for homework for Oct. 20, 2015. **

6) Video on the periodic table: [] (Crash Course in Chemistry - The Periodic Table.)
 * 5) Students complete the following assignment due for homework for Oct. 21: [[file:Exploring the Modern Periodic Table.pdf]] **

1) Students wrote their quiz on ionic bonds. Quiz questions  On your own paper, draw hook and ball diagrams, write the new molecule formula and name for the following ionic bonds:  Na + O  Be + Cl  K + N  2) Students completed an exercise on counting atoms in a molecule. (disregard slides 13 and 14 today)
 * Oct. 15, 2015 **
 * Outcome ** : 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.
 * Activities: **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf" link="file:dgoodwin/9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf"]] ||
 * 9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf ||
 * [|Details]
 * [[file:dgoodwin/9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf|Download]]
 * 3 MB
 * Bonus: students complete the following assignment and either e-mail it back to me or print it off and hand it in at the beginning of class on Friday, Oct. 16, 2015. **
 * Bonus: students complete the following assignment and either e-mail it back to me or print it off and hand it in at the beginning of class on Friday, Oct. 16, 2015. **
 * [|Details]
 * [[file:dgoodwin/Count_Atoms_Worksheet_CMolony_2005.pdf|Download]]
 * 282 KB


 * Oct. 14, 2015 **
 * Outcome ** : 1) Students will investigate the subatomic particles of an atom, ionic bonds and understand the basic concepts of the periodic table.
 * Activities: **

1) Describe how ions and ionic bonds are formed. 1) Students completed the following table on ionic bonds: 2) Students read pages 64-65 and answer questions on page 65 #1-4. It is due for homework for March. 3) There will be a quiz similar to the table above on Thursday, Oct. 15, 2015 on ionic bonding. Student will use the cards in the following file to create a large poster version of the periodic table.
 * Activities: **
 * Atom || Ionic Bond || Name of New Molecule ||
 * Li + F → ||  ||   ||
 * Na + Cl → ||  ||   ||
 * Ca + O → ||  ||   ||
 * Al + I → ||  ||   ||
 * In + S → ||  ||   ||
 * Cs + N → ||  ||   ||
 * Ra + F → ||  ||   ||
 * Resource Student: **

1) Students will investigate the subatomic particles of an atom, ionic bonds and understand the basic concepts of the periodic table. 2) Describe how ionic bonds are formed. 1) Students wrote their quiz on subatomic particles. 2) We drew the following atoms for Na, Mg. Li, Cl, S and O and examined the valance electrons to determine how they form ionic bonds. See video clip below: [] (only to the end of ionic bonds - you do not need to view the molecular bonding section) 3) PowerPoint on bonding basics - we only complete the ionic bond section. 4) Corresponding information in the textbook can be located on pages 64-65. There is no homework for this evening.
 * Oct. 13, 2015 **
 * Outcome: **
 * Activities: **
 * Introduction: website - hangman using the periodic table ** []
 * [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="BondingBasics08.ppt" link="file:dgoodwin/BondingBasics08.ppt"]] ||
 * BondingBasics08.ppt ||
 * [|Details]
 * [[file:dgoodwin/BondingBasics08.ppt|Download]]
 * 459 KB


 * Outcome: **

1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table

**Intro** - humourous chemistry cartoons:


 * Activities: **


 * Intro: Daniel Radcliff sings the element song: ** []

[] AsapScience version

[] Sheldon Cooper from Big Bang singing

1) Students review atomic basics activity uploaded on Oct. 5.
2) We will have a short in-class quiz on - protons, neutrons, electrons, atomic mass, atomic number and how to calculate number of protons, neutrons and electrons. Students will complete the first page together and review for comprehension and then complete the second page for quiz evaluation:

3) A couple of video clips on atomic structure can be viewed here:

[[#x
---Khan Academy - The Atom:]]Khan Academy - The Atom: ====

[]

by The Virtual School -

[]


 * Resource Student:** Label and color the parts of an atom: proton, neutron and electron. Color the protons red, neutrons green and electrons blue. [[image:atom color page.jpg width="342" height="418"]]


 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table **


 * Activities: **

Links to topics we've talked about:
http://www.theloop.ca/why-you-should-never-make-your-bed/ http://www.dailymotion.com/video/x28xzu8_flying-car-prototype-unveiled-at-vienna-technology-show_auto
 * Students may receive __a homework bonus__ with the completion of the assignment below: It is due by Oct. 7, 2015. **

[[#x
---Directions: Go to youtube site and complete video:]]Directions: Go to youtube site and complete video: ====

[[#x
---http://www.youtube.com/watch?v=d0zION8xjbM]][] ====

==== Complete the following worksheet and email it to me at diane.goodwin-nini@nbed.nb.ca ====


 * ||  || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MeettheElements_wkst.pdf" link="file:dgoodwin/MeettheElements_wkst.pdf"]] ||
 * MeettheElements_wkst.pdf ||  ||
 * MeettheElements_wkst.pdf ||  ||
 * MeettheElements_wkst.pdf ||


 * Details
 * [[file:dgoodwin/MeettheElements_wkst.pdf|Download]]
 * 62 KB

1) A really cool site we looked at in class is:

[] Thanks Sofia!! It compares the smallest known particle to the largest known concept.

2) Students will make models of an atom. The criteria: a) choose an atom with an atomic number from 1 - 18 b) use the colored plasticine to represent the subatomic particles and make a legend to show what color is the proton, electron or neutron. Stick the particles to the paper c) write the name of the element across the top of the paper provided d) in the lower left hand corner write the standard scientific notation for the element e) on the back write the definitions for proton, electron and neutron value /10

3) Students complete the following assignment (using the textbook pages 87 - 89) for homework for Oct. 7, 2015.


 * [|Details]
 * [[file:dgoodwin/The Atom pages 87 to 89 in the textbook.pdf|Download]]
 * 324 KB

There will be a quiz on the
====

====

** October 5, 2015 **
1) Lecture on the atomic structure from powerpoint below and completed practice assignment. Work not finished in class is due for homework for tomorrow.
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table. **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/Atomic Basics.ppt|Download]]
 * 895 KB

2)Review the subatomic particles of an atom. The following file is safe for you to download:
 * [|Details]
 * [[file:dgoodwin/AtomicBasics.pdf|Download]]
 * 153 KB
 * [|Details]
 * [[file:dgoodwin/build-an-atom_en.jar|Download]]
 * 2 MB

1) PowerPoint lecture on parts an atom -
 * October 1 and 2, 2015 **
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table. **
 * Activities: **


 * [|Details]
 * [[file:dgoodwin/12 Parts of an Atom.ppt|Download]]
 * 3 MB

The assignment sheet at the end is located here:

2) If time - students began the next section on subatomic particles of an atom. The following file is safe for you to download: See pages 87-89 in the textbook.
 * [|Details]
 * [[file:dgoodwin/counting protons, neutron etc.doc|Download]]
 * 1 MB
 * [|Details]
 * [[file:dgoodwin/build-an-atom_en.jar|Download]]
 * 2 MB


 * Resource Student:**
 * Student will finish up chemical and physical changes by classifying examples of chemical/physical changes with the following assignment: [[file:PhysicalvsChemicalChangeFREEcutpasteactivity.pdf]]**

** September 30, 2015 **
1) Students completed a lab where they created examples of chemical reactions - energy change (change in temperature), colour change, gas formed and difficult to reverse.
 * Objectives: ** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activity: **
 * [[image:dgoodwin/ziplock lab.jpg width="321" height="243" caption="ziplock lab.jpg"]] ||
 * ziplock lab.jpg ||

(Thanks Jovana for the pics!) The completed lab and questions 3, 4, 5, 6, 7, 8 and 9 are due at the end of class /10.
 * [[image:dgoodwin/ziplock lab2.jpg width="320" height="242" caption="ziplock lab2.jpg"]] ||
 * ziplock lab2.jpg ||

**September 29, 2015 (Mr. Cordosa is the supply teacher today)**
Resource Student:** 1) Ready, Set, Dough - the chemistry of baking at https://www.youtube.com/watch?v=ytOs2Hcm4K0 She brings her Ipad to class so she can watch it on that. 2) Complete the worksheet for the video: Mr. Cordosa, you will need to print this for the student.
 * There is a practice lockdown during this class. When the alarm sounds, students need to sit quietly on the floor near the back corner of the room until the all clear bell has sounded. I discussed it with the students on Sept 28 and take these exercises seriously. Please note students who cannot behave properly and serious consequences for their actions will apply. I have had a discussion with them concerning this. Mr. Cordosa - please tape paper to the window in the door so that no one can see in.**
 * 1) Students write quiz on physical/chemical properties and change. It is copied and located near the back of the clear file box. It is on half sheets as well (I try to save paper) There is a key if you wish to mark them.**
 * 2) Please mention to the class the bonus assignment due on Friday. Instructions are found in yesterday's entry.**
 * 3) If time - show "Water - Liquid Awesome" at https://www.youtube.com/watch?v=HVT3Y3_gHGg**

**September 25 and 28, 2015**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). 1) Complete the powerpoint from yesterday and answer questions from section 1.7 (chapter 1 section 7) in the textbook. Answers are on the powerpoint uploaded yesterday. and complete the following video assignment: **(The Bill Nye assignment can be completed by Friday, Oct. 2 for a bonus mark)** 3) Complete the following assignment: answers are here:
 * Objectives: **
 * Activities: **
 * 2) ** Students view the video on chemical reactions https://www.youtube.com/watch?v=mikdmVGtHZY
 * [|Details]
 * [[file:dgoodwin/Bill Nye Chemical Reactions.doc|Download]]
 * 33 KB
 * Quiz tomorrow on sections 1.2 and 1.7 in the textbook - chemical/physical properties and changes.**

====

[[#x
---2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).]] 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). ====

[[#x
---Activities:]]** Activities: **====


 * [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="4 Physical and Chemical Changes.ppt" link="file:dgoodwin/4 Physical and Chemical Changes.ppt"]] ||
 * 4 Physical and Chemical Changes.ppt ||


 * [|Details]
 * [[file:dgoodwin/4 Physical and Chemical Changes.ppt|Download]]
 * 818 KB

corresponding with section 1.7 in the textbook.

[[#x
---2) Video clip on physical and chemical changes:]]2) Video clip on physical and chemical changes: ====

[[#x
---http://www.youtube.com/watch?v=X328AWaJXvI]] [] ====

3) Students received a worksheet on lab equipment and participated in various examples of chemical reactions using the lab equipment and a crossword puzzle on lab materials both located here:
==== ====
 * [|Details]
 * [[file:dgoodwin/lab materials crossword.pdf|Download]]
 * 500 KB

[[#x
---4) Students view video clip of physical change examples:]] 4) Students view video clip of physical change examples: ====

[[#x
---@http://www.youtube.com/watch?v=WIOlnXbRpuk]] @http://www.youtube.com/watch?v=WIOlnXbRpuk ====

[[#x
---5) There will be a quiz on physical and chemical properties (section 1.2) and physical and chemical changes (section 1.7) on Friday, February 20, 2015.]] 5) There will be a ** quiz ** on physical and chemical properties (section 1.2) and physical and chemical changes (section 1.7) on Monday, September 28, 2015. ==== 1) Student view video on fireworks: https://www.youtube.com/watch?v=XtHtAiUVb7M 2) Student color the fireworks according to the chemicals used and circle the elements used in fireworks on the periodic table.
 * Resource student:**
 * Fireworks and Chemical Reactions:**

**September 22, 2015**
**Students will complete the PBS video "Hunting the Elements."**

[[#x
---Objective: Students will understand how the periodic table is organized and]]**Objective:** Students will understand how the periodic table is organized and ====

[[#x
---make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.]]make connections among the topics we have covered thus far in the Science (Chemistry) curriculum. ====

[[#x
---Activities:]]**Activities**: ====

[[#x
---1) Students will view a PBS video "Hunting the Elements" It can be viewed on youtube at the following site:]]1) Students will view a PBS video //"Hunting the Elements"// It can be viewed on youtube at the following site: ==== https://www.youtube.com/watch?v=bpxjmHoU2yM

[[#x
---Program Description (taken directly from the PBS site)]]Program Description **(taken directly from the PBS site)** ====

[[#x
---"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."]][[#x==---"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."]][[#x==---"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."]]//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."// ==== ==== **Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.** ====


 * September 18, 2015 **

1) Graphic organizers that were not completed during class yesterday were collected and evaluated.
 * Objective:** 1) Students will investigate and describe 1) physical and chemical properties of matter and 2) physical and chemical changes using various lab equipment.
 * Activities: **

2) Students reviewed the physical and chemical properties of matter and completed an in class worksheet assignment.

3) Students participated in a simulation involving one clue a chemical reaction occurred - colour change.

4) Students viewed demonstrations of colour change as one clue of a chemical reaction and were introduced to various examples and uses of lab equipment.
Student participate in simulation and complete the following assignment on lab equipment: and work on the states of matter booklet:
 * Resource Student: **

There is no homework for the weekend.


 * September 17, 2015 **
 * Objective: Students will investigate and describe the physical and chemical properties of matter. **

[[#x
---Activities:]]**Activities:** ==== 1) Homework - crossword puzzle - was checked for completion, recorded and reviewed. Answers can be located here:
 * [|Details]
 * [[file:dgoodwin/properties of matter crossword puzzle key.pdf|Download]]
 * 406 KB

2) Review video on the properties of matter: []  3) Students made graphic organizers on the physical and chemical properties of matter. Information for the graphic organizer is located in the powerpoint in Wednesday's post, the crossword puzzle, the worksheet uploaded in September 14 entry and in the textbook (section 1.2 in the text - pages 16-19). The graphic organizer, worksheet (Sept. 14) and crossword (Sept 16) are all due for homework for Friday, September 18. Samples are shown below:

**Objective:** Students will investigate and describe the physical and chemical properties of matter. Textbook section 1.2 (pages 16 - 19) 1) Resource student present her chemistry safety poster to the class. 2) Students completed the video from yesterday. See below for the link. 3) Students completed the crossword poster uploaded to yesterday's post. Began the following lab:  and grew some crystals
 * September 16, 2015 **
 * Activities: **
 * Resource Student: **

Presented her safety poster to the class:

**Objective:** Students will investigate and describe the physical and chemical properties of matter. Textbook section 1.2 (pages 16 - 19) 1) Students completed the worksheet handed out from last class. 2) Students completed a crossword on the properties of matter. It is assigned for homework for Friday, September 18.
 * September 15, 2015 **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/properties of matter crossword puzzle.pdf|Download]]
 * 350 KB

3) Students viewed a video on the phases of matter located here: https://www.schooltube.com/video/ea7dae4437c240958f92/Bill%20Nye%20The%20Science%20Guy%20Phases%20of%20Matter

Objective: Students will investigate and describe the physical properties of matter. Textbook section 1.2 (pages 16 - 19) 1) WHMIS symbols quiz tomorrow. Homework was checked, recorded and reviewed. 2) Complete lecture on physical properties of matter.
 * September 14, 2015 **
 * Safety contracts and parent e-mails are now due. **
 * Activities: **


 * [|Details]
 * [[file:dgoodwin/1 Ch. 1 - Properties of Matter.ppt|Download]]
 * 72 KB

3) We viewed salt and sugar under the microscope to see the crystal structure. and discussed the addition of iodine to table salt.  We broke open a geode to see the crystal formation inside. (hollow rounded rocks which have beautiful crystals formed in volcanic rock)  4) Students completed their worksheet on physical properties. (we will complete this work next class. We didn't get it completed done.)
 * ||  || [[image:dgoodwin/salt crystal2.jpg caption="salt crystal2.jpg"]] ||
 * salt crystal2.jpg ||  ||
 * salt crystal2.jpg ||  ||
 * salt crystal2.jpg ||
 * || [[image:dgoodwin/geode pic.png caption="geode pic.png"]] ||
 * geode pic.png ||  ||
 * geode pic.png ||
 * [|Details]
 * [[file:dgoodwin/chapter 1 section 2 worksheet.pdf|Download]]
 * 16 KB

September 11, 2015

**Outcome:** Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards.
1) We discussed lab and general safety. Students viewed a video about the **WHMIS symbols that can be viewed here:** [] **and completed a worksheet handed out in class on the WHMIS symbols**. It can be downloaded here: The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Tuesday, September 15, 2015. There are many online resources for WHMIS symbols. I've included a couple here: [] and [] 2) Students have an assignment on lab safety due for Monday, September 14. It can be viewed here:


 * September 8 and 10, 2015**
 * Outcome: Students will demonstrate a knowledge of WHMIS standards.**

Welcome to Science 9!
I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace ** on a daily basis **. Parents, please ensure that I have your e-mail address. You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435

Please see the following document for guidelines regarding attendance: The student handbook can also be viewed here:


 * Activities: ** Fun Intro activity: Students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here:[] Students swabbed their cell phones and innoculated agar plates to see what is growing on their cell phones (just like on the video) and then cleaned their cell phones with alcohol pads provided in class.

1) We completed a general orientation to the course. An information sheet sent home on Sept. 8 is due on Friday, September 11). ( digital copy is uploaded - see Course Outline for Science 9). Students also received their textbooks. **There is NO lab fee for this course**. 2) We discussed lab and general safety. Students viewed a video about the **WHMIS symbols that can be viewed here:** [] **and completed a worksheet handed out in class on the WHMIS symbols**. The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Tuesday, September 15, 2015. There are many online resources for WHMIS symbols. I've included a couple here: [] and []

Resource Student: Lab and general safety: Student create safety poster for the classroom using the following images:

Periodic Table for students: All students have been given one periodic table. If they lose it, students can print this one to use for class. [[image:periodic-table for wiki.jpg]]
go to http://oxford-labs.com/x-ray-fluorescence/the-periodic-table/ to save this periodic table and then print it.

**Friday, June 5, 2015**
** EXAMINATION SCHEDULE/RULES FOR EXAMINATIONS ** ** June 8-11, 2015 **
 * __ PLEASE READ TO HOMEROOM STUDENTS AND POST IN CLASSROOM __**

__ Monday, June 8 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 1 examination

1:00pm – Report to examination room (textbook collection and other business) 1:15pm-3:15pm – Period 2 examination


 * Buses arrive at regular time **

__ Tuesday, June 9 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 4 examination


 * Buses arrive at 12:00pm **

__ Wednesday, June 10 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 5 examination


 * Buses arrive at 1:00pm **

__ Thursday, June 11 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 6 examination


 * Buses arrive at 12:00pm **

June 15, 8:30am – Marks are available for grade 12 students only **(no school for grade 9,10,11).** All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am. June 16, 8:30am – Marks are available for grade 9, 10, 11. All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am.
 * Students please note: **
 * 1) 1. Students may not go to lockers while examinations are in session.
 * 2) 2. Students may not leave the examination room until 1.5 hours have elapsed. **Students who choose to leave the examination room before the full 2 hours have elapsed are to go to the cafeteria, the library (for quiet study), or leave the building.**
 * 3) 3. It is the responsibility of the student to show up for each exam at the proper scheduled time. Failure to do so will result in a zero grade. **If there is an extenuating circumstance and a student cannot write an exam at the scheduled time, contact must be made with the Principal __prior__ to the exam. A physician’s note must be provided in cases of illness.**
 * 4) 4. Cellular phones, headphones, notes or extra paper are not permitted. Students failing to observe this rule may be deemed as cheating, and assigned a zero grade.
 * 5) 5. The onus is on the student to observe rules for writing examinations. The consequence of cheating on an exam will result in a mark of zero on the exam.
 * Also note: **

S. Thomas, Principal
 * Good luck on your examinations! **

**Thursday, June 4, 2015**

 * Review for the final exam - biology [[file:biology review without answers Jan 2013.pdf]]**


 * Quizlet: https://quizlet.com/83889903/flashcards**
 * Word Wall:**

**Wednesday, June 3, 2015**

 * Review for the final exam - electricity**
 * 1) view video: Bill Nye - Electricity** https://www.youtube.com/watch?v=8vFm8_qNSTI
 * 2) Electricity unit review: [[file:electricity review 2013.pdf]]**

**Tuesday, June 2, 2015 (Ms. Goodfellow is the supply teacher for today)**

 * Review for the final exam - chemistry section. [[file:chemistry review.docx]] - Ms. Goodfellow - you can either enlarge this for the SmartBoard or you can print off a copy for each student - I would suggest showing the questions on the SmartBoard to save paper. Students can have access to this file at home if they have the Internet and computer. Whichever you think will work best for you. (you may wish to make a few copies for students without access at home)**
 * You may also go over the PDF file uploaded in yesterday's entry and go over with the students if there is time. I didn't spend a lot of time on it on Monday.**

**Monday, June 1, 2015**
** __Chapter 1__ ** section 1 - chemicals and safety - page 14 section 2 - properties of matter - page 16 section 7 - chemical and physical changes - page 28 ** __Chapter 2__ ** section 1 - particle theory - page 44 section 3 - metals - page50 section 7 - chemical symbols and formulas - page 58 section 8 - atoms, molecules and the atmosphere - page 60 section 10 - names and formulas for compounds - page 64 ** __Chapter 3__ ** section 2 - developing models of matter - page 82 section 3 - inside the atom - page 87 section 4 - planetary model of the atom - page 90 section 6 - isotopes only - page 96 ** __Chapter 4__ ** section 1 - organizing elements - page 104 section 4 - groups of elements - page 110 ** __Chapter 5__ ** section 1 - the microscope and cell theory - page 140 section 2 - cells: the basic unit of life - page 142 section 5 - the importance of cell division - page 148 section 6 - cell division - page 150 section 8 - reproduction and cell division - page 159 ** __Chapter 6__ ** section 1 - DNA: the genetic material - page 176 section 2 - DNA, mutations and cancer - page 180 section 9 - cloning - page 194 ** __Chapter 9__ ** section 2 - the electrical nature of matter - page 272 section 3 - charging by friction - page 274 section 5 - transferring charge by contact - page 278 section 6 - insulators and conductors - page 280 section 8 - induction - page 285 ** __Chapter 10__ ** section 2 - electricity and electric circuits - page 300 section 3 - electric potential (voltage) - page 302 section 5 - electrochemical cells - page 306
 * The following are the chapters and sections that will be evaluated on the exam: **

1) we will review the chemistry unit using the following quizlet: https://quizlet.com/77055988/science-9-chemistry-unit-flash-cards/ 2) Students should look at these two files to help them review the chemistry section: and

**Outcomes:** Students will understand the electrical nature of matter - electrical circuits. Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells **. **
 * Friday, May 29, 2015**

**Activities:**
==== 1) Lecture from sections 10.2, 10.3 and 10.5 in the textbook. ====


 * [|Details]
 * [[file:dgoodwin/10.2 and 10.5.pdf|Download]]
 * 3 MB

and complete the following assignment:
Details 61 KB  2) Class demonstration on how to build a circuit.
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="10.3 and 10.5.doc" link="file:dgoodwin/10.3 and 10.5.doc"]] ||
 * 10.3 and 10.5.doc ||
 * [|Details]
 * [[file:dgoodwin/circuit-construction-kit-dc_en.jar|Download]]
 * 2 MB

Please note: the flow of electricity is wrong on the worksheet for the students = it flows from the negative to the positive terminal of the battery. The answers for the worksheet are on the PDF file above. 3) Demonstration: 4) resource video: https://www.youtube.com/watch?v=D2monVkCkX4

Activities: 1) Students review the worksheet questions that were assigned May 26. 2) Students complete worksheet on electrostatics located here:
 * Thursday, May 28, 2015**
 * Outcome:** review concepts of electrostatics.


 * Wednesday, May 27, 2015 - Ms. Brown is the supply teacher today**

[[#x
-I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini-January 13 and 14, 2015-1) video :]]1) video : ==== [] (Part 1) - __ Shock and Awe __ - The Story of Electricity. Spark: Jim Al-Khalili tells how the first 'natural philosophers' began to unlock electricity's mysteries, studying its curious link to life and building instruments.


 * Tuesday, May 26, 2015**

1) Complete powerpoint lecture from yesterday.
==== 2) Students view the following simulations (from []) and have class discussions: ====


 * [|Details]
 * [[file:dgoodwin/balloons_en.jar|Download]]
 * 1 MB

and



 * [|Details]
 * [[file:dgoodwin/travoltage_en.jar|Download]]
 * 1 MB

==== 3) **For bonus work,** students can complete the following assignment using the two demonstrations (balloons and travoltage above) either by printing it and handing it in or by e-mailing the completed assignment to me at diane.goodwin-nini@nbed.nb.ca //It is due on Friday, May 29 at the beginning of class.// ====




 * [|Details]
 * [[file:dgoodwin/Balloons & Travolta Activity.doc|Download]]
 * 33 KB

==== 4) Students complete the following set of questions from sections 9.3 and 9.5 in the textbook. They are due for homework for May 28. ====


 * [|Details]
 * [[file:dgoodwin/questions for sections 9.3 and 9.5.doc|Download]]
 * 35 KB

=5) Powerpoint lecture: [[file:b 9.3 9.5 9.8 9.7 Charging and Discharging.ppt]]
====

[[#x
-I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini-January 13 and 14, 2015-Activities:]]**Activities:** ====

**Journal Questions:** We've had a lot of power outages in New Brunswick over the past year. How was your life affected by the outages? Do we take electrical power for granted?

[[#x
-I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini-January 13 and 14, 2015-1) PowerPoint Lecture:]]1) PowerPoint Lecture: ====


 * [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="a 9.1 9.2 Electric Charges 2.2 Video.ppt" link="file:dgoodwin/a 9.1 9.2 Electric Charges 2.2 Video.ppt"]] ||
 * a 9.1 9.2 Electric Charges 2.2 Video.ppt ||


 * [|Details]
 * [[file:dgoodwin/a 9.1 9.2 Electric Charges 2.2 Video.ppt|Download]]
 * 171 KB

[[#x
-I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini-January 13 and 14, 2015-2) Video on electrostatics that can be viewed here:]]2) Video on electrostatics that can be viewed here: http://www.dailymotion.com/video/xlp2y9_bill-nye-static-electricity_tech ==== Students complete the video assignment:

**May 22, 2015**

 * Journal Question (written after the test) What did you do to prepare for the test? What was your goal and how successful do you think you were with the test? Why? **
 * Students wrote their unit test on the Biology section of the curriculum. **

[[#x
-I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini-January 13 and 14, 2015-Dec. 11, 2014 - Dec. 10 was a storm day.]]**May 21, 2015** ==== 3) **Two bonus assignments can be completed for Monday, May 25** - each at two bonus marks each if completed thoroughly. Bonus marks will first be applied to missed homework and other assignments.
 * Review continued for unit Biology Test on May 22 (Friday) **
 * 1) Students work on the assignment handed out yesterday. **
 * 2) Students work through a quizlet posted to the internet - can be viewed at: **https://quizlet.com/83889903/science-9-biology-unit-test-flash-cards/

Read the article and answer the questions that are located on the file.** article assignment on genetically modified salmon being experimented with in PEI - read the article and answer the questions.

**May 20, 2015**

 * Journal Question - Now that we've completed the Biology Unit - Discuss 2 or 3 concept/ideas/things that you enjoyed learning about.**
 * To finish off the genes/chromosomes section students discuss how genetic science affects the food industry:**

[[#x
-I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini-January 13 and 14, 2015-http:www.youtube.com/watch?v=004Iycd9a30]]**[]** ==== genetically modified salmon: [] and/or a video clip from Scientific American on genetically modified foods located here: [] Topics covered on the unit test include: sections 5.2 (Cells); 5.4 and 5.5 (Cell Division); 5.8 (Reproduction and Cell Division); 6.1 (DNA); 6.2 (DNA, Mutations and Cancer); 6.9 (Cloning)
 * We have completed the Reproduction Unit in Science 9. __There will be a unit test on Friday, May 22.__**

** Terms/concepts for review for the Science 9 Biology Unit Test: **
====** Parts of the cell - lysosome, mitochondria, centriole, plant cell vs animal cell, cell membrane, Golgi Apparatus, endoplasmic reticulum, cell wall, ribosome, vacuole, chromosome, cytoplasm, chloroplast **====

** Cloning – enucleated egg, Dolly the Sheep, chromosomes **

 * 1) Students review for the unit test on reproduction on Friday, May 22, 2015 - Review questions can be found here: [[file:biology review without answers Jan 2013.pdf]]**

journal entry: ** "If you could cure 1 kind of cancer, what kind would it be and why?" ** Teens Against Tobacco Use is a peer led Tobacco reduction program for students Grades 9-12. The goal of the group is to raise awareness on the harmful effects of tobacco and to support students trying to quit. They do classroom presentations for Grade 9 Science classes and visit middle schools. TATU participates in health fairs, club extravaganzas, and also has special events during tobacco reduction month. from: [] (Contact: Ms. Greechan @ kim.greechan@gnb.ca)
 * May 19, 2015 **
 * Students participated in a presentation from TATU about smoking - carcinogens is a topic in the DNA and mutations the curriculum. **

**May 14 and 15 (presentations for the chromosome disorder group project), 2015**
Outcome ** : Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans. ** Activities:
 * 1) Journal Entry:**
 * Describe what DNA looks like. Use the following words in your description: ** double helix, ribose-sugar, phosphate, nitrogen bases, adenine, cytosine, guanine, thymine. ** Try to tell me one more thing about DNA? **
 * 2) Chromosome Disorder Group Project - Please see attached file: [[file:Chromosome Disorder Group Project edited.docx]] **

Down Syndrome**:** Edwards Syndrome: Cri du Chat Syndrome**:** Kleinfelter Syndrome: Turner Syndrome: Patau Syndrome: William Syndrome: XYY Syndrome: Wolf-Hirschhorn Syndrome**:**
 * Information for each project/presentation can be located here: (Thanks to Mrs. Gange for gathering the information)**

====**Outcome:** Students will develop a basic knowledge of cloning.====
 * May 12 and 13, 2015**

1) Students view:
**[]** - a basic introduction to cloning. 2) Students read pages 194 - 197 and answer questions on the assignment handed out in class. An electronic copy of the questions can be viewed here: (handed out on May 13) **Due for homework for May 14, 2015.**

3) Powerpoint lecture on cloning:
(cloning section only) 4) View ABC video clip on a woman who cloned her dog located here: http://abcnews.go.com/GMA/video/pet-cloning-animal-15338125 We had a discussion on the ethics of cloning 5) We took a look at a retro report by the New York Times on the cloning of Dolly located here: []
 * [|Details]
 * [[file:dgoodwin/3.11 Cloning 6.9 Plants 7.3.ppt|Download]]
 * 5 MB


 * May 8, 2015**

**Outcome:** Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans.
** Activities: ** 1) Lecture on dominant and recessive genes. A fun and interesting video clip on heredity and genes can be located here: [] - the fainting goats.  [] - jumping Frenchmen of Maine  [] - at 5:48 - jumping Frenchmen Maine  2) Students "created children" with various genetic traits using dominant and recessive genes. The activity can be downloaded here: = = It is to be handed in and worth 10 marks. 3) Students view: https://www.youtube.com/watch?v=Mehz7tCxjSE a 3 minute clip on = How Mendel's pea plants helped us understand genetics =
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="gen_smilewkst1.pdf" link="file:dgoodwin/gen_smilewkst1.pdf"]] ||
 * gen_smilewkst1.pdf ||
 * Details
 * [[file:dgoodwin/gen_smilewkst1.pdf|Download]]
 * 10 KB

= = = ** May 7, 2015 ** = Activities: 1) Students passed in homework and reviewed questions assigned yesterday. 2) Discussion on the image posted in yesterday's entry. 3) Complete powerpoint lecture (the last portion) uploaded in April 30 entry.
 * Outcome: ** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.

= ** May 6, 2015 ** =

**Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.
1) Students work on unit review that was handed out to students on May 5. It is due for homework for May 7. 2) Students read pages 180-181 and answer questions 1-3 on page 181. 3) Students view short clip on What Cancer Is: https://www.youtube.com/watch?v=keIs5aIAG8o 4) Image for discussion:
 * Activities:**

= ** May 5, 2015 ** = ==== **Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer. ==== 1) Students wrote the quiz on DNA  2) Students view video clip "Crash Course on Heredity" located here: [] 3) Students reviewed the homework that was due for yesterday to check for understanding. Answers can be downloaded here:
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/DNA questions answers.doc|Download]]
 * 88 KB

5) Students began their mid unit review which we will be due for homework on Thursday, May 7. ( please disregard the date on the file ** ) **
 * [|Details]
 * [[file:dgoodwin/Science Gr.9 Mid-Unit Review jan 2013 biology section.pdf|Download]]
 * 967 KB

**May 4, 2015**

 * Outcome: ** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.

[[#x
---Activities:]]**Activities:** ==== 2) Students built models of DNA using licorice and colored marshmallows. An image from this morning's class is located below:
 * 1) Journal Entry Activity Question: - How do you feel about the possibility of being able to select genetic features for future children? What are the pros and cons of being able to do this? **

[[#x
---2) A helpful video on the structure of DNA can be found here:]]3) **A helpful video on the structure of DNA can be found here:** ====

[[#x
---http:www.youtube.com/watch?v=qy8dk5iS1f0]]**[]** ====

[[#x
---Another helpful video on DNA replication can be found here:]]**Another helpful video on DNA replication can be found here:** ====

[[#x
---http:www.youtube.com/watch?v=FBmO_rmXxIw]][] ====

[[#x
---and finally for those wishing for further information on DNA from Thinkwell Biology:]]and finally for those wishing for further information on DNA from Thinkwell Biology: ====

[[#x
---part 1 - http:www.youtube.com/watch?v=aSILNKbhNLg and part 2 -]]part 1 - [] and part 2 - [] ====

[[#x
---3) There will be a quiz on DNA from section 6.1 in the textbook on Thursday, Nov. 21.]]4**) There will be a quiz on DNA from section 6.1 in the textbook on Tuesday, May 5.** ====

**April 29 and 30, 2015**
// **Journal question for April 29 - We are all the same species but what makes us different from each other? What factors contribute to our differences?** // **Outcome:** students will understand the role of chromosomes and DNA in cell/organism development. **Activities**: (all activities probably won't get completed during class today) ==== 1) Answers for reproduction and cell division questions:  ====
 * Introduction of journal writing in Science 9. **
 * Journals are a good cross-curricular activity. The potential through processes and writing activity is a valuable opportunity for students to see that writing and high level thinking happens in all settings. **
 * "Journal writing is a voyage to the interior." -Christina Baldwin **
 * [|Details]
 * [[file:dgoodwin/Reproduction and Cell Division questions for 5.8 answers.doc|Download]]
 * 324 KB

[[#x
---1) Powerpoint lecture: file:3.10 DNA new.ppt]]2) Powerpoint lecture: ==== 3) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook-
 * [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="3.10 DNA new.ppt" link="file:dgoodwin/3.10 DNA new.ppt"]] ||
 * 3.10 DNA new.ppt ||
 * Details
 * [[file:dgoodwin/3.10 DNA new.ppt|Download]]
 * 3 MB
 * [|Details]
 * [[file:dgoodwin/DNA questions.doc|Download]]
 * 30 KB

4) Students will view video clip on genes and genetics that can be viewed here:

[] (Bill Nye - Genes)

[] - a fun clip on fermentation (yeast budding) in the wild [] - a recent clip of Tameka Harris surgically altering her eye color to generate discussion

Identify the reproductive structures of angiosperms; explain how sexual reproduction, pollination and fertilization occur within angiosperms. 1) Lecture on the parts of a flower:
 * April 28, 2015 **
 * Objective: **
 * Activities: **
 * [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="FlowerBasics.ppt" link="file:dgoodwin/FlowerBasics.ppt"]] ||
 * FlowerBasics.ppt ||
 * [|Details]
 * [[file:dgoodwin/FlowerBasics.ppt|Download]]
 * 1 MB

2) Student assignment that compliments the lecture: (we did not complete this)
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="FlowerBasics.pdf" link="file:dgoodwin/FlowerBasics.pdf"]] ||
 * FlowerBasics.pdf ||
 * [|Details]
 * [[file:dgoodwin/FlowerBasics.pdf|Download]]
 * 47 KB

3) Students dissect a flower to examine the reproductive parts - stamen and pistil. 4) Students view video clip [] // Driori shares some of the amazing tricks flowers use to encourage pollen distribution in this TED Talks clip. //

**We discussed animals that mate for life and one such animal is the crow. Students will view part 1 of "A Murder of Crows" by David Suzuki at** [] 1) http://www.scientificamerican.com/slideshow/love-for-life-animals-mostly-monogamous/ http://www.curiosityaroused.com/nature/10-monogamous-animals-that-mate-for-life/ and http://www.scientificamerican.com/slideshow/love-for-life-animals-mostly-monogamous/ - animals that mate for life
 * April 27, 2015**
 * Objective: Differentiate between asexual and sexual reproduction and learn about animals that mate for life.**
 * Activity:**

//"A Murder of Crows is a visually stunning one-hour documentary that offers a rare and intimate glimpse into the inner life of one of the most intelligent, playful and mischievous species on the planet - the common crow. It is also a film that explores a unique pairing of science and cinema as world-renowned scientists, including crow expert Professor John Marzluff, joins forces with an award-winning camera team to explore the secret world of crows. A scientific exploration with a compelling twist, the film is a visually stunning HD documentary that reveals new insights and understanding into this haunting and elusive species.// //The average crow knows a tremendous amount about us, from our eating habits to our traffic patterns, but the average human knows relatively little about the intimate life of crows. And there is so much worth knowing. Crows are one of the most common birds on the planet. They have more brain mass per unit than any other bird group except the macaw and as result they often behave more like primates or even humans than they do birds. Crows have a proven ability to reason and problem-solve and have long and dependable memories. They engage in complex social interactions that range from group play and hunting to gang-style killings and funerals.// //Many of us have heard that crows are smart but most people have no idea just how intelligent these birds are or how much we, as humans, can learn from them. With exclusive access to a series of fascinating new research experiments being conducted into the cognitive abilities of crows around the world, A Murder of Crows will shock and amaze viewers and change how people look at the common crow.// //Join us on an amazing journey as we meet crow experts from around the world to expand our knowledge of these pint sized beasts by taking our arsenal of cameras to places the camera has never been before - high up into the treetops with baby crows, deep inside a boisterous roost site jam packed with birds jockeying for position, or way out on a limb as a young female crow prepares to launch herself on her maiden flight. Using tiny, state-of-the-art radio tracking devices, creative camera techniques and pioneering field research including new studies into how crows recognize human faces, A Murder of Crows will lead to fresh insights and captivating never-before-seen footage of the secret life of crows. We see them everyday and yet as we'll come to realize, until now we've never really seen them at all.// //A Murder of Crows is produced and directed by Susan Fleming."// //from:// []

Students will understand and differentiate between asexual and sexual reproduction (section 5.8 pages 159-161 in the textbook) Activities: 1) Students received their mitosis quizzes back. 2) Homework from yesterday was check, reviewed and recorded. 3) Completed the powerpoint presentation with accompanying videos uploaded in the April 21 entry (finally!). 4) There is no homework for the weekend.
 * April 24, 2015**
 * Objective:**


 * April 23 -** Mr. Wells is the supply teacher this morning. The assignment uploaded on April 21- Reproduction and Cell Division - will be due for homework for April 24.


 * April 22** - we did not get to the powerpoint or the accompanying videos as we had a discussion on cloning (one example of asexual reproduction) and possible implications of cloning of people that were learned from Dolly the Sheep. Students wrote the quiz as well.

**April 21, 2015 (the lecture on reproduction will continue on April 22)**
Students will understand and differentiate between asexual reproduction and sexual reproduction (section 5.8 - pages 159-161) https://quizlet.com/74604305/mitosis-flash-cards/
 * Objective: **
 * There will be a quiz on mitosis on Wednesday, April 22 - see pages 150-153 in the textbook. A quizlet to use as a study aid can be located here: **
 * Activities: **


 * 1) Students complete assignment on mitosis to review for the quiz tomorrow located here: **




 * [|Details]
 * [[file:dgoodwin/mitosis assignment to use for April 23.doc|Download]]
 * 112 KB

(Please disregard the date on the file.)
2) Powerpoint lecture of sexual and asexual reproduction that can be viewed here:  (Only go to slide 8)
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png caption="3.9 Types of Asexual Reproduction 5.8123.ppt" link="file:dgoodwin/3.9 Types of Asexual Reproduction 5.8123.ppt"]] ||
 * 3.9 Types of Asexual Reproduction 5.8123.ppt ||
 * Details
 * [[file:dgoodwin/3.9 Types of Asexual Reproduction 5.8123.ppt|Download]]
 * 5 MB

[[#x
---3) Some videos that may have been shown to further illustrate asexual reproduction can be viewed here:]]3) Some videos that may have been shown to further illustrate asexual reproduction can be viewed here: ==== []

[[#x
---hydra eating (just cause it was cool to show)]]hydra eating (just cause it was cool to show) ====

[[#x
---http:www.youtube.com/watch?v=489CSop00sY]][] ==== budding in hydra []

[[#x
---budding in yeast]]budding in yeast ==== []

[[#x
---binary fission in bacteria]]binary fission in bacteria ====

[[#x
---https:www.youtube.com/watch?v=d5dOSyaKWTQ]][] ====

[[#x
---regeneration in seastars]]regeneration in seastars ====

[[#x
---https:www.youtube.com/watch?v=LbMr6d-ACYw]][] ====

[[#x
---vegetative reproduction in stawberries]]vegetative reproduction in stawberries ====

[[#x
---https:www.youtube.com/watch?v=LbMr6d-ACYw]] ==== http://www.youtube.com/watch?v=5hGQcmM6njY

[[#x
---spore formation in ferns]]spore formation in ferns ====

[[#x
---https:www.youtube.com/watch?v=CxGaHUax-MU]][] ====

[[#x
---spores in fungus]]spores in fungus ====

[[#x
---http:www.youtube.com/watch?v=ELvTgZnTwSI]][] ====

[[#x
---types of reproduction (Thanks Liz for the link!)]]types of reproduction (Thanks Liz for the link!) ==== 4) Student will complete the following assignment on reproduction (section 5.8 in the textbook)
 * [|Details]
 * [[file:dgoodwin/Reproduction and Cell Division questions for 5.8.doc|Download]]
 * 66 KB

__ *Bonus assignment due for April 24 __ - Print or complete the following assignment on asexual reproduction and hand it to me during class on Tuesday or e-mail it to me at diane.goodwin-nini@nbed.nb.ca before Friday morning April 24. Instructions are on the assignment. Answers can be found in section 5.8 in the textbook.
 * [|Details]
 * [[file:dgoodwin/Asexual Reproduction Worksheet for bonus.doc|Download]]
 * 191 KB

Objective: ** Students will describe the importance of cell division and process of mitosis. ** Activities: *There will be a quiz on mitosis on Wednesday, April 22. See pages 150-153 in the textbook.
 * Monday, April 20, 2015 **
 * 1) Students completed a microviewer assignment on mitosis. (This activity has to be completed in the class due to the materials needed.) **

Activities:** 1) Homework was checked, reviewed and recorded. 2) Students will learn the parts of a microscope and go to the lab to view live organisms using the microscopes (euglena and paramecium).
 * Friday, April 17, 2015 **
 * Students will learn proper use of a microscope. **




 * || [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="MicroscopeBasics.ppt" link="file:dgoodwin/MicroscopeBasics.ppt"]] ||
 * MicroscopeBasics.ppt ||  ||
 * MicroscopeBasics.ppt ||

Details Details
 * [[file:dgoodwin/MicroscopeBasics.ppt|Download]]
 * 1 MB
 * [[file:dgoodwin/MicroscopeBasicswkst.pdf|Download]]
 * 73 KB


 * Wednesday, April 15 and Thursday April 16, 2015 (the powerpoint on mitosis and cell division questions will be completed on April 16) **

[[#x
---Objective: Students will describe the importance of cell division and process of mitosis.]]**Objective:** Students will describe the importance of cell division and process of mitosis. ==== 1) Students wrote their quiz on the parts of the cell.
 * Activities: **

**Intro to Mitosis: (April 16)** Fun Intro activity: Students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here:[] Students swabbed their cell phones and innoculated agar plates to see what is growing on their cell phones (just like on the video) and then cleaned their cell phones with alcohol pads provided in class. The purpose if this activity is to illustrate that cells do divide and quite quickly through a process of mitosis and binary fission. http://www.cbc.ca/news/canada/new-brunswick/horizon-hospitals-flunk-cbc-news-cleanliness-test-1.3027787**
 * A timely study conducted at the DECH using the same principle as the GloGerm Activity we did on Tuesday this week:

[[#x
---2) Powerpoint Lecture on mitosis that can be viewed here: file:3.8 Mitosis 5.5.ppt]]2) Powerpoint Lecture on mitosis that can be viewed here: ====


 * [|Details]
 * [[file:dgoodwin/3.8 Mitosis 5.5.ppt|Download]]
 * 2 MB

3) Students completed the following assignment that can be printed from here: **It is due for homework for tomorrow.**


 * [|Details]
 * [[file:dgoodwin/Cell Division questions 5.5.doc|Download]]
 * 46 KB

[[#x
---3) Students may wish to complete a bonus activity on mitosis due for Thursday, April 10. Follow the directions found here but only do questions 1 and 2:]]3) Students may wish to complete a **bonus activity** on mitosis due for Wednesday, April 15, 2015. Follow the directions found here but only do questions 1 and 2: ====

[[#x
---http://www.biologycorner.com/worksheets/mitosis.html]][] ====

[[#x
---4) A video clip on cells dividing can be viewed here:]]4) A video clip on mitosis can be viewed here: http://www.youtube.com/watch?v=cs2cNLNMjN0==== 5) Images on the board in class:


 * Tuesday, April 14, 2015 **

[[#x
---Activities:]]**Activities:** ==== 1) Intro - Students participated in a hand washing activity to help understand the importance of hand washing, especially during flu season. See the following site for more information: [] Image of student who washed his hands yet the powder is still present under UV light.

2) Students view video clip on hand washing: [] washing your hands  and of course - Chris Hadfield on how to wash your hands in space: http://www.youtube.com/watch?v=9Z2KNDGNnlc

[[#x
---2) A small pre-quiz was completed by the students so they could gauge how much they needed to study for a quiz on the parts of the cell on Friday, April 4.]]3) A small pre-quiz was completed by the students in class so they could gauge how much they needed to study for a **quiz** on the parts of the cell on Wednesday, April 15. ====

[[#x
---(a site where students can complete an interactive quiz on the parts of a cell can be found here:]]See the site: **[] -** disregard question 4 ==== Another good review - activity - on the organelles of a cell can be found here: PHSchool.com code: cbd 3072

**The quizlet site to help you study:**
 * https://quizlet.com/78848801/cells-the-basic-unit-of-life-flash-cards/**

**Monday, April 13, 2015** the cell quiz is postponed until Wednesday, April 15 **Mr. O'Donnell is the supply teacher today.**
**Mr. O'Donnell - information you need is found in the black duo tang at the front of the room by the laptop - including the login password for the computer. Please call if you have questions.**

[[#x
---Activities:]]**Activities:** ==== and this assignment: (you will need to copy the assignment. There are copies of this assignment but I'm not sure where they are. You may wish to look in the folders at the back of the room on the table by the microwave. Coloring pencils are located in the third drawer down in the plastic container by the large periodic table) 2) Students viewed video on the parts of a cell located here: https://www.youtube.com/watch?v=cj8dDTHGJBY (crash course on the animal cell) and https://www.youtube.com/watch?v=9UvlqAVCoqY (crash course on the plant cell)
 * 1) Students completed an assignment on cells and organelles. Those not completed in class are due for Tuesday, April 14. (Mr. O'Donnell - there are copies of this assignment on the front black desk. You may need to make more copies - but probably not many. The key is located at the back of the file folder. Please call me if you have any questions. **
 * [|Details]
 * [[file:dgoodwin/CellsOrganellesWkst.pdf|Download]]
 * 239 KB
 * For those wishing to complete the bonus assignment, it is due Tuesday, April 14. It was uploaded April 8. 2015. Questions for the cell quiz will come from pages 142 and 143 in the textbook.**


 * April 9, 2015 **
 * Objective: **** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

**Activities:**
1) Students read pages 142 - 143 in the textbook and answer questions 1-4 on page 143 for homework for Wednesday, April 9.

2) Students worked on an assignment on cells during class. It is due for homework for Monday, April 13, 2015. A copy can be downloaded here:

 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="Cell Organelle Crossword Puzzle.pdf" link="file:dgoodwin/Cell Organelle Crossword Puzzle.pdf"]] ||
 * Cell Organelle Crossword Puzzle.pdf ||


 * Details
 * [[file:dgoodwin/Cell Organelle Crossword Puzzle.pdf|Download]]
 * 66 KB


 * April 8, 2015 **
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

[[#x
---1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in March 25's entry.]][[#x==---1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in October 29th's entry.]]1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in yesterday's entry. ==== 2) Students complete a cell organelle colouring activity that can be viewed here:
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="CellDiagramWkst.pdf" link="file:dgoodwin/CellDiagramWkst.pdf"]] ||
 * CellDiagramWkst.pdf ||


 * [[file:dgoodwin/CellDiagramWkst.pdf|Download]]
 * 180 KB
 * 180 KB

3) There will be a ** quiz on the organelles of a cell ** on Tuesday, April 14, 2015.
 * 4) bonus - students may wish to print off the following assignment on the animal cell, complete it and hand it in on Thursday, April 9, 2015 for a bonus point. **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="animal cell coloring revised[1].doc" link="file:dgoodwin/animal cell coloring revised[1].doc"]] ||
 * animal cell coloring revised[1].doc ||
 * [|Details]
 * [[file:dgoodwin/animal cell coloring revised[1].doc|Download]]
 * 289 KB
 * (I can't figure for the life of me how to have these pics showing in portrait style. I've tried everything!!)**

1) Introduce the topic of cell biology https://www.youtube.com/watch?v=eTBB_gJRBK4
 * April 2, 2015**
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.
 * Activities: **

2) Identify two types of cells (plant and animal cells) and describe the functions of organelles found within a cell. 3) Activity - PHSchool.com and type in cbp-3072 and cbd-3072. 4) ** Bonus activity: ** students go to PHSchool.com type in cbp-3072, complete the activity on cells, print it off or answer the questions on a piece of paper and hand it in at the beginning of class on Tuesday, April 7, 2015.


 * April 1, 2015**
 * Students wrote their chemistry unit test.**

1) Review for the chemistry exam. 2) Students will also need to review the terms at the end of this file.
 * March 31, 2015**
 * Journal Question: What are three areas that you need to focus on tonight when you study for the unit test tomorrow and what mark do you wish to achieve on the test? **
 * Students review for the chemistry unit test. **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/chemistry review.docx|Download]]
 * 124 KB
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="chem review.pdf" link="file:dgoodwin/chem review.pdf"]] ||
 * chem review.pdf ||
 * Details
 * [[file:dgoodwin/chem review.pdf|Download]]
 * 234 KB
 * unit test in chemistry next** **Wednesday, April 1**
 * 3) Chemistry Word Wall:**

Students review for the chemistry unit test by making mini posters of the chapter sections covered on the test - see yesterday's entry for sections and by completing the review located at http://quizlet.com/77055988/flashcards .Students complete mini posters/graphic organizers for 3 of the sections listed in Friday's entry and complete the following review assignment: Answers may be checked here:  Do not do questions 2 and 4 as they are not covered on the unit test on Wednesday.
 * March 30, 2015 **
 * unit test in chemistry next Wednesday, April 1.**
 * Homework for tomorrow - 3 mini posters/graphic organizers from the sections listed below and the chemistry review assignment handed out in class today and uploaded above.**

2) Describe compounds and elements in terms of molecules and atoms and recognize that compounds may be broken down into elements by chemical means. 3) Differentiate between pure substances and mixtures and further classify them in terms of element, compound, heterogeneous and homogeneous mixture)  1) Collect homework that was assigned on March 24 and 25 - Developing Models of Matter assignment handed out on March 24 and the lab completed yesterday. 2) Review Tuesday's and Wednesday's work to check for understanding. 3) Students create review mini posters on the concepts as outlined in the Science 9 curriculum to prepare for the **unit test in chemistry next Wednesday, April 1.** __Chapter 1__ __s__ection 1 - chemicals and safety; section 2 - properties of matter section; 7 - chemical and physical changes; __Chapter 2__ section 1 - particle theory; section 7 - chemical symbols and formulas section; 8 - atoms, molecules and the atmosphere; section 10 - names and formulas for compounds; __Chapter 3__ section 2 - developing models of matter section; 3 - inside the atom; section 4 - planetary model of the atom section 6 - isotopes only; __Chapter 4__ section 1 - organizing elements; section 4 - groups of elements 4) If time permits, students will visualize the concepts of isotopes using the following application:
 * March 27, 2015 **
 * Outcome ** : 1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table.
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/isotopes-and-atomic-mass_en.jar|Download]]
 * 2 MB

5) Students complete the following review on isotopes, ions, etc. 6) Demonstration of heavy water and regular water: https://www.youtube.com/watch?v=YYInVraBe7s

2) Describe compounds and elements in terms of molecules and atoms and recognize that compounds may be broken down into elements by chemical means. 3) Differentiate between pure substances and mixtures and further classify them in terms of element, compound, heterogeneous and homogeneous mixture) 1) Students completed a fun lab on solutes and solvents today and completed a worksheet on elements, compounds and mixtures. The lab and worksheet can be located here: It is due March 27, 2015 2) Students worked on the assignment handed out in class yesterday. See #4 in yesterday's entry.
 * March 26, 2015 **
 * Outcome **** : **1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table.
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/mixtures and solutions with lab.doc|Download]]
 * 175 KB


 * March 25, 2015 **
 * Journal Question: We taken a look at how the development of chemistry has occurred over the last 2000 years and how it has affected our lives with regard to technology. What inventions would you like to see happen over the next 40 years? **

1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table. 1) Homework was checked, reviewed and recorded. 2) Students will review counting atoms.
 * Outcome :**
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/Elements, compounds etc.pptx|Download]]
 * 93 KB

3) Lesson on "The Particle Theory" - and Models of Matter - section 2.1 in the textbook (pages 44 - 47). Terms to know are: atom, compound, element, heterogeneous mixture, homogeneous mixture, matter, pure substances, solution, molecule 4) Students began work on the following assignment that is due March 26 for homework:
 * [|Details]
 * [[file:dgoodwin/section 2.1.pdf|Download]]
 * 847 KB

Homework was handed in (periodic table crossword). 1) Lecture from section 3.2 in the textbook. Notes can be located here: Pics of the lesson can be viewed here: We didn't get to the lecture part today - we will review it tomorrow when we go over the homework assigned below. 2) Students complete a reading assignment located here: It is due for homework for those students who didn't get it completed in class.
 * March 23 and 24, 2015**
 * Outcome**: Students will understand the historical perspective of the development of the model of matter we have today.
 * Activities:**

1) PowerPoint lecture on the periodic table: and the answers: 2) Students complete the following crossword on the periodic table:  **Due for homework for March 23, 2015.** 3) Discussion on the following image. 4) Discussion on other visual depictions of the Periodic Table of the Elements:
 * March 19 and 20, 2015 (March 18 was a storm day)**
 * Outcome**: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.
 * Activities: **

6) Video on the periodic table: https://www.youtube.com/watch?v=0RRVV4Diomg (Crash Course in Chemistry - The Periodic Table.
 * 5) Students read pages 110 to 113 in the textbook and answer questions 1-10 to be handed in for evaluation on March 20.**

1) Students wrote their quiz on ionic bonds. Quiz questions  On your own paper, draw hook and ball diagrams, write the new molecule formula and name for the following ionic bonds:  Na + O  Be + Cl  K + N  2) Students completed an exercise on counting atoms in a molecule. See the PDF file for the presentation in class: - Ms. Millier - I have copies of the handout worksheet in one of the file folders at the front of the room. If you cannot find them, print this one off and copy it at the office. You will need approximately 52 copies. (disregard slides 13 and 14 today)
 * March 17, 2015 (yesterday was a storm day) **
 * Outcome ** : 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf|Download]]
 * 3 MB
 * Bonus: students complete the following assignment and either e-mail it back to me or print it off and hand it in at the beginning of class on Thursday, March 19, 2015. [[file:Count_Atoms_Worksheet_CMolony_2005.pdf]]**
 * Bonus: students complete the following assignment and either e-mail it back to me or print it off and hand it in at the beginning of class on Thursday, March 19, 2015. [[file:Count_Atoms_Worksheet_CMolony_2005.pdf]]**

Ms. Goodfellow is the supply teacher for today.
 * March 13, 2015 **
 * Outcome ** : 1) Students will investigate the subatomic particles of an atom, ionic bonds and understand the basic concepts of the periodic table.
 * Activities: **

1) Describe how ions and ionic bonds are formed. 1) Students completed the following table on ionic bonds: 2) Students read pages 64-65 and answer questions on page 65 #1-4. It is due for homework for March. 3) There will be a quiz similar to the table above on Monday, March 16, 2015 on ionic bonding.
 * Activities: **
 * Atom || Ionic Bond || Name of New Molecule ||
 * Li + F → ||  ||   ||
 * Na + Cl → ||  ||   ||
 * Ca + O → ||  ||   ||
 * Al + I → ||  ||   ||
 * In + S → ||  ||   ||
 * Cs + N → ||  ||   ||
 * Ra + F → ||  ||   ||

1) Students will investigate the subatomic particles of an atom, ionic bonds and understand the basic concepts of the periodic table. 2) Describe how ionic bonds are formed. 1) Students wrote their quiz on subatomic particles. 2) We drew the following atoms for Na, Mg. Li, Cl, S and O and examined the valance electrons to determine how they form ionic bonds. See video clip below: [] (only to the end of ionic bonds - you do not need to view the molecular bonding section) 3) PowerPoint on bonding basics - we only complete the ionic bond section. 4 ) Corresponding information in the textbook can be located on pages 64-65. There is no homework for this evening.
 * March 12, 2015 **
 * Outcome: **
 * Activities: **
 * Introduction: website - hangman using the periodic table ** []
 * [|Details]
 * [[file:dgoodwin/BondingBasics08.ppt|Download]]
 * 459 KB

**March 11, 2015**
1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table **Intro** - humourous chemistry cartoons:   [] AsapScience version  [] Sheldon Cooper from Big Bang singing  1) There will be a quiz on the subatomic particles tomorrow, March 12. - protons, neutrons, electrons, atomic mass, atomic number and how to calculate number of protons, neutrons and electrons. 2) A couple of video clips on atomic structure can be viewed here:
 * Outcome: **
 * Activities: **
 * Intro: Daniel Radcliff sings the element song: ** []

[[#x
---Khan Academy - The Atom:]]Khan Academy - The Atom: ==== [] by The Virtual School - [] 3) Students complete the following assignment:

Students has an assembly on course selections and then general discussions following the assembly.
 * March 10, 2015**


 * March 9, 2015 **

[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="atomicmath.pdf" link="file:dgoodwin/atomicmath.pdf"]][[file:dgoodwin/atomicmath.pdf|atomicmath.pdf]]

 * [|Details]
 * [[file:dgoodwin/atomicmath.pdf|Download]]
 * 8 KB

5) A program that will help with review can be downloaded here: (it is safe to download)


 * [|Details]
 * [[file:dgoodwin/build-an-atom_en.jar|Download]]
 * 2 MB

** February 27, 2015 **

 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table**


 * Activities:**
 * Students may receive __a homework bonus__ with the completion of the assignment below: It is due by March 1, 2015. **

[[#x
---Directions: Go to youtube site and complete video:]]Directions: Go to youtube site and complete video: ====

[[#x
---http://www.youtube.com/watch?v=d0zION8xjbM]][] ====

[[#x
---Complete the following worksheet and either print it off and bring it on or email it to me at diane.goodwin@nbed.nb.ca]]Complete the following worksheet and email it to me at diane.goodwin-nini@nbed.nb.ca ====


 * || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MeettheElements_wkst.pdf" link="file:dgoodwin/MeettheElements_wkst.pdf"]] ||
 * MeettheElements_wkst.pdf ||  ||
 * MeettheElements_wkst.pdf ||




 * Details
 * [[file:dgoodwin/MeettheElements_wkst.pdf|Download]]
 * 62 KB
 * Journal Question: What are the 3 subatomic particles and what are their charges?**

1) A really cool site we looked at in class is:

[] Thanks Sofia!! It compares the smallest known particle to the largest known concept.

2) Students will make models of an atom. The criteria: a) choose an atom with an atomic number from 1 - 18 b) use the colored plasticine to represent the subatomic particles and make a legend to show what color is the proton, electron or neutron. Stick the particles to the paper c) write the name of the element across the top of the paper provided d) in the lower left hand corner write the standard scientific notation for the element e) on the back write the definitions for proton, electron and neutron value /10

3) Students complete the following assignment (using the textbook pages 87 - 89) for homework for tomorrow, Feb. 27.

** Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table. **

 * Activities:**

1) Students complete assignment on the atomic mass, atomic number and number of protons, neutrons and electrons in an atom - *this is due for homework for tomorrow.**

2) Students completed practice assignment. Work not finished in class is due for homework for tomorrow.  (first page only)

3) Students view Fun Video on atoms located here: https://www.youtube.com/watch?v=Re5280Nakds - Billy Nye - Atoms

**February 24, 2015**
1) PowerPoint lecture on parts an atom -
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table. **
 * Activities: **


 * [|Details]
 * [[file:dgoodwin/12 Parts of an Atom.ppt|Download]]
 * 3 MB

The assignment sheet at the end is located here:

====
 * [|Details]
 * [[file:dgoodwin/counting protons, neutron etc.doc|Download]]
 * 1 MB

====

2) Mrs. Gange, our Methods and Resources co-teacher and liaison, worked with the students on goal setting for the next quiz and self disclosure on organizational skills.
==== 3) Students completed a self analysis on a checklist of criteria for organizational skills and disclosed where they fit in managing their organization of educational materials and concepts. Please see the following files: ==== ==== ====
 * [|Details]
 * [[file:dgoodwin/Personal Academic Goals for Science 9 redone.docx|Download]]
 * 15 KB


 * [|Details]
 * [[file:dgoodwin/Level of Organization.docx|Download]]
 * 15 KB

4) Students received small calendars to help with organization. Thank you to the NBTA and Trius Inc. for supplying them. 5) **Journal Question: What mark do I wish to achieve in Science 9 this year and what do I need to do to achieve that goal?**
 * [|Details]
 * [[file:dgoodwin/Study Tips.docx|Download]]
 * 15 KB

6) If time - students began the next section on subatomic particles of an atom. The following file is safe for you to download: See pages 87-89 in the textbook. There is no homework for this evening.

**February 20, 2015**
http://www.iflscience.com/plants-and-animals/worlds-strongest-natural-material-limpet-teeth 1) Students received their graphic organizers, labs and other assignments back. 2) Students wrote their quiz on physical/chemical properties/changes. 3) Students viewed video on physical/chemical changes. https://www.youtube.com/watch?v=X328AWaJXvI (it was posted before but we didn't get to it) 4) Students completed assignment: It is due for homework for Monday.
 * Objectives: ** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activities:**
 * Intro:**

**February 19, 2015**
1) Students completed a lab where they created examples of chemical reactions - energy change (change in temperature), colour change, gas formed and difficult to reverse. (Thanks Jovana for the pics!)  The completed lab and questions 3, 4, 5, 6, 7, 8 and 9 are due at the end of class /10.  2) There will be a quiz on physical and chemical properties and changes (sections 1.2 and 1.7 in the textbook) on Friday, February 20, 2015)
 * Objectives: ** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activity: **

**February 18, 2015**
we will complete the powerpoint and videos from yesterday as we didn't get to them. Objectives: Activities:** 1) Complete the powerpoint (uploaded yesterday) and videos as we didn't get to finish them. 2) Students complete the following assignment on chemical and physical changes for homework for tomorrow:
 * 1) Students will investigate and describe the physical and chemical properties of matter. **
 * 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). **
 * 3) Differentiate between chemical and physical changes. **

1) Students will investigate and describe the physical and chemical properties of matter.
==== 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). ====

** Activities: **
1) Powerpoint lecture: corresponding with section 1.7 in the textbook.
 * [|Details]
 * [[file:dgoodwin/4 Physical and Chemical Changes.ppt|Download]]
 * 818 KB

[]
3) Students received a worksheet on lab equipment and participated in various examples of chemical reactions using the lab equipment and a crossword puzzle on lab materials both located here:

**February 12, 2015**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). 2) **Journal entry:** 2 - 3 times a week, students will write in their journals that will stay in the classroom. It will be evaluated out of 20 at then end of the semester out of 20. //What are 5 common chemicals that you use at home? What are they used for?//
 * Objectives:**
 * Activities: **
 * 1) ** Students view the video on chemical reactions https://www.youtube.com/watch?v=Rtcf6Pjahec and complete the following video assignment: [[file:Bill Nye Chemical Reactions.doc]]

[[#x
---make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.]]make connections among the topics we have covered thus far in the Science (Chemistry) curriculum. ====

[[#x
---Activities:]]**Activities**: ====

[[#x
---1) Student will view a PBS video "Hunting the Elements" It can be viewed on youtube at the following site:]]1) Students will view a PBS video //"Hunting the Elements"// It can be viewed on youtube at the following site: ====

[[#x
---http:www.youtube.com/watch?v=wsoZFTC02PY]][] ==== ==== **Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.** ====

[[#x
---Program Description (taken directly from the PBS site)]]Program Description **(taken directly from the PBS site)** ==== ==== //"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."// ====


 * Objective: ** 1) Students will investigate and describe 1) physical and chemical properties of matter and 2) physical and chemical changes using various lab equipment.


 * Activities: **

1) Graphic organizers that were not completed during class yesterday were collected and evaluated.

2) Students reviewed the physical and chemical properties of matter and completed a worksheet assignment.

3) Students participated in a simulation involving one clue a chemical reaction occurred - colour change.

**February 6, 2014**

 * Objective: Students will investigate and describe the physical and chemical properties of matter. **

[[#x
---Activities:]]**Activities:** ==== 1) Homework - crossword puzzle - was checked for completion, recorded and reviewed. Answers can be located here:  2) Review video on the properties of matter: https://www.youtube.com/watch?v=C4pQQQNwy30 3) Students made graphic organizers on the physical and chemical properties of matter. Information for the graphic organizer is located in the powerpoint in Wednesday's post, the crossword puzzle completed for homework for today and in the textbook (section 1.2 in the text - pages 16-19). Those who didn't finish today will need to complete it for homework for Monday, Feb. 9. Samples are shown below:

**Objective:** Students will investigate and describe the physical and chemical properties of matter. Textbook section 1.2 (pages 16 - 19) 1) Students completed the worksheet handed out from last class. 2) Students completed a crossword on the properties of matter. It is assigned for homework for tomorrow. 3) Students viewed a video on the phases of matter located here: https://www.youtube.com/watch?v=c_6rzSOgo3k
 * February 5, 2015**
 * Activities:**

Objective: Students will investigate and describe the physical properties of matter. Textbook section 1.2 (pages 16 - 19) 1) students wrote their quiz on the WHMIS symbols. 2) Complete lecture on physical properties of matter.
 * February 4, 2015 (Feb. 3 was a storm day)**
 * Safety contracts and parent e-mails are now due. **
 * Activities: **
 * || [[image:http://www.wikispaces.com/i/mime/32/empty.png caption="1 Ch. 1 - Properties of Matter.ppt" link="file:dgoodwin/1 Ch. 1 - Properties of Matter.ppt"]] ||
 * 1 Ch. 1 - Properties of Matter.ppt ||  ||
 * 1 Ch. 1 - Properties of Matter.ppt ||


 * [|Details]
 * [[file:dgoodwin/1 Ch. 1 - Properties of Matter.ppt|Download]]
 * 72 KB

3) We viewed salt and sugar under the microscope to see the crystal structure. and discussed the addition of iodine to table salt.  We broke open a geode to see the crystal formation inside. (hollow rounded rocks which have beautiful crystals formed in volcanic rock) 4 ) Students completed their worksheet on physical properties. (we will complete this work next class. We didn't get it completed done.)
 * || [[image:dgoodwin/salt crystal2.jpg caption="salt crystal2.jpg"]] ||
 * salt crystal2.jpg ||  ||
 * salt crystal2.jpg ||
 * [[image:dgoodwin/geode pic.png caption="geode pic.png"]] ||
 * geode pic.png ||

Activities: 1) Homework was checked, recorded and reviewed. 2) There will be a quiz on the WHMIS tomorrow, Feb. 3. 3) Students completed a lab safety assignment located here:
 * February 2, 2015**
 * Outcome: ** Students will review the safety contract for clarification on proper lab procedures and demonstrate a knowledge of WHMIS standards.


 * January 29 and 30, 2014**

Welcome to Science 9!
I will be posting lesson plans,electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace ** on a daily basis **. Parents, please ensure that I have your e-mail address so that I may send weekly updates home on the progress of your student. You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435. 1) We had a general orientation to the course. An information sheet sent home on January 29 is due on Friday, January 30. ( digital copy is uploaded at the top of this page- see Course Outline for Science 9). Students also received their textbooks. ** There is NO lab fee for this course ** . 2) We discussed lab and general safety. Students viewed a video about the ** WHMIS symbols that can be viewed here: ** [] ** and completed a worksheet handed out in class on the WHMIS symbols **. The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Monday, February 2, 2014. There are many online resources for WHMIS symbols. I've included a couple here: [] and[] 3) Students received their textbooks.
 * Outcome: ** Students will review the safety contract for clarification on proper lab procedures and demonstrate a knowledge of WHMIS standards.
 * Activities **** : **

Biology Review: ==I created a review for the biology section of the final exam that can be located at: http://quizlet.com/66405842/flashcards If this link doesn't work, create a free account at quizlet.com and search for my username: diane-goodwin-nini== Students can create quizlets for the chemistry and electricity sections if they wish. We have completed the Science 9 course consisting of 3 sections: Biology, Chemistry, and Physics (electricity). Think of 2 careers you may be interested in based on what we've learned in class and explain why they might interest you. 2) humourous static electricity dog videos: https://www.youtube.com/watch?v=HDeFBAT1IEo https://www.youtube.com/watch?v=GFW6WqHk7xU and https://www.youtube.com/watch?v=aO-phqmyqdY and one with a cat https://www.youtube.com/watch?v=TE2r0vjkXK0
 * January 15 and 16, 2015**
 * 1) Journal entry for Jan. 16, 2015**

January 13 and 14, 2015
Journal question for Jan. 14 - What are 7 concepts I learned in the chemistry unit and what are two areas in chemistry I should work on to build confidence when I write the exam next week? Chemistry review: (This is a great review of the parts of an atom - with a game portion and it is safe to download)
 * a useful resource to help study where you can make your own flash cards to quiz yourself can be located here: http://quizlet.com/
 * Another useful tip for studying that was discussed on the video on how to study today to turn off your cell phones!

**January 12, 2015**
Electricity review:

Outcome: Students will prepare for the final exam.
**EXAMINATION SCHEDULE/END OF SEMESTER GUIDELINES** **January, 2015**
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="electricity review 2013.pdf" link="file:dgoodwin/electricity review 2013.pdf"]] ||
 * electricity review 2013.pdf ||
 * Details
 * [[file:dgoodwin/electricity review 2013.pdf|Download]]
 * 418 KB
 * video on electrostatics located here: https://www.youtube.com/watch?v=6_Hl1g_lnK0

__Monday, January 19__ 8:30a.m. – Report to examination room (textbook collection and other business) 8:45a.m. – 10:45a.m. – Period 1 examination
 * __PLEASE READ TO HOMEROOM STUDENTS AND POST IN CLASSROOM__**

__Tuesday, January 20__ 8:30a.m. – Report to examination room (textbook collection and other business) 8:45a.m. – 10:45a.m. – Period 2 examination

__Wednesday, January 21__ 8:30a.m. – Report to examination room (textbook collection and other business) 8:45a.m. – 10:45a.m. – Period 4 examination

__Thursday, January 22__ 8:30a.m. – Report to examination room (textbook collection and other business) 8:45a.m. – 10:45a.m. – Period 5 examination

__Friday, January 23__ 8:30a.m. – Report to examination room (textbook collection and other business) 8:45a.m. – 10:45a.m. – Period 6 examination

__Monday, January 26__ Marking Day/Turnaround Day
 * No classes for students. Teachers submit marks by noon.**

__Tuesday, January 27__ Turnaround Day
 * No classes for students**

__Wednesday, January 28__


 * Students return to classes**. Semester two begins. Schedule for the day:

8:30am-8:55am Homeroom (Schedules & Report Cards) 9:00am-10:00am Period 1 10:00am-10:15am Nutrition Break (Warning bell at 10:13am) 10:15am-11:15am Period 2 11:20am-12:20pm Period 4 12:20pm-1:20pm LUNCH (Warning bell at 1:15pm) 1:20pm-2:20pm Period 5 2:20pm-2:30pm Break (Warning bell at 2:28pm) 2:30pm-3:30pm Period 6
 * Note:** **In order to receive report cards students must have all outstanding business taken care of (textbooks returned, course fees paid).** Students who wish to review a particular exam are to make arrangements with the subject teacher prior to by January 30. Also, only essential course changes will be entertained (incomplete schedule or graduation requirements, for example). Students needing a change are to see their homeroom teacher, who will notify guidance (via attached form, “Essential Course Change form”). Announcements will be made for students to go to the guidance office when guidance personnel are able to see them. Until changes are officially made, students are to attend the classes which appear on their schedules.


 * Students please note the following:**
 * 1) Students may not go to lockers while examinations are in session.
 * 2) Students may not leave the examination room until 1-1/2 hours have elapsed. Students who choose to leave prior to 10:45a.m. must go to the cafeteria, the library, or leave the building.
 * 3) The examination schedule is set at the beginning of the school year, and students are expected to write at the scheduled time. Failure to do so will result in a zero grade. **If there is an extenuating circumstance and a student cannot write an exam at the scheduled time, contact must be made with Principal S. Thomas __prior__ to the writing of the examination. A physician’s note will be required in cases of illness.**
 * 4) Cellular phones, headphones, notes or extra paper are not permitted in the examination room. Students failing to observe this rule may be deemed as cheating, and assigned a zero grade.
 * 5) The onus is on the student to observe rules for writing examinations. The consequence of cheating on an exam will result in a mark of zero on the exam.
 * 6) **In the event of school cancellation, exams are written in the same sequence, but each exam would be delayed by one day (period 6 exam would be written on Jan.26).**
 * 7) Buses will arrive at 11:30am during exam week, except for Wednesday. On Wednesday, they will arrive at 1:00pm.
 * 8) The cafeteria will be open during exam week for light snacks and lunches only.
 * 9) No final marks are to be given out to students prior to January 28.
 * 10) **Outstanding work must be resolved prior to Friday, January 16 at 3:30pm. After this date, zero grades will be assigned**.
 * 11) Students who have met graduation requirements and will not be returning semester two must go to guidance to complete a withdrawal notice and verify graduation status (Graduation fees must be paid).
 * 12) Regular parking policies are in effect during exam week.


 * GOOD LUCK ON YOUR EXAMINATIONS!**

Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells **. **
 * Friday, Jan. 9, 2015 (there is a small change to today's schedule...students who didn't complete the assignment yesterday due to software issues on the school computers will go to the lab and complete them while the others stay in the classroom and complete today's work. We will review all of today's work on Monday.)**
 * Outcomes:** Students will understand the electrical nature of matter - electrical circuits.
 * Activities:**

1) Students read pages 300-301 and 306 - 307 and answer question 3 and 4 on page 301 and questions 3 and 4 on page 307
2) We will finish the unit with Bill Nye and his video on "Electricity" located here: https://www.youtube.com/watch?v=BhYbmcbYJn8 3) videoclip - http://laughingsquid.com/how-modern-light-bulbs-work-by-minutephysics/ (Minute Physics on How the Modern Light Bulbs Work)

** __Chapter 1__ ** section 1 - chemicals and safety - page 14 section 2 - properties of matter - page 16 section 7 - chemical and physical changes - page 28 ** __Chapter 2__ ** section 1 - particle theory - page 44 section 3 - metals - page50 section 7 - chemical symbols and formulas - page 58 section 8 - atoms, molecules and the atmosphere - page 60 section 10 - names and formulas for compounds - page 64 ** __Chapter 3__ ** section 2 - developing models of matter - page 82 section 3 - inside the atom - page 87 section 4 - planetary model of the atom - page 90 section 6 - isotopes only - page 96 ** __Chapter 4__ ** section 1 - organizing elements - page 104 section 4 - groups of elements - page 110 ** __Chapter 5__ ** section 1 - the microscope and cell theory - page 140 section 2 - cells: the basic unit of life - page 142 section 5 - the importance of cell division - page 148 section 6 - cell division - page 150 section 8 - reproduction and cell division - page 159 ** __Chapter 6__ ** section 1 - DNA: the genetic material - page 176 section 2 - DNA, mutations and cancer - page 180 section 9 - cloning - page 194 ** __Chapter 9__ ** section 2 - the electrical nature of matter - page 272 section 3 - charging by friction - page 274 section 5 - transferring charge by contact - page 278 section 6 - insulators and conductors - page 280 section 8 - induction - page 285 ** __Chapter 10__ ** section 2 - electricity and electric circuits - page 300 section 3 - electric potential (voltage) - page 302 section 5 - electrochemical cells - page 306
 * For those students wishing to review for the final exam, the following are the chapters and sections that will be evaluated on the exam: **

1) understand basic properties of circuits 2) understand what is required to complete a circuit 3) be able to build series and parallel circuits and understand the difference between the different circuits 4) learn about conductors and insulators
 * Thursday, Jan. 8, 2015**
 * Outcomes:**
 * Activities:**
 * 1)** Students go to the computer lab and complete the following lab online: [[file:circuit inquiry for DC lab.doc]]

**Outcomes:** Students will understand the electrical nature of matter - electrical circuits. Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells **. **
 * Wednesday, Jan. 7, 2015**

**Activities:**
==== 1) Lecture from sections 10.2, 10.3 and 10.5 in the textbook. ====
 * [|Details]
 * [[file:dgoodwin/10.2 and 10.5.pdf|Download]]
 * 3 MB

and complete the following assignment:
Details 61 KB  2) Class demonstration on how to build a circuit.
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="10.3 and 10.5.doc" link="file:dgoodwin/10.3 and 10.5.doc"]] ||
 * 10.3 and 10.5.doc ||
 * [|Details]
 * [[file:dgoodwin/circuit-construction-kit-dc_en.jar|Download]]
 * 2 MB

Please note: the flow of electricity is wrong on the worksheet for the students = it flows from the negative to the positive terminal of the battery. The answers for the worksheet are on the PDF file above.

Activities: 1) Students review the worksheet questions that were assigned Dec. 17. 2) Students complete worksheet on electrostatics located here:
 * Tuesday, Jan. 6, 2015**
 * Outcome:** review concepts of electrostatics.


 * Friday, Dec. 19, 2014 **
 * Outcome: ** apply concepts of electrostatics
 * Activities ** : 1) Students complete a lab on electrostatics. The completed lab is due at the end of class. The lab is similar to the lab on pages 270-271 in the textbook.


 * Wednesday, Dec. 17, 2014**

1) Complete powerpoint lecture from yesterday.
==== 2) Students view the following simulations (from []) and have class discussions: ====
 * [|Details]
 * [[file:dgoodwin/balloons_en.jar|Download]]
 * 1 MB

and

 * [|Details]
 * [[file:dgoodwin/travoltage_en.jar|Download]]
 * 1 MB

==== 3) **For bonus work,** students can complete the following assignment using the two demonstrations (balloons and travoltage above) either by printing it and handing it in or by e-mailing the completed assignment to me at diane.goodwin-nini@nbed.nb.ca //It is due on Friday, Dec. 19 at the beginning of class.// ====


 * [|Details]
 * [[file:dgoodwin/Balloons & Travolta Activity.doc|Download]]
 * 33 KB

==== 4) Students complete the following set of questions from sections 9.3 and 9.5 in the textbook. They are not due for homework. ====
 * [|Details]
 * [[file:dgoodwin/questions for sections 9.3 and 9.5.doc|Download]]
 * 35 KB

==== **Outcome:** Students will understand the electrical nature of matter - Electrostatics and the Law of Electric Charges. ====
 * Tuesday, Dec. 16, 2014 **

**Activities:**
**Journal Questions:** We've had a lot of power outages in New Brunswick over the past year. How was your life affected by the outages? Do we take electrical power for granted?

1) PowerPoint Lecture:

 * [|Details]
 * [[file:dgoodwin/a 9.1 9.2 Electric Charges 2.2 Video.ppt|Download]]
 * 171 KB

2) Video on electrostatics that can be viewed here:
https://www.youtube.com/watch?v=yT1yzT8dQfY

1) video :
http://tune.pk/video/4064050/shock-and-awe-the-story-of-electricity-spark-part-1-of-3 (Part 1) - __Shock and Awe__ - The Story of Electricity. Spark: Jim Al-Khalili tells how the first 'natural philosophers' began to unlock electricity's mysteries, studying its curious link to life and building instruments. http://www.youtube.com/watch?v=CHC8AbQROvc (Part 2) http://www.youtube.com/watch?v=WRW8sltbk9A (Part 3)

**Dec. 12, 2014**

 * Journal Question (written after the test) What did you do to prepare for the test? What was your goal and how successful do you think you were with the test? Why?**
 * Students wrote their unit test on the Biology section of the curriculum.**

**Dec. 11, 2014 - Dec. 10 was a storm day.**
Cells and Their Organelles Draw a plant and animal cell, label their organelles, state the purpose of the organelles and list 3 differences between animal and plant cells.
 * Review continued for unit Biology Test on Dec. 12 (Friday)**
 * For homework, students complete the following assignment from the review for Thursday, Dec. 11:**

**Dec. 9, 2014**
Topics covered on the unit test include: sections 5.2 (Cells); 5.4 and 5.5 (Cell Division); 5.8 (Reproduction and Cell Division); 6.1 (DNA); 6.2 (DNA, Mutations and Cancer); 6.9 (Cloning)
 * Journal Question - Now that we've completed the Biology Unit - Discuss 2 or 3 concept/ideas/things that you enjoyed learning about.**
 * We have completed the Reproduction Unit in Science 9. There will be a unit test on Thursday, Dec. 11.**

** Terms/concepts for review for the Science 9 Biology Unit Test: **
====** Parts of the cell - lysosome, mitochondria, centriole, plant cell vs animal cell, cell membrane, Golgi Apparatus, endoplasmic reticulum, cell wall, ribosome, vacuole, chromosome, cytoplasm, chloroplast **====

** Cloning – enucleated egg, Dolly the Sheep, chromosomes **

 * 1) Students review for the unit test on reproduction on Thursday, Dec. 11 - Review questions can be found here: [[file:biology review without answers Jan 2013.pdf]]**

**Dec. 5 and 8, 2014,**
====**Outcome:** Students will develop a basic knowledge of cloning.====

1) Students view:
**[]** - a basic introduction to cloning. 2) Students read pages 194 - 197 and answer questions 1 - 10 on the assignment handed out in class. An electronic copy of the questions can be viewed here:

3) Powerpoint lecture on cloning:
(cloning section only) 4) View ABC video clip on a woman who cloned her dog located here:
 * [|Details]
 * [[file:dgoodwin/3.11 Cloning 6.9 Plants 7.3.ppt|Download]]
 * 5 MB

http://abcnews.go.com/GMA/video/pet-cloning-animal-15338125 We had a discussion on the ethics of cloning 5) We took a look at a retro report by the New York Times on the cloning of Dolly located here: [] 6) We have had a word wall made of the terms that students will be responsible for for the Reproduction unit test coming next week:

**Dec. 4, 2014**
If you could genetically modify an organism, (plant or animal) what would you choose to modify and what value would it have to society? [] and/or a video clip from Scientific American on genetically modified foods located here: [] 3) Students will complete an article assignment on genetically modified salmon being experimented with in PEI. The article is due for homework if they were not completed in class. 4) Video - The Eyes of Nye on genetically modified foods https://www.youtube.com/watch?v=GKm2Ch3-Myg (24:57)
 * Outcome: Students will understand the basic concepts of genetically modified foods.**
 * Activities:**
 * 1) Journal Prompt:**
 * 2) Students will view a video clip on genetically modified salmon located here:**
 * Bonus assignment: Due Monday, Dec. 8 Read the article and answer the questions that are located on the file.** [[file:wild relatives of common crops may hold key to future of food.docx]]

**Dec. 3, 2014**
1) Powerpoint lecture on genetically modified foods:
 * Outcome: Students will understand the basic concepts of genetically modified foods. **
 * Activities: **

journal entry: ** "If you could cure 1 kind of cancer, what kind would it be and why?" ** Teens Against Tobacco Use is a peer led Tobacco reduction program for students Grades 9-12. The goal of the group is to raise awareness on the harmful effects of tobacco and to support students trying to quit. They do classroom presentations for Grade 9 Science classes and visit middle schools. TATU participates in health fairs, club extravaganzas, and also has special events during tobacco reduction month. from: [] (Contact: Ms. Kilfillen @ patricia.kilfillen@gnb.ca or Ms. Greechan @ kim.greechan@gnb.ca)
 * Dec. 2, 2014**
 * Students participated in a presentation from TATU about smoking - carcinogens is a topic in the DNA and mutations the curriculum.**

2) Students will understand the basic concepts of genetically modified foods.
 * Dec. 1, 2014 **
 * Outcomes ** : 1) Students will understand how mutations in DNA can cause cancer.

**Activities:**
1) Students received their DNA quizzes back and we reviewed how DNA is formed. The site used to illustrate this is phschool.com The WebCode is cbe-4122

[[#x
---3) Students view video clips on GM foods:]]3) Students view video clip on GM foods: ====

[[#x
---A video clip accompanying this topic "Top 5 Franken Animals" can be viewed here:]]A video clip accompanying this topic "Top 5 Franken Animals" can be viewed here: ====

[[#x
---http:www.youtube.com/watch?v=004Iycd9a30]]**[]** ====

[[#x
---3) Discussion on GM foods in the news: ie...apples that don't turn brown when you cut them and broccoli that has higher levels of antioxidants.]]4 ) Discussion on GM foods in the news: ie...apples that don't turn brown when you cut them and broccoli that has higher levels of antioxidants. ====

Journal Entry:
 * Nov. 28, 2014** Nov. 27 was a storm day so there were no classes.
 * Tell me how you felt about doing the project on Chromosome Disorders. Also, tell me a couple of things you learned while doing this project. **

Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms. 1) Lecture on the parts of a flower:
 * Since students are at different points due to the school production earlier this week - period 2 science will present their group projects and receive a very brief lesson on sexual reproduction - dissection of a flower - the reproductive structure of a plant - and period 5 will receive the full lesson on sexual reproduction. The reproductive structure of a flower will not be included on tests or the exam.**
 * Objective: **
 * Activities: ** the full lesson for period 5 students**
 * [|Details]
 * [[file:dgoodwin/FlowerBasics.ppt|Download]]
 * 1 MB

2) Student assignment that compliments the lecture:
 * [|Details]
 * [[file:dgoodwin/FlowerBasics.pdf|Download]]
 * 47 KB

3) Students dissect a flower to examine the reproductive parts - stamen and pistil. 4) Students view video clip [] // Driori shares some of the amazing tricks flowers use to encourage pollen distribution in this TED Talks clip. // 5) Complete online activity on the reproductive parts of a flower - Pistil and Stamen using the following site: go to phschool.com and enter the code: cbp 7241

**November 25 and 26 (presentations for the chromosome disorder group project), 2014**
Outcome**: Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans.** Activities:
 * Period 2 students did not attend science class on Tuesday as they viewed the school production in the theatre. Their dates for this activity are Nov. 26 and 27.
 * 1) Journal Entry:**
 * Describe what DNA looks like. Use the following words in your description: ** double helix, ribose-sugar, phosphate, nitrogen bases, adenine, cytosine, guanine, thymine. ** Try to tell me one more thing about DNA? **
 * 2) Chromosome Disorder Group Project - Please see attached file: [[file:Chromosome Disorder Group Project edited.docx]] **

Down Syndrome**:** Edwards Syndrome: Cri du Chat Syndrome**:** Kleinfelter Syndrome: Turner Syndrome: Patau Syndrome: William Syndrome: XYY Syndrome: Wolf-Hirschhorn Syndrome**:**
 * Information for each project/presentation can be located here: (Thanks to Mrs. Gange for gathering the information)**

November 24, 2014 **

[[#x
---Outcome: Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans.]]**Outcome:** Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans.==== **Activities:** 1) Students wrote their DNA quiz. 2) Lecture on dominant and recessive genes. A fun and interesting video clip on heredity and genes can be located here: [] - the fainting goats. [] - jumping Frenchmen of Maine [] - at 5:48 - jumping Frenchmen Maine 3) Students "created children" with various genetic traits using dominant and recessive genes. The activity can be downloaded here: It is to be handed in and worth 10 marks.
 * Details
 * [[file:gen_smilewkst1.pdf|Download]]
 * 10 KB

=** November 21, 2014 **=

**Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.
1) The quiz is postponed until Monday, Nov. 24. 2) Students view video clip "Crash Course on Heredity" located here: http://www.youtube.com/watch?v=CBezq1fFUEA&list=PLCgsCeVfw90p9e4h-CiCotulDjYfexqUN 3) Students reviewed the homework that was due for yesterday to check for understanding. Answers can be downloaded here: 5) Students began their mid unit review which we will be due for homework on Monday. ( please disregard the date on the file**)**
 * Activities:**

**November 20, 2014**

 * THE DNA QUIZ HAS BEEN POSTPONED UNTIL MONDAY, NOVEMBER 24*

[[#x
---Activities:]]**Activities:**====
 * 1) Journal Entry Activity Question: - How do you feel about the possibility of being able to select genetic features for future children? What are the pros and cons of being able to do this?**
 * 2) Students get their goal sheets out and write down their goal for the DNA quiz on Monday.**

[[#x
---1) Students built models of DNA using licorice and colored marshmallows. An image from this morning's class is located below:]]3) Students built models of DNA using licorice and colored marshmallows. An image from this morning's class is located below:====

[[#x
---2) A helpful video on the structure of DNA can be found here:]]3) **A helpful video on the structure of DNA can be found here:**====

[[#x
---http:www.youtube.com/watch?v=qy8dk5iS1f0]]**[]**====

[[#x
---Another helpful video on DNA replication can be found here:]]**Another helpful video on DNA replication can be found here:**====

[[#x
---http:www.youtube.com/watch?v=FBmO_rmXxIw]][]====

[[#x
---and finally for those wishing for further information on DNA from Thinkwell Biology:]]and finally for those wishing for further information on DNA from Thinkwell Biology:====

[[#x
---part 1 - http:www.youtube.com/watch?v=aSILNKbhNLg and part 2 -]]part 1 - [] and part 2 -====

[[#x
---http:www.youtube.com/watch?v=CRTXxXHBM3U]][]====

[[#x
---3) There will be a quiz on DNA from section 6.1 in the textbook on Thursday, Nov. 21.]]4**) There will be a quiz on DNA from section 6.1 in the textbook on Friday, November 21..**====

**November 18 and 19, 2014**
//**Journal question for Nov. 18 - We are all the same species but what makes us different from each other? What factors contribute to our differences?**// **Outcome:** students will understand the role of chromosomes and DNA in cell/organism development. **Activities**: (all activities probably won't get completed during class today)
 * Introduction of journal writing in Science 9. **
 * Journals are a good cross-curricular activity. The potential through processes and writing activity is a valuable opportunity for students to see that writing and high level thinking hapens in all settings.**
 * "Journal writing is a voyage to the interior." -Christina Baldwin**

[[#x
---1) Powerpoint lecture: file:3.10 DNA new.ppt]]2) Powerpoint lecture: ====
 * Details
 * [[file:3.10 DNA new.ppt|Download]]
 * 3 MB

[[#x
---2) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook- electronic version is not available for upload.]]3) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook- ==== 4) Students will view video clip on genes and genetics that can be viewed here:

http://www.youtube.com/watch?v=DNXXUTfhK98 (Bill Nye - Genes)

http://www.cbc.ca/news/canada/north/drunk-birds-sober-up-in-environment-yukon-holding-tank-1.2836281 - a fun clip on fermentation (yeast budding) in the wild http://www.youtube.com/watch?v=suxTe9KQNF0 - a recent clip of Tameka Harris surgically altering her eye color to generate discussion

**November 17, 2014**
**Activities:** 1) Students will finish watching the video "A Murder of Crows" 2) Homework that was assigned on Nov. 13 will be checked, recorded and reviewed.

**November 14, 2014**
**Activities:** 1) Students received and reviewed their mitosis quizzes. 2) Mrs. Gange, our Methods and Resources co-teacher and liaison, worked with the students on goal setting for the next quiz and self disclosure on organizational skills. 3) Students completed a self analysis on a checklist of criteria for organizational skills and disclosed where they fit in managing their organization of educational materials and concepts. Students needing extra support will be pulled during homeroom period for assistance with organization. Please see the following files:  **4) To finish out this week; we discussed animals that mate for life on Wednesday and one such animal is the crow. Soon our conversation stretched to just how smart crows are. Students will view part 1 of "A Murder of Crows" by David Suzuki at** http://www.cbc.ca/natureofthings/episodes/a-murder-of-crows
 * Objective:** Students will self assess and set goals for success for their next Science 9 formal evaluation.

//"A Murder of Crows is a visually stunning one-hour documentary that offers a rare and intimate glimpse into the inner life of one of the most intelligent, playful and mischievous species on the planet - the common crow. It is also a film that explores a unique pairing of science and cinema as world-renowned scientists, including crow expert Professor John Marzluff, joins forces with an award-winning camera team to explore the secret world of crows. A scientific exploration with a compelling twist, the film is a visually stunning HD documentary that reveals new insights and understanding into this haunting and elusive species.// //The average crow knows a tremendous amount about us, from our eating habits to our traffic patterns, but the average human knows relatively little about the intimate life of crows. And there is so much worth knowing. Crows are one of the most common birds on the planet. They have more brain mass per unit than any other bird group except the macaw and as result they often behave more like primates or even humans than they do birds. Crows have a proven ability to reason and problem-solve and have long and dependable memories. They engage in complex social interactions that range from group play and hunting to gang-style killings and funerals.// //Many of us have heard that crows are smart but most people have no idea just how intelligent these birds are or how much we, as humans, can learn from them. With exclusive access to a series of fascinating new research experiments being conducted into the cognitive abilities of crows around the world, A Murder of Crows will shock and amaze viewers and change how people look at the common crow.// //Join us on an amazing journey as we meet crow experts from around the world to expand our knowledge of these pint sized beasts by taking our arsenal of cameras to places the camera has never been before - high up into the treetops with baby crows, deep inside a boisterous roost site jam packed with birds jockeying for position, or way out on a limb as a young female crow prepares to launch herself on her maiden flight. Using tiny, state-of-the-art radio tracking devices, creative camera techniques and pioneering field research including new studies into how crows recognize human faces, A Murder of Crows will lead to fresh insights and captivating never-before-seen footage of the secret life of crows. We see them everyday and yet as we'll come to realize, until now we've never really seen them at all.// //A Murder of Crows is produced and directed by Susan Fleming."// //from:// http://www.cbc.ca/natureofthings/episodes/a-murder-of-crows

**November 13, 2014 (I am in meetings. Mr. Dewar is the supply teacher for today.)**
** Objective: **

Students will understand and differentiate between asexual reproduction and sexual reproduction (section 5.8 - pages 159-161) ** Activities: ** 1) Complete the powerpoint lecture from budding through to slide 8. 2) View the video clips associated with each reproduction type. 3) Complete the assignment uploaded in yesterdays entry. It is due for homework for those that did not complete.

**November 12, 2014 (the lecture on reproduction will continue on Nov. 13)**
Students will understand and differentiate between asexual reproduction and sexual reproduction (section 5.8 - pages 159-161) 1) Students will write the short quiz on mitosis. 2) Powerpoint lecture of sexual and asexual reproduction that can be viewed here: (Only go to slide 8)
 * Objective: **
 * Activities: **
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png caption="3.9 Types of Asexual Reproduction 5.8123.ppt" link="file:dgoodwin/3.9 Types of Asexual Reproduction 5.8123.ppt"]] ||
 * 3.9 Types of Asexual Reproduction 5.8123.ppt ||
 * Details
 * [[file:dgoodwin/3.9 Types of Asexual Reproduction 5.8123.ppt|Download]]
 * 5 MB

[[#x
---3) Some videos that may have been shown to further illustrate asexual reproduction can be viewed here:]]3) Some videos that may have been shown to further illustrate asexual reproduction can be viewed here: ==== []

[[#x
---hydra eating (just cause it was cool to show)]]hydra eating (just cause it was cool to show) ====

[[#x
---http:www.youtube.com/watch?v=489CSop00sY]][] ==== budding in hydra []

[[#x
---budding in yeast]]budding in yeast ==== []

[[#x
---binary fission in bacteria]]binary fission in bacteria ====

[[#x
---https:www.youtube.com/watch?v=d5dOSyaKWTQ]][] ====

[[#x
---regeneration in seastars]]regeneration in seastars ====

[[#x
---https:www.youtube.com/watch?v=LbMr6d-ACYw]][] ====

[[#x
---vegetative reproduction in stawberries]]vegetative reproduction in stawberries ====

[[#x
---https:www.youtube.com/watch?v=LbMr6d-ACYw]] ==== http://www.youtube.com/watch?v=5hGQcmM6njY

[[#x
---spore formation in ferns]]spore formation in ferns ====

[[#x
---https:www.youtube.com/watch?v=CxGaHUax-MU]][] ====

[[#x
---spores in fungus]]spores in fungus ====

[[#x
---http:www.youtube.com/watch?v=ELvTgZnTwSI]][] ====

[[#x
---types of reproduction (Thanks Liz for the link!)]]types of reproduction (Thanks Liz for the link!) ==== 4) Student will complete the following assignment on reproduction on Friday, November 14 (section 5.8 in the textbook)
 * [|Details]
 * [[file:dgoodwin/Reproduction and Cell Division questions for 5.8.doc|Download]]
 * 66 KB

It is due for ** homework for Friday, Nov. 14. ** __ *Bonus assignment due for Nov. 14** __ - Print or complete the following assignment on asexual reproduction and hand it to me during class on Tuesday or e-mail it to me at diane.goodwin-nini@nbed.nb.ca before Friday morning (Nov. 14). Instructions are on the assignment. Answers can be found in section 5.8 in the textbook.
 * [|Details]
 * [[file:dgoodwin/Asexual Reproduction Worksheet for bonus.doc|Download]]
 * 191 KB

Objective: ** Students will describe the importance of cell division and process of mitosis. ** Activities:
 * November 7, 2014**
 * 1) Students completed a microviewer assignment on mitosis. (This activity has to be completed in the class due to the materials needed.) **
 * There will be a quiz on mitosis on Wednesday, November 12. See pages 150-153 in the textbook.

November 6, 2014


 * Students will learn proper use of a microscope. **

Activities: **

1) Students will learn the parts of a microscope and go to the lab to view live organisms using the microscopes (euglena and paramecium).


 * [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="MicroscopeBasics.ppt" link="file:dgoodwin/MicroscopeBasics.ppt"]] ||
 * MicroscopeBasics.ppt ||




 * Details
 * [[file:dgoodwin/MicroscopeBasics.ppt|Download]]
 * 1 MB


 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MicroscopeBasicswkst.pdf" link="file:dgoodwin/MicroscopeBasicswkst.pdf"]] ||
 * MicroscopeBasicswkst.pdf ||




 * Details
 * [[file:dgoodwin/MicroscopeBasicswkst.pdf|Download]]
 * 73 KB


 * just the first page of this file **
 * There will be a quiz on mitosis on Wednesday, Nov. 12.

November 4, 2014 **Nov. 3 was a storm day and Nov. 5 is "Take Your Kids to Work Day" There are no classes on Wednesday, Nov. 5 for grade 9 students.** Objective: ** Students will describe the importance of cell division and process of mitosis. ** 1) Homework was checked and recorded. We reviewed in class the answers to the mitosis assignment that was handed out in class on Friday. A copy can be downloaded in Friday's entry. 2) We did a few housekeeping things regarding assignments that have not been passed in. 3) Lecture on cell division and mitosis.
 * Activities: **


 * October 31, 2014 (Ms. Brown is the supply teacher for today) **

Objective: ** Students will describe the importance of cell division and process of mitosis. **

Activities:

1) Students view video on mitosis located here:


 * [] **


 * 2) Students complete assignment located here: **


 * [|Details]
 * [[file:dgoodwin/mitosis assignment to use for April 23.doc|Download]]
 * 112 KB


 * October 29 and 30, 2014 (Ms. Brown is the supply teacher for these days) **

[[#x
---Objective: Students will describe the importance of cell division and process of mitosis.]]**Objective:** Students will describe the importance of cell division and process of mitosis. ====

[[#x
---Activities:]]**Activities:** ====

1) Students wrote their quiz on cell structure and their organelles.

[[#x
---2) Powerpoint Lecture on mitosis that can be viewed here: file:3.8 Mitosis 5.5.ppt]]2) Powerpoint Lecture on mitosis that can be viewed here: ====


 * [|Details]
 * [[file:dgoodwin/3.8 Mitosis 5.5.ppt|Download]]
 * 2 MB

3) Students completed the following assignment that can be printed from here:


 * [|Details]
 * [[file:dgoodwin/Cell Division questions 5.5.doc|Download]]
 * 46 KB

[[#x
---3) Students may wish to complete a bonus activity on mitosis due for Thursday, April 10. Follow the directions found here but only do questions 1 and 2:]]3) Students may wish to complete a **bonus activity** on mitosis due for Monday, November 3. Follow the directions found here but only do questions 1 and 2: ====

[[#x
---http://www.biologycorner.com/worksheets/mitosis.html]][] ====

[[#x
---4) A video clip on cells dividing can be viewed here:]]4) A video clip on mitosis can be viewed here: ====

http://www.youtube.com/watch?v=cs2cNLNMjN0

[[#x
---Activities:]]**Activities:** ====

[[#x
---1) Homework was check, recorded and reviewed.]]1) Homework was check, recorded and reviewed. (Students needed to complete the crossword assigned yesterday. Ms. Goodfellow - you can either collect them for marking later or record the students who have it completed and go over it in class. I don't have a prepared key but you may wish to make a key during your period 1 prep). ====

[[#x
---2) A small pre-quiz was completed by the students so they could gauge how much they needed to study for a quiz on the parts of the cell on Friday, April 4.]]2) A small pre-quiz was completed by the students in class so they could gauge how much they needed to study for a **quiz** on the parts of the cell on Wednesday, Oct. 29. ====

[[#x
---(a site where students can complete an interactive quiz on the parts of a cell can be found here:]]See the site: ====

[[#x
---http://www.biologyjunction.com/cellquiz.html )]]**[] -** disregard question 4 ==== Another good review - activity - on the organelles of a cell can be found here: PHSchool.com code: cbd 3072
 * 3) Students completed an assignment on cells and organelles. Those not completed in class are due for Wednesday, Oct. 29. (Ms. Goodfellow - I think I have copies in one of the folders on my desk. If not, you will need to copy the first two pages for the students - they cannot be double sided as students will cut and paste the correct answers into the boxes of the answer sheet.) **
 * [|Details]
 * [[file:dgoodwin/CellsOrganellesWkst.pdf|Download]]
 * 239 KB

4) Students viewed video (if time) on the parts of a cell located here: []
 * For those wishing to complete the bonus assignment, it is due Wednesday morning before the quiz. It was uploaded last Friday. Questions for the cell quiz will come from pages 142 and 143 in the textbook.**

October 27, 2014 Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

**Activities:**
1) Intro - Students participated in a hand washing activity to help understand the importance of it especially during flu season. See the following site for more information:

[]

2) Students view video clip on hand washing:

[] washing your hands and of course - Chris Hadfield on how to wash your hands in space: http://www.youtube.com/watch?v=9Z2KNDGNnlc

3) Students worked on an assignment on cells during class. It is due for tomorrow. A copy can be downloaded here:

 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="Cell Organelle Crossword Puzzle.pdf" link="file:dgoodwin/Cell Organelle Crossword Puzzle.pdf"]] ||
 * Cell Organelle Crossword Puzzle.pdf ||
 * Details
 * [[file:dgoodwin/Cell Organelle Crossword Puzzle.pdf|Download]]
 * 66 KB


 * October 24, 2014 **
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.

[[#x
---1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in March 25's entry.]][[#x==---1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in October 29th's entry.]]1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in yesterday's entry. ==== 2) Students complete a cell organelle colouring activity that can be viewed here:
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="CellDiagramWkst.pdf" link="file:dgoodwin/CellDiagramWkst.pdf"]] ||
 * CellDiagramWkst.pdf ||

3) There will be a ** quiz on the organelles of a cell ** on Wednesday, October 29.
 * Details
 * [[file:dgoodwin/CellDiagramWkst.pdf|Download]]
 * 180 KB

4) Students read pages 142 - 143 in the textbook and answer questions 1-4 on page 143 for homework for Monday, October 27. (Period 2 only - period 5 will have it assigned for homework on Monday. Period 5 has the cell diagram sheet uploaded above for homework for Monday)


 * 5) Bonus - students may wish to print off the following assignment on the animal cell, complete it and hand it in on Wednesday, October 29 for a bonus point. **
 * [|Details]
 * [[file:dgoodwin/animal cell coloring revised[1].doc|Download]]
 * 289 KB

1) Introduce the topic of cell biology.
 * October 23, 2014 **
 * Objective: ** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.
 * Activities: **

[]
2) Identify two types of cells (plant and animal cells) and describe the functions of organelles found within a cell. 3) Activity - PHSchool.com and type in cbp-3072 and cbd-3072. 4) ** Bonus activity: ** students go to PHSchool.com type in cbp-3072, complete the activity on cells, print it off or answer the questions on a piece of paper and hand it in first thing on Friday, October 24.

Students wrote their Science 9 Unit Test
 * October 22, 2014 (Mr. Porter is the supply teacher for today) **

Review for Science 9 Unit Test Answer the following questions from the textbook Page 40-41 answer questions 5, 6 and 7 Page 77 answer questions 10 (write the names of the compounds only) and 11 Page 100-101 answer questions 5, 7, 8(a), 9, 12, 15 Pages 126 – 127 answer questions 2, 4, 5, 7 Answers may be checked at home using the following file:
 * October 21, 2014 (Unfortunately I am out again today - Ms. Brown is the supply teacher) **

1) Mr. Porter, make copies of the following file to give to students to review for the test. My photocopy number is in the front of the black duotang. 2) Show the following file of sample questions on the smartboard for students to copy with correct answers. Students will also need to review the terms at the end of the file.
 * October 20, 2014 (Unfortunately, I am out of school again today. Mr. Porter is the supply teacher.) **
 * Please note - There is a Free the Children assembly today. The schedule for assembly days is posted at the front of my black duotang as well as posted on the chalkboard close to the classroom door. I also have 9:30 duty by the gym doors as noted in my black duotang on Mondays. **
 * Students review for the chemistry unit test.**
 * Activities:**
 * Details
 * [[file:chem review.pdf|Download]]
 * 234 KB

Students review for the chemistry unit test by making miniposters of the chapter sections covered on the test - see yesterday's entry for sections.
 * October 17, 2014 **

2) Describe compounds and elements in terms of molecules and atoms and recognize that compounds may be broken down into elements by chemical means. 3) Differentiate between pure substances and mixtures and further classify them in terms of element, compound, heterogeneous and homogeneous mixture) 1) Period 2 class will review the counting atoms assignment from last Tuesday. 2) Review Wednesday and Thursday's work to check for understanding. 3) Students create review mini posters on the concepts as outlined in the Science 9 curriculum to prepare for the unit test next Wednesday, October 22. __Chapter 1__ __s__ection 1 - chemicals and safety; section 2 - properties of matter section; 7 - chemical and physical changes; __Chapter 2__ section 1 - particle theory; section 7 - chemical symbols and formulas section; 8 - atoms, molecules and the atmosphere; section 10 - names and formulas for compounds; __Chapter 3__ section 2 - developing models of matter section; 3 - inside the atom; section 4 - planetary model of the atom section 6 - isotopes only; __Chapter 4__ section 1 - organizing elements; section 4 - groups of elements 4) If time permits, students will visualize the concepts of isotopes using the following application:
 * October 16, 2014 (Ms. Goodfellow is the supply teacher for today) **
 * Outcome**: 1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table.
 * Activities:**

October 16, 2014 (Ms. Goodfellow is the supply teacher for today) Outcome**: 1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table.** Activity:
 * 2) Describe compounds and elements in terms of molecules and atoms and recognize that compounds may be broken down into elements by chemical means.**
 * 3) Differentiate between pure substances and mixtures and further classify them in terms of element, compound, heterogeneous and homogeneous mixture)**
 * 1) Students completed a fun lab on solutes and solvents today and completed a worksheet on elements, compounds and mixtures. The lab and worksheet can be located here: [[file:mixtures and solutions with lab.doc]]**

October 15, 2014 (Mr. Porter is the supply teacher for today) Outcome**: 1) Students will investigate the subatomic particles of an atom (The Particle Theory and Models of Matter) and understand the basic concepts of the periodic table.** Activities:
 * 1) Students will review counting atoms from yesterday's lesson. [[file:Elements, compounds etc.pptx]]**
 * 2) Lesson on "The Particle Theory" - and Models of Matter - section 2.1 in the textbook (pages 44 - 47). Terms to know are: atom, compound, element, heterogeneous mixture, homogeneous mixture, matter, pure substances, solution, molecule [[file:section 2.1.pdf]] (Mr. Porter - the powerpoint for this PDF is located on my desktop-science 9-grade 9 08-chemistry-section 2-1.ppt I meant to upload that file. The PDF is for study purposes for students but can be used for teaching if you can't find the file on my desktop)**
 * period 2 Science 9 - I will check their homework on counting atoms on Friday when I return.
 * There is a bonus assignment that is due for those that wish to complete it. Please collect them and I will record them on Friday.**

October 14, 2014 Outcome**: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.** Activities: Intro: **Chemistry humour!! ** __Please note__*** We are nearing the completion of the Chemistry portion of Science 9. There will be a unit test on Wednesday, October 22. For those students wishing to begin review, the following information will be covered on the unit test:**
 * 1) Students will complete the powerpoint (posted on Friday as a PDF file) from Friday and work individually on the assignment that can be found at the end of the powerpoint (PDF) on counting atoms in molecules.**
 * __Chapter 1 s__ection 1 - chemicals and safety; section 2 - properties of matter section; 7 - chemical and physical changes; __Chapter 2__ section 1 - particle theory; section 7 - chemical symbols and formulas section; 8 - atoms, molecules and the atmosphere; section 10 - names and formulas for compounds; __Chapter 3__ section 2 - developing models of matter section; 3 - inside the atom; section 4 - planetary model of the atom section; 6 - isotopes only; __Chapter 4__ section 1 - organizing elements; section 4 - groups of elements **

**For further information on the test, see:**

 * Details
 * [[file:chem review.pdf|Download]]
 * 234 KB
 * and**
 * Details
 * [[file:chem review.doc|Download]]
 * 37 KB

Activities: ** 1) Students wrote their quiz on ionic bonds. 2) Students completed an exercise on counting atoms in a molecule. See the PDF file for the presentation in class:
 * October 8, 2014 **please note - Period 2 did not have class today due to a grade 9 assembly in the theatre. They will complete this work on October 14.
 * Outcome**: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.
 * [|Details]
 * [[file:dgoodwin/9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf|Download]]
 * 3 MB
 * Bonus: students complete the following assignment and either e-mail it back to me or print it off and hand it in at the beginning of class on Wednesday, October 15, 2014. [[file:Count_Atoms_Worksheet_CMolony_2005.pdf]]**
 * Bonus: students complete the following assignment and either e-mail it back to me or print it off and hand it in at the beginning of class on Wednesday, October 15, 2014. [[file:Count_Atoms_Worksheet_CMolony_2005.pdf]]**

1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table. 2) Describe how ions and ionic bonds are formed. 1) Students completed the following table on ionic bonds:** 2) Students read pages 64-65 and answer questions on page 65 #1-4. It is due for homework for tomorrow. 3) There will be a quiz similar to the table above on Wednesday, October 8 on ionic bonding. (Period 2 is a little behind due to the Terry Fox assembly. They will still write the quiz tomorrow.)
 * October 7. 2014 **
 * Outcomes: **
 * Activities: **
 * Atom || Ionic Bond || Name of New Molecule ||
 * Li + F → ||  ||   ||
 * Na + Cl → ||  ||   ||
 * Ca + O → ||  ||   ||
 * Al + I → ||  ||   ||
 * In + S → ||  ||   ||
 * Cs + N → ||  ||   ||
 * Ra + F → ||  ||   ||

1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table. 2) Describe how ionic bonds are formed. 1) We drew the following atoms for Na, Mg. Li, Cl, S and O and examined the valance electrons to determine how they form ionic bonds. See video clip below:
 * October 6, 2014 **
 * Outcome:**
 * Activities:**
 * Introduction: website - hangman using the periodic table ** []

[] (only to the end of ionic bonds - you do not need to view the molecular bonding section) 2) PowerPoint on bonding basics - we only complete the ionic bond section.

3) Corresponding information in the textbook can be located on pages 64-65. There is no homework for this evening.

1) Explain the usefulness of scientific models and describe the evolution of models of the atom. 2) Describe the Bohr-Rutherford model of the atom and be able to draw diagrams for atoms and ions of the first 20 elements. 1) https://www.youtube.com/watch?v=thnDxFdkzZs - 10 minute clip on the history of the atomic theory. 2) Students read section 3.2 (pages 82 - 85) and answer the reading assignment handed out in class.
 * October 3, 2014 (Mr. Porter is the supply teacher today) **
 * Outcome: **
 * Activities: **

(don't do the coloring activity at the end of the powerpoint)
 * October 2, 2014 (Mr. Porter is the supply teacher today) **
 * Outcome: **
 * 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Lecture on the Periodic Table: [[file:14 Periodic Table of Elements.ppt]] [[file:14 Periodic Table of Elements.pdf]]**

2) video clip on periodic table: https://www.youtube.com/watch?v=0RRVV4Diomg 2) Students complete the periodic table crossword for homework:

1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table
 * September 30 and Oct. 1, 2014 **
 * Outcome:**
 * Activities:**
 * Intro: Daniel Radcliff sings the element song: ** []

https://www.youtube.com/watch?v=zUDDiWtFtEM AsapScience version https://www.youtube.com/watch?v=qmC7b6USj40 Sheldon Cooper from Big Bang singing

1) Students wrote their quiz on subatomic particles. (period 2 was short on Sept 30 due to the practice school evacuation - period 5 completed an assignment from section 3.3 in the textbook. Period 5 was short due the practice lockdown on Oct. 1) 3) A couple of video clips on atomic structure can be viewed here:

[[#x
---Khan Academy - The Atom:]]Khan Academy - The Atom:==== [] by The Virtual School - []


 * September 29, 2014 **
 * Students may receive __a homework bonus__ with the completion of the assignment below: It is due at the beginning of class on October 1. **

[[#x
---Directions: Go to youtube site and complete video:]]Directions: Go to youtube site and complete video: ====

[[#x
---http://www.youtube.com/watch?v=d0zION8xjbM]][] ====

[[#x
---Complete the following worksheet and either print it off and bring it on or email it to me at diane.goodwin@nbed.nb.ca]]Complete the following worksheet and either print it off and bring it on or email it to me at diane.goodwin@nbed.nb.ca ==== 1) Students view: Students view Friday Fun Video on atoms located here: [] (we didn't get to this on Friday) 2) Students complete their building an atom assignment if they did not complete it on Friday. 3) Students complete the following assignment on counting protons, neutrons and electrons as a review. 4) There will be a quiz tomorrow on atomic number, atomic mass, protons, neutrons and electrons. Students will need to be able to determine the numbers of subatomic particles and write the standard atomic notation for 3 different kinds of atoms. 5) A program that will help with review can be downloaded here: (period 5 worked with it in class today but period 2 didn't)
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MeettheElements_wkst.pdf" link="file:dgoodwin/MeettheElements_wkst.pdf"]] ||
 * MeettheElements_wkst.pdf ||
 * Details
 * [[file:dgoodwin/MeettheElements_wkst.pdf|Download]]
 * 62 KB
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table**
 * Activities:**

**September 26, 2014**
1) A really cool site we looked at in class is: [] Thanks Sofia!! It compares the smallest known particle to the largest known concept.
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table**
 * Activities:**

2) Students will make models of an atom. The criteria: a) choose an atom with an atomic number from 1 - 18 b) use the colored plasticine to represent the subatomic particles and make a legend to show what color is the proton, electron or neutron. Stick the particles to the paper c) write the name of the element across the top of the paper provided d) in the lower left hand corner write the standard scientific notation for the element e) on the back write the definitions for proton, electron and neutron value /10

**September 25, 2014**
1) Students complete assignment on the atomic mass, atomic number and number of protons, neutrons and electrons in an atom - 2) Students completed practice assignment. Work not finished in class is due for homework for tomorrow. 3) Students view Friday Fun Video on atoms located here: https://www.youtube.com/watch?v=MZ6-dpxLqUk
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table.**
 * Activities:**


 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table. **


 * Activities: **

1) Students complete the PBS video "Hunting the Elements."

2) PowerPoint lecture on parts an atom -


 * [|Details]
 * [[file:dgoodwin/12 Parts of an Atom.ppt|Download]]
 * 3 MB

The assignment sheet at the end is located here:


 * [|Details]
 * [[file:dgoodwin/counting protons, neutron etc.doc|Download]]
 * 1 MB

[[#x
---make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.]]make connections among the topics we have covered thus far in the Science (Chemistry) curriculum. ====

[[#x
---Activities:]]**Activities**: ====

1 ) Student will continue to view a PBS video // "Hunting the Elements" // It can be viewed on youtube at the following site:

[[#x
---http:www.youtube.com/watch?v=wsoZFTC02PY]][] period 2 will begin at 38.09 and period 5 will begin at 39.29 ====

[[#x
---Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.]][[#x==---Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.]]**Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.** ====

[[#x
---Program Description (taken directly from the PBS site)]]Program Description **(taken directly from the PBS site)** ====

[[#x
---"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."]]//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."// ====

[[#x
---make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.]]make connections among the topics we have covered thus far in the Science (Chemistry) curriculum. ====

[[#x
---Activities:]]**Activities**: ==== 1) Students wrote their quiz on chemical/physical properties and changes.

[[#x
---1) Student will view a PBS video "Hunting the Elements" It can be viewed on youtube at the following site:]]2) Student will view a PBS video //"Hunting the Elements"// It can be viewed on youtube at the following site: ====

[[#x
---http:www.youtube.com/watch?v=wsoZFTC02PY]][] ====

[[#x
---Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.]][[#x==---Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.]]**Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.** ====

[[#x
---Program Description (taken directly from the PBS site)]]Program Description **(taken directly from the PBS site)** ====

[[#x
---"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."]]//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."// ====

**September 18, 2014**
1) Assignments and labs were returned to students and reviewed. 2) Students completed an assignment on physical and chemical properties/change located here: and answers 3) Students reviewed for the quiz tomorrow. 4) Video on properties of matter https://www.youtube.com/watch?v=VdEmxInegfQ
 * __BONUS ACTIVITY__: FOR ANY STUDENT THAT HAS A ZERO FOR HOMEWORK DURING THE FIRST 3 WEEKS OF SCHOOL, HERE IS YOUR OPPORTUNITY TO "FIX" IT. DOWNLOAD THE ATTACHED WORD FILE, COMPLETE THE ACTIVITY, SAVE IT AND THEN E-MAIL IT TO ME AT diane.goodwin-nini@nbed.nb.ca. IN THE SUBJECT LINE, PUT YOUR NAME AND BONUS ACTIVITY: **
 * [|Details]
 * [[file:dgoodwin/Bonus Activity for Chapter 1.doc|Download]]
 * 33 KB
 * IT IS DUE BY Friday September 19, 2014. **
 * Objectives:** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activities:**

**September 17, 2014**
1) Students completed a lab where they created examples of chemical reactions - energy change (change in temperature), colour change, gas formed and difficult to reverse. (Thanks Jovana for the pics!) The completed lab and questions 3, 4, 5, 6, 7, 8 and 9 are due at the end of class /10. 2) There will be a quiz on physical and chemical properties and changes (sections 1.2 and 1.7 in the textbook) on Friday, September 19, 2014)
 * Objectives:** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activity:**

**September 16, 2014**
Objectives: 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). Activities: 1) 2) Students complete assignment: Those that did not finish the assignment during classroom time will need to complete it for homework for tomorrow. 3) Students viewed the following video on chemical reactions: https://www.youtube.com/watch?v=Rtcf6Pjahec


 * Objectives:**

1) Students will investigate and describe the physical and chemical properties of matter.

2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).


 * Activities:**

1) Homework was checked, reviewed and recorded.

2) Powerpoint lecture: corresponding with section 1.7 in the textbook.

3) Video clip on physical and chemical changes:

[]

4) Students received a worksheet on lab equipment and participated in various examples of chemical reactions using the lab equipment.

5) Students view video clip of physical change examples:

@http://www.youtube.com/watch?v=WIOlnXbRpuk

6) There will be a **quiz** on physical and chemical properties (section 1.2) and physical and chemical changes (section 1.7) on Friday, September 19, 2014. Students received a crossword to complete on lab equipment.

** Objective: ** 1) Students will investigate and describe 1) physical and chemical properties of matter and 2) physical and chemical changes using various lab equipment.

 * Activities: **

1) Graphic organizers that were not completed during class yesterday were collected and evaluated.

2) Students reviewed the physical and chemical properties of matter and completed a worksheet assignment.

3) Students participated in a simulation involving one clue a chemical reaction occurred - colour change.

4) Students viewed demonstrations of colour change as one clue of a chemical reaction and were introduced to various examples and uses of lab equipment. 5) Read pages 28-30 (section 1.7) and answer questions 1 and 2 for tomorrow.



=

**September 10, 2014**

 * Objective: Students will investigate and describe the physical and chemical properties of matter. **

[[#x
---Activities:]]**Activities:** ==== 1) Homework - crossword puzzle - was checked for completion, recorded and reviewed. 2) Review video on the properties of matter: https://www.youtube.com/watch?v=C4pQQQNwy30 3) Students made graphic organizers on the physical and chemical properties of matter. Information for the graphic organizer is located in the powerpoint in Monday's post, the crossword puzzle completed for homework for today and in the textbook (section 1.2 in the text - pages 16-19). Samples are shown below:

**Objective:** Students will investigate and describe the physical and chemical properties of matter. Textbook section 1.2 (pages 16 - 19) 1) Students wrote their quiz on the WHMIS symbols. 2) Students completed a crossword on the properties of matter. We didn't have time to finish it in class so it is assigned for homework for tomorrow. 3) Students viewed a video on the phases of matter located here: https://www.youtube.com/watch?v=gYL0SHhLZCI
 * September 9, 2014**
 * Activities:**

Objective: Students will investigate and describe the physical properties of matter. Textbook section 1.2 (pages 16 - 19) Students viewed their agar plates for microbial growth that was swabbed from their cell phones. The following images are couple of samples from the class. 1) Complete lecture on physical properties of matter.
 * September 8, 2014**
 * Safety contracts and parent e-mails are now due. **
 * Intro: **
 * Activities: **
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png caption="1 Ch. 1 - Properties of Matter.ppt" link="file:dgoodwin/1 Ch. 1 - Properties of Matter.ppt"]] ||
 * 1 Ch. 1 - Properties of Matter.ppt ||


 * [|Details]
 * [[file:dgoodwin/1 Ch. 1 - Properties of Matter.ppt|Download]]
 * 72 KB

2) We viewed salt and sugar under the microscope to see the crystal structure. and discussed the addition of iodine to table salt.  We broke open a geode to see the crystal formation inside. (hollow rounded rocks which beautiful crystals have formed in volcanic rock)
 * [[image:dgoodwin/salt crystal2.jpg caption="salt crystal2.jpg"]] ||
 * salt crystal2.jpg ||
 * [[image:dgoodwin/geode pic.png caption="geode pic.png"]] ||
 * geode pic.png ||

3) Students completed their worksheet on physical properties. Those students who didn't finish it will have it due for **homework** for tomorrow. 4) Students will write a **quiz** on the WHMIS symbols tomorrow, September 9.

1) We continued a general orientation to the course. An information sheet sent home on Sept. 4 is due on Friday, Sept. 5 (today). ( digital copy is uploaded - see Course Outline for Science 9). Students also received their textbooks. **There is NO lab fee for this course**. 2) We discussed lab and general safety. Students viewed a video about the **WHMIS symbols that can be viewed here:** [] **and completed a worksheet handed out in class on the WHMIS symbols**. The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Tuesday, September 9, 2014. There are many online resources for WHMIS symbols. I've included a couple here: [] and []
 * September 5, 2014**
 * Outcome: Students will demonstrate a knowledge of WHMIS standards.**
 * Activities****:**


 * September 2 and 4, 2014 **

Welcome to Science 9!
I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace ** on a daily basis **. Parents, please ensure that I have your e-mail address. You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435.

[[#x
---Safety contracts and parent e-mail addresses as requested on the course outline are due on January 31, 2014.]]**Safety contracts and parent e-mail addresses as requested on the course outline are due on September 5, 2014.** ====

[[#x
---Outcome: Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards.]]**Outcome:** Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards. ====

1) We had a general orientation to the course. An information sheet sent home on Thursday September 4 is due on Friday, September 5. ( digital copy is uploaded - see Course Outline for Science 9).
 * Activities: ** Fun Intro activity: Students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here:[] Students swabbed their cell phones and innoculated agar plates to see what is growing on their cell phones (just like on the video) and then cleaned their cell phones with alcohol pads provided in class.

**June 6, 2014**
** EXAMINATION SCHEDULE/RULES FOR EXAMINATIONS ** ** June 9-12, 2014 **
 * __ PLEASE READ TO HOMEROOM STUDENTS AND POST IN CLASSROOM __**

__ Monday, June 9 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 1 examination

1:00pm – Report to examination room (textbook collection and other business) 1:15pm-3:15pm – Period 2 examination


 * Buses arrive at regular time **

__ Tuesday, June 10 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 4 examination


 * Buses arrive at 11:30am **

__ Wednesday, June 11 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 5 examination


 * Buses arrive at 1:00pm **

__ Thursday, June 12 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 6 examination


 * Buses arrive at 11:30am **

June 16, 8:30am – Marks are available for grade 12 students only **(no school for grade 9,10,11).** All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am. June 17, 8:30am – Marks are available for grade 9, 10, 11. All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am.
 * Students please note: **
 * 1) 1. Students may not go to lockers while examinations are in session.
 * 2) 2. Students may not leave the examination room until 1.5 hours have elapsed. **Students who choose to leave the examination room before the full 2 hours have elapsed are to go to the cafeteria, the library (for quiet study), or leave the building.**
 * 3) 3. It is the responsibility of the student to show up for each exam at the proper scheduled time. Failure to do so will result in a zero grade. **If there is an extenuating circumstance and a student cannot write an exam at the scheduled time, contact must be made with the Principal __prior__ to the exam. A physician’s note must be provided in cases of illness.**
 * 4) 4. Cellular phones, headphones, notes or extra paper are not permitted. Students failing to observe this rule may be deemed as cheating, and assigned a zero grade.
 * 5) 5. The onus is on the student to observe rules for writing examinations. The consequence of cheating on an exam will result in a mark of zero on the exam.
 * Also note: **

S. Thomas, Principal
 * Good luck on your examinations! **

**June 5, 2014**
Electricity review:

Outcome: Students will prepare for the final exam.

 * Details
 * [[file:electricity review 2013.pdf|Download]]
 * 418 KB


 * __Chapter 9__**

section 5 - electrochemical cells - page 306

 * June 4, 2014**

Biology review:

 * Outcomes: Students will prepare for the final exam.**
 * __Chapter 5__**

[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="biology review without answers Jan 2013.pdf" link="file:biology review without answers Jan 2013.pdf"]]

 * Details
 * [[file:biology review without answers Jan 2013.pdf|Download]]
 * 218 KB


 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="science 9 review biology with answers.pdf" link="file:science 9 review biology with answers.pdf"]]
 * Details
 * [[file:science 9 review biology with answers.pdf|Download]]
 * 709 KB


 * Details
 * [[file:Science Gr.9 Mid-Unit Review jan 2013 biology section.pdf|Download]]
 * 967 KB


 * June 2 and 3, 2014**

Chemistry review:
http://www.youtube.com/watch?v=zUDDiWtFtEM
 * Outcomes: Students will prepare for the final exam.**
 * Intro: The Asap Science Periodic Table Song:**
 * Activities:** **1) We will review the chem review file below (June 2) and make graphic organizers for each section (June 3) to help student make study notes.**
 * Greg Porter is the for supply teacher on June 3.**

[[#x
---Chapter 2]]**__Chapter 2__** ====

[[#x
---section 1 - particle theory - page 44]]section 1 - particle theory - page 44 ====

[[#x
---section 3 - metals - page50]]section 3 - metals - page50 ====

[[#x
---section 7 - chemical symbols and formulas - page 58]]section 7 - chemical symbols and formulas - page 58 ====

[[#x
---section 8 - atoms, molecules and the atmosphere - page 60]]section 8 - atoms, molecules and the atmosphere - page 60 ====

[[#x
---section 10 - names and formulas for compounds - page 64]]section 10 - names and formulas for compounds - page 64 ====

[[#x
---Chapter 3]]**__Chapter 3__** ====

[[#x
---section 2 - developing models of matter - page 82]]section 2 - developing models of matter - page 82 ====

[[#x
---section 3 - inside the atom - page 87]]section 3 - inside the atom - page 87 ====

[[#x
---section 4 - planetary model of the atom - page 90]]section 4 - planetary model of the atom - page 90 ====

[[#x
---section 6 - isotopes only - page 96]]section 6 - isotopes only - page 96 ====

[[#x
---Chapter 4]]**__Chapter 4__** ====

[[#x
---section 1 - organizing elements - page 104]]section 1 - organizing elements - page 104 ====

[[#x
---section 4 - groups of elements - page 110]]section 4 - groups of elements - page 110 ====
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="chem review.pdf" link="file:dgoodwin/chem review.pdf"]] ||
 * chem review.pdf ||
 * Details
 * [[file:dgoodwin/chem review.pdf|Download]]
 * 234 KB


 * Friday, May 30, 2014**
 * For those students wishing to review for the final exam, the following are the chapters and sections that will be evaluated on the exam:**

[[#x
---section 1 - organizing elements - page 104]]section 1 - organizing elements - page 104 ====

[[#x
---section 4 - groups of elements - page 110]]section 4 - groups of elements - page 110 ====

[[#x
---Chapter 5]]**__Chapter 5__** ====

[[#x
---section 1 - the microscope and cell theory - page 140]]section 1 - the microscope and cell theory - page 140 ====

[[#x
---section 2 - cells: the basic unit of life - page 142]]section 2 - cells: the basic unit of life - page 142 ====

[[#x
---section 5 - the importance of cell division - page 148]]section 5 - the importance of cell division - page 148 ====

[[#x
---section 6 - cell division - page 150]]section 6 - cell division - page 150 ====

[[#x
---section 8 - reproduction and cell division - page 159]]section 8 - reproduction and cell division - page 159 ====

[[#x
---Chapter 6]]**__Chapter 6__** ====

[[#x
---section 1 - DNA: the genetic material - page 176]]section 1 - DNA: the genetic material - page 176 ====

[[#x
---section 2 - DAN, mutations and cancer - page 180]]section 2 - DNA, mutations and cancer - page 180 ====

[[#x
---section 9 - cloning - page 194]]section 9 - cloning - page 194 ====

[[#x
---Chapter 9]]**__Chapter 9__** ====

[[#x
---section 2 - the electrial nature of matter - page 272]]section 2 - the electrical nature of matter - page 272 ====

[[#x
---section 3 - charging by friction - page 274]]section 3 - charging by friction - page 274 ====

[[#x
---section 5 - transferring charge by contact - page 278]]section 5 - transferring charge by contact - page 278 ====

[[#x
---section 6 - insulators and conductors - page 280]]section 6 - insulators and conductors - page 280 ====

[[#x
---section 8 - induction - page 285]]section 8 - induction - page 285 ====

[[#x
---Chapter 10]]**__Chapter 10__** ====

[[#x
---section 2 - electricity and electric circuits - page 300]]section 2 - electricity and electric circuits - page 300 ====

[[#x
---section 3 - electric potential (voltage) - page 302]]section 3 - electric potential (voltage) - page 302 ====

[[#x
---section 5 - electrochemical cells - page 306]]section 5 - electrochemical cells - page 306 ====

This is mainly a day to review all of the assignments from the electrostatics/electricity unit.

Exam review will begin on Monday, June 2.

1) Students view video located here: http://www.youtube.com/watch?v=a_Ffxog1skE 2) Students complete questions on page 294, #2, 3, 5, 6, 7, 11, 14 Questions are to be handed in at the end of class for evaluation. They should be neatly presented. Diagrams may be used. value /7. For bonus, students may complete question #10 on page 329.
 * Thursday, May 29, 2014**
 * Objective: Students will review concepts about static electricity and electrical current. (I am out today. Ms. Dunphy is the supply teacher)**
 * Activities:**


 * Wednesday, May 28, 2014**
 * Outcomes:** Students will understand the electrical nature of matter - electrical circuits.

Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells**.**

1) Students read pages 300-301 and 306 - 307 and answer question 3 and 4 on page 301 and questions 3 and 4 on page 307
2) We will finish the unit with Bill Nye and his video on "Electricity" located here: http://www.youtube.com/watch?v=HlHgu8Gpq_o 3) videoclip - http://laughingsquid.com/how-modern-light-bulbs-work-by-minutephysics/ (Minute Physics on How the Modern Light Bulbs Work)

1) understand basic properties of circuits 2) understand what is required to complete a circuit 3) be able to build series and parallel circuits and understand the difference between the different circuits 4) learn about conductors and insulators
 * Tuesday, May 27, 2014**
 * Outcomes:**
 * Activities:**
 * 1)** Students go to the computer lab and complete the following lab online: [[file:circuit inquiry for DC lab.doc]]


 * Monday, May 26, 2014**

Outcomes: Students will understand the electrical nature of matter - electrical circuits. Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells**.**

1) Lecture from sections 10.2, 10.3 and 10.5 in the textbook. [[file:10.2 and 10.5.pdf]] and complete the following assignment:
Details 61 KB 2) Class demonstration on how to build a circuit. Please note: the flow of electricity is wrong on the worksheet for the students = it flows from the negative to the positive terminal of the battery. The answers for the worksheet are on the smartboard file.


 * Friday, May 23, 2014**
 * Outcome:** apply concepts of electrostatics
 * Activities**: 1) Students complete a lab on electrostatics. The completed lab is due at the end of class. The lab is similar to the lab on pages 270-271 in the textbook.


 * Thursday, May 22, 2014**

and have class discussions: [[file:balloons_en.jar]] and [[file:travoltage_en.jar]]
====3) **For bonus work,** students can complete the following assignment using the two demonstrations (balloons and travoltage above) either by printing it and handing it in or by e-mailing the completed assignment to me at diane.goodwin-nini@nbed.nb.ca //It is due on Friday, May 23 at the beginning of class.//====

4) Students complete the following set of questions from sections 9.3 and 9.5 in the textbook. They are not due for homework. [[file:questions for sections 9.3 and 9.5.doc]]

 * Wednesday, May 21, 2014**

1) powerpoint presentation on charging and discharging electrical energy [[file:b 9.3 9.5 9.8 9.7 Charging and Discharging.ppt]]

 * Tuesday, May 20, 2014**

2) Video on electrostatics that can be viewed here:
[]

1) video :
http://www.youtube.com/watch?v=XC-9tdEF7s0 (Part 1) - __Shock and Awe__ - The Story of Electricity. Spark: Jim Al-Khalili tells how the first 'natural philosophers' began to unlock electricity's mysteries, studying its curious link to life and building instruments. http://www.youtube.com/watch?v=CHC8AbQROvc (Part 2) http://www.youtube.com/watch?v=WRW8sltbk9A (Part 3)

**May 13, 2014**

 * Students wrote their unit test on the Biology section of the curriculum.**

**May 9, 2014**
Cells and Their Organelles
 * Review continued for unit Biology Test on May 13 (Tuesday)**
 * For homework, students complete the following assignment from the review for Tuesday, May 13:**

Draw a plant and animal cell, label their organelles, state the purpose of the organelles and list 3 differences between animal and plant cells.

**May 8, 2014**
Topics covered on the unit test include: sections 5.2 (Cells); 5.4 and 5.5 (Cell Division); 5.8 (Reproduction and Cell Division); 6.1 (DNA); 6.2 (DNA, Mutations and Cancer); 6.9 (Cloning)
 * We are nearly done the Reproduction Unit in Science 9. There will be a unit test on Tuesday, May 13.**

** Terms/concepts for review for the Science 9 Biology Unit Test: **
====** Parts of the cell - lysosome, mitochondria, centriole, plant cell vs animal cell, cell membrane, Golgi Apparatus, endoplasmic reticulum, cell wall, ribosome, vacuole, chromosome, cytoplasm, chloroplast **====

** Cloning – enucleated egg, Dolly the Sheep, chromosomes **

 * 1) Students review for the unit test on reproduction on Monday, May 12 - Review questions can be found here: [[file:biology review without answers Jan 2013.pdf]]**

In class, students write the questions down and answer them for homework for tomorrow.

1) Powerpoint lecture on cloning: (cloning section only) 2) View CNN video clip on a woman who cloned her dog located here: [] We had a discussion on the ethics of cloning 3) We took a look at a retro report by the New York Times on the cloning of Dolly located here: []

====Outcome: Students will develop a basic knowledge of cloning.====

====**[]** - a basic introduction to cloning.====

====2) Students read pages 194 - 197 and answer questions 1 - 10 on the assignment handed out in class. An electronic copy of the questions can be viewed here: ==== ====

====

**May 5, 3014**
[] and/or a video clip from Scientific American on genetically modified foods located here: [] 2) Students will complete an article assignment on genetically modified salmon being experimented with in PEI. The article is due for homework if they were not completed in class.
 * Outcome: Students will understand the basic concepts of genetically modified foods.**
 * Activities:**
 * 1) Students will view a video clip on genetically modified salmon located here:**

**May 1, 2014**
1) Powerpoint lecture on genetically modified foods:
 * Outcome: Students will understand the basic concepts of genetically modified foods.**
 * Activities:**

2) Students will understand the basic concepts of genetically modified foods.
 * April 30, 2014**
 * Outcomes**: 1) Students will understand how mutations in DNA can cause cancer.

Intro: review from yesterday - genes and heredity - a fun video clip:
[] 1) Students wrote their DNA quiz. 2) Students read section 6.2 from the text (pages 180 -181) and answer questions 1-3 on page 181 and have general discussion on mutations and cancer (reflecting back to the TATU presentation).

3) Students view video clips on GM foods:
====A video clip accompanying this topic "Top 5 Franken Animals" can be viewed here:====

part 1:
[] part 2: [] part 3: [] ====3) Discussion on GM foods in the news: ie...apples that don't turn brown when you cut them and broccoli that has higher levels of antioxidants.====

[[#x
---November 21, 2013]]**April 29, 2014**====

[[#x
---Outcome: Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans.]]**Outcome:** Students will understand the role of DNA in genes, the concept of dominant and recessive genes and how they influence traits in humans.====

[[#x
---Activities:]]**Activities:**====

[[#x
---1) Students wrote the quiz on DNA.]]1) Students will write their tomorrow, April 30.====

[[#x
---2) Lecture on dominant and recessive genes. A fun and interesting video clip on heredity and genes can be located here:]]2) Lecture on dominant and recessive genes. A fun and interesting video clip on heredity and genes can be located here:====

[[#x
---http://www.youtube.com/watch?v=RGz97dxGHV8 - the fainting goats.]][] - the fainting goats.==== [] - jumping Frenchmen of Maine [] - at 5:48 - jumping Frenchmen Maine

[[#x
---3) Students "created children" with various genetic traits using dominant and recessive genes. The activity can be downloaded here: file:gen_smilewkst1.pdf]]3) Students "created children" with various genetic traits using dominant and recessive genes. The activity can be downloaded here:====
 * Details
 * [[file:gen_smilewkst1.pdf|Download]]
 * 10 KB

**Outcome:** Students will review in the work in the biology/reproduction unit thus far.
1) Students will complete the assignment uploaded on April 25. 2) I have changed the date of the DNA quiz (section 6.1 in the textbook) to Wednesday, April 30.
 * Activities:**

[[#x
---Activities:]]**Activities:**====

[[#x
---1) Students built models of DNA using licorice and colored marshmallows. An image from this morning's class is located below:]]1) Students built models of DNA using licorice and colored marshmallows. An image from this morning's class is located below:====

[[#x
---2) A helpful video on the structure of DNA can be found here:]]2) **A helpful video on the structure of DNA can be found here:**====

[[#x
---http:www.youtube.com/watch?v=qy8dk5iS1f0]]**[]**====

[[#x
---Another helpful video on DNA replication can be found here:]]**Another helpful video on DNA replication can be found here:**====

[[#x
---http:www.youtube.com/watch?v=FBmO_rmXxIw]][]====

[[#x
---and finally for those wishing for further information on DNA from Thinkwell Biology:]]and finally for those wishing for further information on DNA from Thinkwell Biology:====

[[#x
---part 1 - http:www.youtube.com/watch?v=aSILNKbhNLg and part 2 -]]part 1 - [] and part 2 -====

[[#x
---http:www.youtube.com/watch?v=CRTXxXHBM3U]][]====

[[#x
---3) There will be a quiz on DNA from section 6.1 in the textbook on Thursday, Nov. 21.]]**3) There will be a quiz on DNA from section 6.1 in the textbook on Tuesday, April 30.**====
 * 4) If time, students began their mid unit review which we will work on on Monday. [[file:Science Gr.9 Mid-Unit Review jan 2013 biology section.pdf]] ( please disregard the date on the file)**


 * April 23 and 24, 2014**
 * Outcome:** students will understand the role of chromosomes and DNA in cell/organism development.
 * Activities**: (all activities probably won't get completed during class today)

[[#x
---1) Powerpoint lecture: file:3.10 DNA new.ppt]]2) Powerpoint lecture:====
 * Details
 * [[file:3.10 DNA new.ppt|Download]]
 * 3 MB

[[#x
---2) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook- electronic version is not available for upload.]]3) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook- ==== 4) Students will view video clip on genes and genetics that can be viewed here: [] (Bill Nye - Genes)

**April 16, 2014 (the lecture on reproduction will continue on April 22.)**
Students will understand and differentiate between asexual reproduction and sexual reproduction (section 5.8 - pages 159-161) 1) Students will write the short quiz on mitosis. 2) Powerpoint lecture of sexual and asexual reproduction that can be viewed here: (Only go to slide 8)
 * Objective:**
 * Activities:**
 * Details
 * [[file:3.9 Types of Asexual Reproduction 5.8123.ppt|Download]]
 * 5 MB

3) Some videos that may have been shown to further illustrate asexual reproduction can be viewed here:
[]

[]
budding in hydra []

budding in yeast
[]

types of reproduction (Thanks Liz for the link!)
4) Student will complete the following assignment on reproduction on Tuesday (April 22) (section 5.8 in the textbook) It is due for **homework for Wednesday, April 23**. __*Bonus assignment due for April 22**__ - Print or complete the following assignment on asexual reproduction and hand it to me during class on Tuesday or e-mail it to me at diane.goodwin-nini@nbed.nb.ca before Tuesday Morning. Instructions are on the assignment. Answers can be found in section 5.8 in the textbook.

**April 15, 2014**
1) video clip - Bill Nye - "Greatest Discoveries in Biology - Mitosis:
 * Objective:** Students will describe the importance of cell division and process of mitosis.
 * Activities:**
 * []**
 * 2) __Review for quiz on mitosis on Wednesday, April 16__- complete questions 2, 3, 4, 6, 7 on pages 172-173.**

Students will learn proper use of a microscope. 1) Students will learn the parts of a microscope and view live organisms using the microscopes (euglena and paramecium).
 * April 14, 2014**
 * Activities:**
 * Details
 * [[file:MicroscopeBasics.ppt|Download]]
 * 1 MB
 * Details
 * [[file:MicroscopeBasicswkst.pdf|Download]]
 * 73 KB
 * just the first page of this file**

April 10, 2014 Objective: **Students will describe the importance of cell division and process of mitosis.** Activities:
 * 1) Homework was checked, reviewed and recorded.**
 * 2) Students completed a microviewer assignment on mitosis. (This activitiy has to be completed in the class due to the materials needed.)**

Objective: **Students will describe the importance of cell division and process of mitosis.** Activities: 1) Students view video on mitosis located here:
 * April 9, 2014**
 * []**
 * 2) Students complete assignment located here: [[file:mitosis assignment to use for April 23.doc]] and it to be completed for tomorrow for homework. (Please disregard the date on the file.)**

April 7 and 8, 2014**

**Activities:**
1) Homework was check reviewed and recorded.

2) Powerpoint Lecture on mitosis that can be viewed here: [[file:3.8 Mitosis 5.5.ppt]]
3) Students completed the following assignment that can be printed from here:

[]

 * April 4, 2014**

1) Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.
2) Be able to explain the importance of cell division.
 * Activities:**
 * 1) students wrote the quiz on cells.**

[[#x
---http://www.youtube.com/watch?v=1Z9pqST72is&feature=relmfu]][]====

[[#x
---5.4 The importance of Cell Division]]5.4 The importance of Cell Division====

[[#x
---Read pages 148 – 149 in the textbook and answer the following questions:]]Read pages 148 – 149 in the textbook and answer the following questions:====

[[#x
---1) Where do cells come from?]]**1) Where do cells come from?**====

[[#x
---2) What percentage of dust in the furnace is estimated to be dead human cells?]]**2) What percentage of dust in the furnace is estimated to be dead human cells?**====

[[#x
---3) What are two important functions of cell division?]]**3) What are two important functions of cell division?**====

[[#x
---4) What do we rely on cell division for?]]**4) What do we rely on cell division for?**====

[[#x
---5) What would happen if cells did not reproduce?]]**5) What would happen if cells did not reproduce?**====

[[#x
---6) What is the most obvious function of cell division?]]**6) What is the most obvious function of cell division?**====

[[#x
---7) What does human growth begin with?]]**7) What does human growth begin with?**====

[[#x
---8) Explain why cells don’t just get bigger, they divide.]]**8) Explain why cells don’t just get bigger, they divide.**====

[[#x
---9) Why is it important to the distance from nucleus to all parts of the cytoplasm be short?]]**9) Why is it important to the distance from nucleus to all parts of the cytoplasm be short?**====

[[#x
---10) Why is cell division in unicellular organisms so important?]]**10) Why is cell division in unicellular organisms so important?**====

[[#x
---11) How long do the following cells live; red blood cells, white blood cells and platelets?]]**11) How long do the following cells live; red blood cells, white blood cells and platelets?**====

[[#x
---12) Why might scientists want mature nerve cells to divide?]]**12) Why might scientists want mature nerve cells to divide?**====

[[#x
---13) Answer: Making Connections page 149 Question 4.]]**13) Answer: Making Connections page 149 Question 4.**==== Students who completed the bonus assignment posted last Friday handed them in.
 * Thoses not completing the questions will have them for homework due Monday, April 7.**

**[] )**
3) Students completed a microviewer activity in class on cell structure. Another good review - activity - on the organelles of a cell can be found here: PHSchool.com code: cbd 3072 4) Students viewed video (if time) on the parts of a cell located here: []
 * 4) Students completed an assignment on cells and organelles. Those not completed in class are due for Firday, April 4.[[file:CellsOrganellesWkst.pdf]]**


 * April 2, 2014** please not - March 31 and April 1 were storm days. All dates will jump ahead by**

[[#x
---Objective: Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.]]Objective: Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.====

[[#x
---Activities:]]Activities:====

[[#x
---1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in October 29th's entry.]]1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in March 25's entry.==== 2) Students complete a cell organelle colouring activity that can be viewed here: 3) There will be a **quiz on the organelles of a cell** on Wednesday, April 2.
 * Details
 * [[file:CellDiagramWkst.pdf|Download]]
 * 180 KB
 * 4) Bonus - students may wish to print off the following assignment on the animal cell, complete it and hand it in on Friday, April 4 for a bonus point.**

Teens Against Tobacco Use is a peer led Tobacco reduction program for students Grades 9-12. The goal of the group is to raise awareness on the harmful effects of tobacco and to support students trying to quit. They do classroom presentations for Grade 9 Science classes and visit middle schools. TATU participates in health fairs, club extravaganzas, and also has special events during tobacco reduction month. from: [] (Contact: Ms. Sullivan @ patricia.sullivan@gnb.ca)
 * March 28, 2014**
 * I had originally planned to build the cell with the students today but forgot that I had made previous arrangements with TATU to come in and deliver a presentation about smoking - carcinogens is a topic in the DNA and mutations the curriculum.**


 * March 27, 2014 (March 26 was a storm day)**

[[#x
---Objective: Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.]]Objective: Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.====

[[#x
---Activities:]]Activities:====

[[#x
---1) Homework was checked, recorded and reviewed.]]1) Homework was checked, recorded and reviewed.====

[[#x
---2) Students viewed a video on cells by Bill Nye. A clip of that video can be viewed here:]]2) Students viewed a video on cells by Bill Nye. A clip of that video can be viewed here:====

[[#x
---http://www.youtube.com/watch?v=RU5Ymc00S4w]][]====

[[#x
---3) Students worked on an assignment on cells during class. It is due for tomorrow. A copy can be downloaded here:file:Cell Organelle Crossword Puzzle.pdf]]3) Students worked on an assignment on cells during class. It is due for tomorrow. A copy can be downloaded here:====
 * Details
 * [[file:Cell Organelle Crossword Puzzle.pdf|Download]]
 * 66 KB


 * Students should bring coloured pencils to class tomorrow.**

1) Introduce the topic of cell biology. 2) Identify two types of cells (plant and animal cells) and describe the functions of organelles found within a cell. 3) Activity - PHSchool.com and type in cbp-3072 and cbd-3072. 4) Students read pages 142 - 143 in the textbook and answer questions 1-4 on page 143 for homework for Wednesday, March 26. 5) **Bonus activity:** students go to PHSchool.com type in cbp-3072, complete the activity on cells, print it off or answer the questions on a piece of paper and hand it in first thing on Thursday, March 27.
 * March 25, 2014**
 * Objective:** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.
 * Activities:**

Students wrote their Chemistry Unit Test.
 * March 24, 2014**

Students will review for the unit test on Chemistry scheduled for March 20, 2014. For more information on the unit test, please see the entry on March 17.
 * March 19 and 21, 2014 (March 20 was a storm day)**


 * March 18, 2014**
 * Outcome:**
 * 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Collect homework that was assigned yesterday.**
 * 2) Students completed a crossword puzzle on the periodic table. [[file:ptblpuzzle.pdf]]**

__*Please note:__ 1) There will be a __unit test__ on Thursday, March 20, 2014. Sections from the textbook covered on the test are:**

[[#x
---Chapter 1]]**__Chapter 1__**====
 * section 1 - chemicals and safety** **section 2 - properties of matter** **section 7 - chemical and physical changes** **__Chapter 2__** **section 1 - particle theory** **section 7 - chemical symbols and formulas** **section 8 - atoms, molecules and the atmosphere** **section 10 - names and formulas for compounds** **__Chapter 3__** **section 2 - developing models of matter** **section 3 - inside the atom** **section 4 - planetary model of the atom** **section 6 - isotopes only** **__Chapter 4__** **section 1 - organizing elements** **section 4 - groups of elements** **For further information on the test, see:**
 * Details
 * [[file:chem review.pdf|Download]]
 * 234 KB
 * and**
 * Details
 * [[file:chem review.doc|Download]]
 * 37 KB

1) Students completed an assignment on Models of Matter (corresponding with section 3.2 in the textbook). It is due for homework for those that did not finish in class.
 * Match 17, 2014**
 * Outcome:**
 * 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**

2) Students completed an activity on the Periodic Table. For more information, see []
 * March 14, 2014 (March 13 was a storm day)**
 * Outcome:**
 * 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 2) Lecture on the Periodic Table: [[file:14 Periodic Table of Elements.ppt]] [[file:14 Periodic Table of Elements.pdf]]**


 * March 12, 2014**
 * Outcome:**
 * 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Students wrote their quiz on ionic bonds.**
 * 1) Students reviewed the counting atoms exercise.**


 * bonus assignments are due today.**

Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table. Activities: 1) **Homework was checked and recorded and reviewed.** 2) Students completed an exercise on counting atoms in a molecule. See the PDF file for the presentation in class: 3) Students viewed the following introduction on the periodic table: 4) For further information; see the following link:
 * March 11, 2014**
 * []**
 * []**

Outcomes: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table. 2) Describe how ions and ionic bonds are formed. Activities: 1) Students completed the following table on ionic bonds:** 2) Students read pages 64-65 and answer questions on page 65 #1-4. It is due for homework for tomorrow. 3) There will be a quiz similar to the table above on Wednesday, March 12 on ionic bonding.
 * March 10. 2014**
 * Atom || Ionic Bond || Name of New Molecule ||
 * Li + F → ||  ||   ||
 * Na + Cl → ||  ||   ||
 * Ca + O → ||  ||   ||
 * Al + I → ||  ||   ||
 * In + S → ||  ||   ||
 * Cs + N → ||  ||   ||
 * Ra + F → ||  ||   ||


 * Students may receive a homework bonus with the completion of the assignment below: It is due at the beginning of class on March 12.**

[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MeettheElements_wkst.pdf" link="file:MeettheElements_wkst.pdf"]]

 * Details
 * [[file:MeettheElements_wkst.pdf|Download]]
 * 62 KB

February 28, 2014 [] The following video shows what actually happens when Na and Cl are bonded ionically. []
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * 2) Describe how ionic bonds are formed.**
 * Activities:**
 * 1) Students wrote their quiz on subatomic particles.**
 * 2) Students practiced the theory behind ionic bonds and viewed the video clip on ionic bonds located here:**
 * 3) We completed the powerpoint uploaded to yesterday's lesson - see below:**
 * 4) Have an awesome March Break!**

**February 26 and 27, 2014[[#x
---October 1, 2013]]**==== 1) Students read pages 87-89 and complete the assignment handed out in class. (we only got this far on Feb. 26)
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * 2) Describe how ionic bonds are formed.**
 * Activities:**
 * 2) We drew the following atoms for Na, Mg. Li, Cl, S and O and examined the valance electrons to determine how they form ionic bonds. See video clip below:**
 * [] (only to the end of ionic bonds - you do not need to view the molecular bonding section)**
 * 3) PowerPoint on bonding basics - we only complete the ionic bond section. [[file:BondingBasics08.ppt]]**
 * 4) Corresponding information in the textbook can be located on pages 64-65. There is no homework for this evening.**
 * 5) There will be a quiz on the parts of an atom (subatomic particles) on Friday, Feb. 28.**

**February 25, 2014[[#x
---October 1, 2013]]**==== 2) Students reviewed the difference between a chemical and physical change but turning whipping cream into butter - physical change because the components of the whipping cream were separated by mechanical means into fat and skim milk; the same as sorting a mixture of salt and sand into two piles; one of salt and one of sand. We ate the butter on crackers!
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:** **Intro: Daniel Radcliff sings the element song:** []
 * 3) A couple of video clips on atomic structure can be viewed here:**

[[#x
---Khan Academy - The Atom:]]Khan Academy - The Atom:==== [] by The Virtual School - []

Period 4 and 5 have homework for the evening - review of physical and chemical changes assignment.

and A really cool site we looked at in class is: [] Thanks Sofia!! It compares the smallest known particle to the largest known concept. 1) Students will make models of an atom. The criteria: a) choose an atom with an atomic number from 1 - 18 b) use the colored plasticine to represent the subatomic particles and make a legend to show what color is the proton, electron or neutron. Stick the particles to the paper c) write the name of the element across the top of the paper provided d) in the lower left hand corner write the standard scientific notation for the element e) on the back write the definitions for proton, electron and neutron value /10
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * Introduction: website - hangman using the periodic table** [] The Element Song []

2) Students complete assignment reviewing concepts of atomic number, atomic mass, protons, neutrons and electrons for homework for tomorrow: [[file:atomicmath.pdf]]

 * February 20 and 21, 2014**

1) Students complete assignment on the atomic mass, atomic number and number of protons, neutrons and electrons in an atom - 2) Students completed practice assignment. Work not finished in class is due for homework for tomorrow. 3) Students view Friday Fun Videon on atoms located here: []
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table.**
 * Activities:**

**February 19, 2014**

 * I am out of school today. Ms. Goodfellow is the supply teacher.**

**Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table.**
1) Students complete the PBS video "Hunting the Elements." Ms. Goodfellow - see the site for the video below for the video (in Feb. 18 entry). Period 2 and Period 3 each know the time that we watched until from yesterday. Ask the students where to continue from to finish the video this morning. Period 5 will watch for the whole period as they did not have class last Thursday. Again, ask a student where we watched until from yesterday - somewhere around 40 minutes in. If you complete the powerpoint this morning, I have periodic tables to give the students to keep in the third drawer down in my filing cabinet near the front of the drawer. There is the counting protons, neutrons, etc sheet in a folder at the of the room - I doubt there will be time - just in case. 2) PowerPoint lecture on parts an atom - The assignment sheet at the end is located here:  (Please disregard the counting atoms section of the powerpoint.) Students will either receive their periodic table today or tomorrow.
 * Activities:**


 * February 18, 2014**

**[[#x
---Objective: Students will understand how the periodic table is organized and]]Objective: Students will understand how the periodic table is organized and**====

**[[#x
---make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.]]make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.**====

**[[#x
---Activities:]]Activities**:====

[[#x
---2) Student will view a PBS video "Hunting the Elements" It can be viewed on youtube at the following site:]]1) Student will view a PBS video //"Hunting the Elements"// It can be viewed on youtube at the following site:====

[[#x
---http://www.youtube.com/watch?v=hHpLcYVdvsg]][]==== ====**Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.**====

[[#x
---Program Description (taken directly from the PBS site)]]Program Description **(taken directly from the PBS site)**==== ====//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."//==== 2) Students received their labs back today.


 * February 13, 2014**

[[#x
---Objective: Students will understand how the periodic table is organized and]]Objective: Students will understand how the periodic table is organized and====

[[#x
---make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.]]make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.====

**[[#x
---Activities:]]Activities**:==== Please note: Period 5 did not have Science class today due to the Wellness Fair.

[[#x
---2) Student will view a PBS video "Hunting the Elements" It can be viewed on youtube at the following site:]]1) Student will view a PBS video //"Hunting the Elements"// It can be viewed on youtube at the following site:====

[[#x
---http://www.youtube.com/watch?v=hHpLcYVdvsg]][]====

[[#x
---Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.]]**Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.**====

[[#x
---Program Description (taken directly from the PBS site)]]Program Description **(taken directly from the PBS site)**====

[[#x
---"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."]]//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."//====
 * BONUS ACTIVITY: FOR ANY STUDENT THAT HAS A ZERO FOR HOMEWORK DURING THE FIRST 3 WEEKS OF SCHOOL, HERE IS YOUR OPPORTUNITY TO "FIX" IT. DOWNLOAD THE ATTACHED WORD FILE, COMPLETE THE ACTIVITY, SAVE IT AND THEN E-MAIL IT TO ME AT diane.goodwin-nini@nbed.nb.ca. IN THE SUBJECT LINE, PUT YOUR NAME AND BONUS ACTIVITY: [[file:Bonus Activity for Chapter 1.doc]]** IT IS DUE BY THURSDAY, FEBRUARY 20.

**February 12, 2014**
Activity: 1) Students completed a lab where they created examples of chemical reactions - energy change (change in temperature), colour change, gas formed and difficult to reverse. (Thanks Jovana for the pics!)
 * Objectives:** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * The completed lab and questions 3, 4, 5, 6, 7, 8 and 9 are due at the end of class /20.**

**February 11, 2014**
[] 1) Students wrote their quiz. 2) Students prepared for the lab - introduction to the lab. 3) Students complete questions 3, 4, 5, 6, 7, 8 and 9 on pages 40 - 41. It will be handed in with the lab on Wednesday, Feb. 12.
 * Objectives:** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activities:**
 * Intro:** Students participated in a fun activity on hearing - a hearing test that came from unintended consequences:

**February 10, 2014**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). 1) Students view video on chemical reations located here: [] 2) Students prepared for the lab on February 12 - where students will perform 3 examples of chemical reactions. - similar to the activity at the following site: [] 3) There will be a **quiz** on the physical and chemical properties and physical and chemical reactions of matter on Tuesday, February 11 ( physical and chemical properties (section 1.2) and physical and chemical changes (section 1.7) in the textbook) 4) We reviewed for the quiz. ====
 * Objectives:**
 * Activities:**

====

**February 6 and 7, 2014**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). 1) Homework was checked, reviewed and recorded. 2) Powerpoint lecture: corresponding with section 1.7 in the textbook. 3) Students complete assignment: 3) Video clip on physical and chemical changes: [] 4) Students received a worksheet on lab equipment and participated in various examples of chemical reactions using the lab equipment. 5) Students read pages 28-30 in their textbook (section 1.7) and answered questions 1 and 2 on page 30. 6) Students view video clip of physical change examples:
 * Objectives:**
 * Activities:**

@http://www.youtube.com/watch?v=WIOlnXbRpuk 7) There will be a **quiz** on physical and chemical properties (section 1.2) and physical and chemical changes (section 1.7) on Tuesday, February 11, 2014. Students received a crossword to complete on lab equipment. It is due for homework for tomorrow, Friday, Feb. 7. 8) The agar plates from the cell phone swabs were interesting!! Two examples of what grew can be located below: Veronica's agar plate Kim's agar plate

====

====

**February 5, 2014**
1) Graphic organizers that were not completed during class yesterday were collected and evaluated. 2) Students reviewed the physical and chemical properties of matter. 3) Students participated in a simulation involving one clue a chemical reaction occurred - colour change. 4) Students viewed demonstrations of colour change as one clue of a chemical reaction and were introduced to various examples and uses of lab equipment. 5) There is no homework for this evening. ====
 * Objective:** 1) Students will investigate and describe 1) physical and chemical properties of matter and 2) physical and chemical changes using various lab equipment.
 * Activities:**

====

**February 4, 2014**

 * Objective: Students will investigate and describe the physical and chemical properties of matter.**

**Activities:**
1) Homework - crossword puzzle - was checked for completion, recorded and reviewed. 2) Students wrote their quiz on the WHMIS symbols. 3) Students viewed a short video clip on physical and chemical properties of matter. physical chemical properties of matter and chemical and physical changes []

4) Students made graphic organizers on the physical and chemical properties of matter. Information for the graphic organizer is located in the powerpoint in yesterday's post, the crossword puzzle completed for homework for today and in the textbook (section 1.2 in the text - pages 16-19). 4) The graphic organizer is due tomorrow and will be evaluated on clarity and accuracy: value /5

**February 3, 2014**
Objective: Students will investigate and describe the physical properties of matter. 1) Complete lecture on physical properties of matter.
 * Safety contracts and parent e-mails are now due. **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/1 Ch. 1 - Properties of Matter.ppt|Download]]
 * 72 KB

2) We viewed salt and sugar under the microscope to see the crystal structure. and discussed the addition of iodine to table salt.  We broke open a geode to see the crystal formation inside. (hollow rounded rocks which beautiful crystals have formed in volcanic rock) 3) Demonstration of growing crystals. 3) Students completed their worksheet on physical properties. Those students who didn't finish it will have it due for **homework** for tomorrow. 4) Students will write a **quiz** on the WHMIS symbols tomorrow, Feb. 4.

1) We continued a general orientation to the course. An information sheet sent home on January 30 is due on Friday, January 31. ( digital copy is uploaded - see Course Outline for Science 9). Students also received their textbooks. **There is NO lab fee for this course**. 2) We discussed lab and general safety. Students viewed a video about the **WHMIS symbols that can be viewed here:** [] **and completed a worksheet**. The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Tuesday, Feb. 4, 2014. There are many online resources for WHMIS symbols. I've included a couple here: [] and []
 * January 31, 2014**
 * Outcome: Students will demonstrate a knowledge of WHMIS standards.**
 * Activities****:**

You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435.
 * January 29 and 30, 2014** Welcome to Science 9. I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace **on a daily basis**. When the e-mail database is completed, I will also be sending home up-to-date evaluations via e-mail as well, every Friday. Parents, please ensure that I have your e-mail address.

====**Safety contracts and parent e-mail addresses as requested on the course outline are due on January 31, 2014.**====

[[#x
---Outcome: Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards.]]**Outcome:** Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards.====

1) We had a general orientation to the course. An information sheet sent home on January 30 is due on Friday, January 31. ( digital copy is uploaded - see Course Outline for Science 9).
 * Activities:** Fun Intro activity: Students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here: [] Students swabbed their cell phones and innoculated agar plates to see what is growing on their cell phones (just like on the video) and then cleaned their cell phones with alcohol pads provided in class.

**January 17, 2014**

 * We completed the review for the course. Period one students will write Monday, January 20 in C106 at 8:30. Period two students will write Tuesday, January 21 in C106 at 8:30. Students will return their Science 9 textbooks just prior to writing the exam. If any students have any questions regarding the exam, I will reply to e-mails over the weekend at 5pm on Saturday and at 5pm on Sunday.**
 * Good Luck!**
 * Diane Goodwin-NiNi diane.goodwin-nini@nbed.nb.ca**

**January 16, 2014**
Electricity review:

Outcome: Students will prepare for the final exam.

 * Details
 * [[file:electricity review 2013.pdf|Download]]
 * 418 KB


 * __Chapter 9__**

**January 15, 2014**
Biology review:
 * Outcomes: Students will prepare for the final exam.**
 * __Chapter 5__**

[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="biology review without answers Jan 2013.pdf" link="file:biology review without answers Jan 2013.pdf"]]

 * Details
 * [[file:biology review without answers Jan 2013.pdf|Download]]
 * 218 KB


 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="science 9 review biology with answers.pdf" link="file:science 9 review biology with answers.pdf"]]
 * Details
 * [[file:science 9 review biology with answers.pdf|Download]]
 * 709 KB


 * Details
 * [[file:Science Gr.9 Mid-Unit Review jan 2013 biology section.pdf|Download]]
 * 967 KB

**January 13 and 14, 2013**
Chemistry review:
 * Outcomes: Students will prepare for the final exam.**
 * Activities:** **1) We will review the following sections today and make graphic organizers to help student make study notes.**

section 4 - groups of elements - page 110

 * Details
 * [[file:chem review.pdf|Download]]
 * 234 KB


 * Outcomes:** Students will understand the electrical nature of matter - electrical circuits.

Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells**.**

1) Students read pages 300-301 and 306 - 307 and answer question 3 and 4 on page 301 and questions 3 and 4 on page 307
2) We will finish the unit with Bill Nye and his video on "Electricity" located here: http://www.youtube.com/watch?v=HlHgu8Gpq_o (I am out sick again today. Mr. Buckingham will be the supply teacher.

**January 9, 2013**
Outcomes: Students will understand the electrical nature of matter - electrical circuits. Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells**.**

1) Lecture from sections 10.2, 10.3 and 10.5 in the textbook. [[file:10.2 and 10.5.pdf]] and complete the following assignment:
Details 61 KB 2) Class demonstration on how to build a circuit. Note to Mr. Porter, supply teacher - the smartboard presentation for this can be found on my computer desktop in Science 9/electrostatics/and somewhere in there is 10.3 and 10.5 smartboard presentation. Please note: the flow of electricity is wrong on the worksheet for the students = it flows from the negative to the positive terminal of the battery. I have copies of the worksheet copied on the long table - You may need to look though the folders. The answers for the worksheet are on the smartboard file.

**January 8, 2014** ( I am not in school today with an illness; Mr. Greg Porter is the supply teacher.)
**Outcome:** Students will understand the electrical nature of matter - electrical circuits. 1) Students will view the final episode of BBC's Shock and Awe - The Story of Electricity located here: []  There is no homework for this evening.
 * Activities: **

**Friday, Dec. 20, 2013**
Merry Christmas!! ====** For those wishing to begin Science 9 Review early, the following sections will be the source for questions on the final exam. **====
 * Outcome:** apply concepts of electrostatics
 * Activities**: 1) Students complete a lab on electrostatics. The completed lab is due at the end of class and will be handed back tomorrow. The lab is similar to the lab on pages 270-271 in the textbook.

**Activities:**
1) homework was checked and recorded. 2) Students completed the video started yesterday (Tuesday)

1) video :
====[] - __Shock and Awe__ - The Story of Electricity. Spark: Jim Al-Khalili tells how the first 'natural philosophers' began to unlock electricity's mysteries, studying its curious link to life and building instruments.====


 * Monday, December 16, 2013**
 * Because of the late start on Monday, Students will work quietly on the questions uploaded on Dec. 13 and they will be due for homework on Dec. 18.**

2) Students view the following video on electricity:
[]

and have class discussions: [[file:balloons_en.jar]] and [[file:travoltage_en.jar]]
====3) **For bonus work,** students can complete the following assignment using the two demonstrations (balloons and travoltage above) either by printing it and handing it in or by e-mailing the completed assignment to me at diane.goodwin-nini@nbed.nb.ca //It is due on Friday, Dec. 13 at the beginning of class.//====

4) Homework - answer questions 1-4 page 273.
School closed for the day.
 * Wednesday, December 11, 2013**

2) Video on electrostatics that can be viewed here:
[]

**Monday, Dec. 9, 2013**

 * Students wrote their test today on Reproduction.**

**Friday, December 6, 2013**

 * Outcome: Students will develop a basic knowledge of cloning.**
 * Activities - 1) Homework was checked, recorded and reviewed.**
 * 2) Students review for the unit test on reproduction on Monday, Dec. 9 - Review questions can be found here: [[file:biology review without answers Jan 2013.pdf]]**

**Activities:** 1) We didn't get to the quiz on Wednesday so it will be completed on Dec. 5.
Topics covered on the unit test include: sections 5.2 (Cells); 5.4 and 5.5 (Cell Division); 5.8 (Reproduction and Cell Division); 6.1 (DNA); 6.2 (DNA, Mutations and Cancer); 6.9 (Cloning)
 * 2) Homework check and recorded.**
 * 3) Students completed the rest of the question assignment on Cloning as uploaded on Dec. 3.**
 * We are nearly done the Reproduction Unit in Science 9. There will be a unit test on Dec. 9.**

** Terms/concepts for review for the Science 9 Biology Unit Test: **
====** Parts of the cell - lysosome, mitochondria, centriole, plant cell vs animal cell, cell membrane, Golgi Apparatus, endoplasmic reticulum, cell wall, ribosome, vacuole, chromosome, cytoplasm, chloroplast **====

1) Quiz on the reading from yesterday on section 6-9.
2) Powerpoint lecture on cloning: (cloning section only) 3) View CNN video clip on a woman who cloned her dog located here: [] We had a discussion on the ethics of cloning 4) We took a look at a retro report by the New York Times on the cloning of Dolly located here: []

====Outcome: Students will develop a basic knowledge of cloning.====

====**[]** - a basic introduction to cloning.====

====2) Students read pages 194 - 197 and answer questions 1 - 10 on the assignment handed out in class. An electronic copy of the questions can be viewed here: ====

**December 2, 2013**
Students will participate in a presentation from TATU - Teens Against Tobacco Use.

**November 29, 2013**
[] and/or a video clip from Scientific American on genetically modified foods located here: [] 2) Students will complete an article assignment on genetically modified salmon being experimented with in PEI. The article is due for Monday if they were not completed in class.
 * Outcome: Students will understand the basic concepts of genetically modified foods.**
 * Activities:**
 * 1) Students will view a video clip on genetically modified salmon located here:**

**November 28, 2013 (Nov. 27 was a storm day)**
[] 2) Powerpoint lecture on genetically modified foods:
 * Outcome: Students will understand the basic concepts of genetically modified foods.**
 * Activities: Introduction: Students view a video clip on Jumping Frenchmen of Maine Genetic Disorder located here:**

**November 26, 2013**

 * There was no science class today as grade nine students attended the FHS production -A white Christmas - in the Tom Morrison Theatre.**

**Outcome**: 1) Students will understand how mutations in DNA can cause cancer.
2) Students will understand the basic concepts of genetically modified foods.

Intro: review from yesterday - genes and heredity - a fun video clip:
[] (Period 2 completed a fun hearing test located at:) [] //A question that arose from the video - Why do we have earwax? - the answer is:// //"It's sticky. It's shiny. But what is earwax, anyway — and where does it come from?// //Earwax is made in the outer ear canal. This is the area between the fleshy part of the ear on the outside of your head (the part you can see) and the middle ear. The skin in the outer ear canal has special glands that produce earwax. The fancy name for this waxy stuff is cerumen (say: suh-**roo**-mun).// //After the wax is produced, it slowly makes its way through the outer ear canal to the opening of the ear. Then it either falls out or is removed when you wash. In most people, the outer ear canal makes earwax all the time, so the canal always has enough wax in it.// //So why do we need wax? Earwax has several important jobs. First, it protects and moisturizes the skin of ear canal, preventing dry, itchy ears. Second, it contains special chemicals that fight off infections that could hurt the skin inside the ear canal. Finally, it acts as a shield between the outside world and the eardrum. When dust, dirt, and other things enter your ear, the earwax traps them so they can't travel any further.// //If you want to get rid of earwax, here's what you need to do: nothing! Most kids don't need to do anything special to remove earwax. If you wash your hair regularly, this is enough to keep your ears clean.// //You can wipe the outside of your ear with a washcloth but don't use a cotton swab, your finger, or anything else to poke around inside your ear to remove earwax. Your ear canal and eardrum are very delicate, and you may hurt them or cause bleeding by trying to get rid of wax this way. Poking around in your ear can also push and pack the wax in further.// //In some kids, one or both ear canals make extra earwax. If this sounds like you, tell an adult. Doctors often can prescribe special medicines that are placed in the ear to get rid of extra wax." from:// [] ====1) Students read section 6.2 from the text (pages 180 -181) and answer questions 1-3 on page 181.====

====2) We completed the powerpoint lecture from November 14 and had a discussion on healthy lifestyles that will connect the "Teens Against Tobacco Use" presentation the students will participate in next week.====

3) Students view video clips on GM foods:
====A video clip accompanying this topic "Top 5 Franken Animals" can be viewed here:====

[] part 2: [] part 3: [] ====3) Discussion on GM foods in the news: ie...apples that don't turn brown when you cut them and broccoli that has higher levels of antioxidants.====

There is no homework for this evening.
1) Students will review work to date in the biology section of the grade 9 curriculum. Please see assignment posted on Monday, Nov. 18. 2) Students complete a microviewer activity on DNA, Genes and Chromosomes to be handed in at the end of class.
 * November 20, 2013**
 * Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.
 * Activities:**

**November 19, 2013**
====**Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.====

**3) There will be a quiz on DNA from section 6.1 in the textbook on Thursday, Nov. 21.**

 * 4) If time, students began their mid unit review which we will work on tomorrow.**

**November 18, 2013**
This is a mid unit review day: 1) homework from last Thursday was checked and reviewed; 2) Students wishing to work ahead can download this as we will be working on it tomorrow and Wednesday.-- mid unit review that can be viewed here:

====*PARENTS AND STUDENTS PLEASE NOTE: I AM PREPARING TO BE OUT OF SCHOOL FOR A WEEK OR TWO...I AM LEAVING MY PLANS ON THE WIKISPACE FOR THE SUPPLY TEACHER, MS. GOODFELLOW. PLEASE SCROLL TO THE APPROPRIATE DATE BELOW FOR INFORMATION COVERED IN CLASS THAT DAY.====

November 14, 2013 Outcome: students will understand the role of chromosomes and DNA in cell/organism development. Activities: (all activities probably won't get completed during class today)

2) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook- electronic version is not available for upload.
2) Students will view video clip on genes and genetics that can be viewed here: []

Outcome: Students will understand and differentiate between asexual reproduction and sexual reproduction (section 5.8 - pages 159-161)
Activities: 1) Students will write the short quiz on mitosis. 2) Powerpoint lecture of sexual and asexual reproduction that can be viewed here: (Only go to slide 8)
 * Details
 * [[file:3.9 Types of Asexual Reproduction 5.8123.ppt|Download]]
 * 5 MB

3) Some videos that may have been shown to further illustrate asexual reproduction can be viewed here:
[]

[]
budding in hydra []

budding in yeast
[]

types of reproduction (Thanks Liz for the link!)
4) Student complete the following assignment on reproduction (section 5.8 in the textbook) and then review it in class.

November 8, 2013 Objective: Students will describe the importance of cell division and process of mitosis. Activities: 1) video clip - Bill Nye - "Greatest Discoveries in Biology - Mitosis:** [] 2) Review for quiz on Tuesday, Nov. 12 - complete questions 2, 3, 4, 6, 7 on pages 172-173.

**Activities:**
1) Students read pages 150-153 in the text and answer qustions 1 - 5 on page 153. 2) Students complete an activity on mitosis. 3) There will be a **quiz** on mitosis on Tuesday, November 12.

**November 6, 2013**

 * There are no classes for grade 9 students today as it is take your kids to work day!**

**Activities:**

 * 1) Homework was check reviewed and recorded.**

[]
There is no homeworrk for this evening.

**November 4, 2013**

 * Objective:** be able to explain the importance of cell division.

**Activities:**

 * 1) students wrote the quiz on cells.**

**13) Answer: Making Connections page 149 Question 4.**

 * Thoses not completing the questions will have them for homework for tomorrow.**

**[] )**
Another good review - activity - on the organelles of a cell can be found here: PHSchool.com code: cbd 3072
 * 3) Students completed an assignment on cells and organelles. Those not completed in class are due for Monday, Nov. 4, 2013. [[file:CellsOrganellesWkst.pdf]]**


 * October 31, 2013**

1) Students will build a cell with representative organelles (jello and candies)...and then eat them! Yum! We will discuss each organelle using the PHSchool.com site listed in October 29th's entry.
2) Students complete a cell organelle colouring activity that can be viewed here:


 * October 30, 2013**

3) Students worked on an assignment on cells during class. It is due for tomorrow. A copy can be downloaded here:[[file:Cell Organelle Crossword Puzzle.pdf]]

 * Students should bring coloured pencils to class tomorrow.**


 * October 29, 2013**

**[[#x
---Objective: Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.]]Objective:** Students will be able to describe the functions of the major cell organelles and identify differences between plant and animal cells.==== 1) Introduce the topic of cell biology. 2) Identify two types of cells (plant and animal cells) and describe the functions of organelles found within a cell. 3) Activity - PHSchool.com and type in cbp-3072 and cbd-3072. 4) Students read pages 142 - 143 in the textbook and answer questions 1-4 on page 143 for homework for Wednesday, October 30.. 5) **Bonus activity:** students go to PHSchool.com type in cbp-3072, complete the activity on cells, print it off or answer the questions on a piece of paper and hand it in first thing on Wednesday, Oct. 30.
 * Activities:**


 * October 28, 2013**
 * Students wrote their chemistry unit test.**


 * October 25, 2013**
 * Activities: Students will review for the chemistry unit test on Monday. See yesterday's post for further information on what is covered on the unit test.**


 * October 24, 2013**
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) There will be a unit test on Monday, Oct. 28. Sections from the textbook covered on the test are:**

[[#x
---Chapter 1]]**__Chapter 1__**====
 * section 1 - chemicals and safety**
 * section 2 - properties of matter**
 * section 7 - chemical and physical changes**
 * __Chapter 2__**
 * section 1 - particle theory**
 * section 7 - chemical symbols and formulas**
 * section 8 - atoms, molecules and the atmosphere**
 * section 10 - names and formulas for compounds**
 * __Chapter 3__**
 * section 2 - developing models of matter**
 * section 3 - inside the atom**
 * section 4 - planetary model of the atom**
 * section 6 - isotopes only**
 * __Chapter 4__**
 * section 1 - organizing elements**
 * section 4 - groups of elements**
 * For further information on the test, see: [[file:chem review.pdf]] and [[file:chem review.doc]]**
 * 2) Students completed a review and crossword of the periodic table.**

3) Students completed an activity on the Periodic Table. For more information, see [] A really cool site we looked at in class is: [] Thanks Sofia!!
 * October 22 and 23, 2013**
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Students reviewed the counting atoms exercise.**
 * 2) Lecture on the Periodic Table: [[file:14 Periodic Table of Elements.ppt]] [[file:14 Periodic Table of Elements.pdf]]**

[]
 * October 21, 2013**
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Students received their quizzes back and we reviewed them.**
 * 2) Students completed an exercise on counting atoms in a molecule. See the PDF file for the presentation in class: [[file:9 10 Chemical Symbols and Formulas (counting atoms)includehandout.pdf]]**
 * 3) For further information; see the following link:**


 * October 18, 2013**
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Students wrote their quiz on ions and ionic bonds.**
 * 2) Students in period 1 completed viewing the clip on the periodic table as posted in yesterday's entry. Students in period 2 participated in a bus evacuation drill when they completed their quiz.**

[]
 * October 17, 2013**
 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Homework was checked and recorded and reviewed.**
 * 2) Reviewed the concepts of ions and ionic bonds for the quiz tomorrow - students will draw an atom and an ion and combine ions to form ionic bonds.**
 * 3) Students viewed the following introduction on the periodic table:**

**October 16, 2013**

 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Students read section 4.1 (pages 104-105) in the textbook and answer questions 1-4 on page 105.**
 * 2) Students read section 4.4 (pages 110-113) in the textbook and answer questions 1-7 on page 113.**
 * 3) Student completed an assignment handed out in class on "Exploring the Modern Periodic Table" (I do not have an electronic copy to post).**
 * 4) The assignment completed in class on Tuesday will be collected and evaluated on Thursday, Oct. 17.**
 * 5) There will be a quiz on ions and ionic bonds on Friday, Oct. 18.**

**October 15, 2013**

 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.** **2) Describe how ions and ionic bonds are formed.**
 * Activities:**
 * 1) Review ions/ionic bonds by drawing atoms and ions on the Smartboard and viewing the following video clips:**
 * [] (only to the end of ionic bonds - you do not need to view the molecular bonding section) A more indepth video can viewed here: [] (Khan Acadamy - ionic bonding is the first section of the video)**
 * 2) Students complete an assignment on atoms and ions in class (there is no electronic copy available to post) and we corrected it in class.**
 * 3) There will be a quiz on ions and ionic bonds on Friday, Oct. 18.**

**October 9, 2013**

 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * 2) Describe how ions and ionic bonds are formed.**
 * Activities:**
 * 1) Students received their quizzes back and we reviewed them.**
 * 2) Students reviewed the assigment passed out and completed last week on developing models of atoms.**
 * Students may receive a homework bonus with the completion of the assignment below:**

[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="MeettheElements_wkst.pdf" link="file:MeettheElements_wkst.pdf"]]
HAVE A GREAT LONG WEEKEND!
 * Details
 * [[file:MeettheElements_wkst.pdf|Download]]
 * 62 KB

**October 8, 2013**

 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * 2) Describe how ions and ionic bonds are formed.**
 * Activities:**
 * 1) Students wrote their quiz.**
 * 2) Homework was checked, recorded and reviewed.**
 * 3) The assignment from last Thursday was corrected.**
 * 4) Students completed the following table on ionic bonds:**
 * Atom || Ionic Bond || Name of New Molecule ||
 * Li + F → ||  ||   ||
 * Na + Cl → ||  ||   ||
 * Ca + O → ||  ||   ||
 * Al + I → ||  ||   ||
 * In + S → ||  ||   ||
 * Cs + N → ||  ||   ||
 * Ra + F → ||  ||   ||

** October 7, 2013 **

 * Outcome: 1) Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * 2) Describe how ions and ionic bonds are formed.**
 * Activities:**
 * 1) Review for the quiz tomorrow on sub atomic particles.**
 * 2) Draw models of the at atoms: Na, Mg. Li, Cl, S and O. Discuss the difference between an atom and an ion and show how atoms gain or lose electrons and form ionic bonds.**
 * 3) Students answer questions 3 and 4 on page 65 for homework for tomorrow.**

**October 4, 2013**

 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Review the assignments completed yesterday.**
 * 2) Complete the video support material that was not completed this week.**
 * 3) For homework, students are to complete the "models of atoms" assignment that was given to students yesterday. Also, students need to draw the following atoms for Monday: Na, Mg. Li, Cl, S and O.**
 * 4) There will be a quiz on subatomic particles on Tuesday, Oct. 8.**

**October 3, 2013**

 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * 1) Students completed 2 assignments a) review of determining atomic mass and atomic number using the periodic table and b) the development of our current model of matter.**
 * There is no homework for this evening.**

**October 2, 2013**
http://topdocumentaryfilms.com/molecule-made-our-world/ 1) **Students read pages 87-89 and complete the assignment on the atom handed out in class.**
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * Period 1 -**
 * 1) Homework was checked and recorded.**
 * 2) Reviewed the assignment from yesterday.**
 * 3) Video on the atom: Oxygen that can be viewed at:**
 * Period 2 -**
 * There is no homework for this evening.**

**October 1, 2013**
[]
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * Intro: Daniel Radcliff sings the element song:**
 * Period 1 - students read pages 87-89 and complete the assignment handed out in class.**
 * A couple of video clips on atomic structure can be viewed here:**

Khan Academy - The Atom:
[] by The Virtual School - []
 * Period 2 - no class today as students practiced a school evacuation to Ecole St. Anne.**

**September 30, 2013**
[] The Element Song [] 1) Students will make models of an atom. The criteria: a) choose an atom with an atomic number from 1 - 18 b) use the colored plasticine to represent the subatomic particles and make a legend to show what color is the proton, electron or neutron. Stick the particles to the paper c) write the name of the element across the top of the paper provided d) in the lower left hand corner write the standard scientific notation for the element e) on the back write the definitions for proton, electron and neutron value /10 There is no homework for this evening.
 * Outcome: Students will investigate the subatomic particles of an atom and understand the basic concepts of the periodic table.**
 * Activities:**
 * Introduction: website - hangman using the periodic table**

**Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table.**
1) Homework was checked and recorded. 2) Students complete assignment reviewing concepts of atomic number, atomic mass, protons, neutrons and electrons: 3) Students view Friday Fun Videon on atoms located here: [] 4) There is no homework for the weekend.
 * Activities:**

**Outcome: 1) Students will investigate the subatomic particles of an atom and understand basic concepts of the periodic table.**
1) PowerPoint lecture on parts an atom - 2) Students completed assignment on the atomic mass, atomic number and number of protons, neutrons and electrons in an atom - 3) Students completed practice assignment. Work not finished in class is due for homework for tomorrow.
 * Activities:**

**September 25, 2013**

 * For information on Meet The Teacher Night on September 26, please click on "home" on the left of this page.**

[[#x
---Objective: Students will understand how the periodic table is organized and]]Objective: Students will understand how the periodic table is organized and====

make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.
Activities: 1) Students continued to view the excellent video from yesterday: //"Hunting the Elements"// There is no homework for this evening. **BONUS ACTIVITY: FOR ANY STUDENT THAT HAS A ZERO FOR HOMEWORK DURING THE FIRST 3 WEEKS OF SCHOOL, HERE IS YOUR OPPORTUNITY TO "FIX" IT. DOWNLOAD THE ATTACHED WORD FILE, COMPLETE THE ACTIVITY, SAVE IT AND THEN E-MAIL IT TO ME AT diane.goodwin-nini@nbed.nb.ca. IN THE SUBJECT LINE, PUT YOUR NAME AND BONUS ACTIVITY: **

**September 24, 2013**

 * For information on Meet The Teacher Night on September 26, please click on "home" on the left of this page.**

[[#x
---Objective: Students will understand how the periodic table is organized and]]Objective: Students will understand how the periodic table is organized and====

make connections among the topics we have covered thus far in the Science (Chemistry) curriculum.
Activities: 1) Students received their labs on Chemical Reactions and their quizzes they wrote yesterday. 2) Students continued to view the excellent video from yesterday: //"Hunting the Elements"// There is no homework for this evening.

[[#x
---Objective: Students will understand how the periodic table is organized and]]Objective: Students will understand how the periodic table is organized and====

Activities:
1) Students wrote their quiz.

[]
====**Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.**====

Program Description **(taken directly from the PBS site)**
====//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."//====

**September 20, 2013**
Activity: 1) Students completed a lab where they created examples of chemical reactions - energy change (change in temperature), colour change, gas formed and difficult to reverse. (Thannks Jovana for the pics!) 2) There is a **quiz** on Monday from sections 1.2 and 1.7 in the textbook.
 * Objectives:** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).

**September 19, 2013**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). Period 1 completed yesterday's activities. Period 2 completed the following assignment. - answer key Both classes prepared for the lab tomorrow - where students will perform 3 examples of chemical reactions. - similar to the activity at the following site: []
 * Objectives:**
 * Activities:**


 * There will be a quiz on the physical and chemical properties and physical and chemical reactions of matter on Monday, September 23. I reviewed for the quiz with the students today.**

**September 18, 2013**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). Period 1 had an assembly this morning so they didn't have science class. This is what period 2 completed: 1) Intro: As a class demonstration we grew crystals - physical property of matter. 2) Homework was checked, reviewed and recorded. 3) Powerpoint lecture: corresponding with section 1.7 in the textbook. 4) Video clip on physical and chemical changes: [] 5) There will be a **quiz** on physical and chemical properties (section 1.2) and physical and chemical changes (section 1.7) on Monday, Sept.23.
 * Objectives:**
 * Activities:**

**September 17, 2013**
1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse). 1) **Period 1 only** arising from class discussion yesterday- demonstration of a physical change - separating the fat from whipping cream to make butter - then we served it on crackers for students to sample. 2) Students worked on an assignment handed out in class on chemical vs physical properties and changes. 3) Students viewed a video on simple chemical reactions that can be viewed here: []
 * Objectives:**
 * Activities**:

**September 16, 2013**
Activities: 1) Intro: introduction of the blobfish - Not only is the gelatinous creature on the endangered species list; it was also recently voted the most hideous creature found in nature. As reported by the Telegraph, the blobfish was awarded the dubious honour in a poll conducted on YouTube by the Ugly Animal Preservation Society, which exists to heighten awareness of creatures whose impending demise is ignored because they're not "cuddly" enough... 2) Students continue demonstrations of chemical reactions using various lab equipment: oxidation, acid/base reactions, colour change and precipitate. 3) Students complete a crossword of lab equipment and review questions from page 30 questions 1 and 2. There is no homework for this evening.
 * Objective:** 1) Students will investigate and describe the physical and chemical properties of matter using various lab equipment.

**September 13, 2013**
Activities: 1) Graphic organizers that were not completed during class yesterday were collected and evaluated. 2) Students reviewed the physical and chemical properties of matter. 3) Students participated in a simulation involving one clue a chemical reaction occurred - colour change. 4) Students viewed demonstrations of colour change as one clue of a chemical reaction and were introduced to various examples and uses of lab equipment. Students received a worksheet on lab equipment. 5) Students read pages 28-30 in their textbook (section 1.7) and answered questions 1 and 2 on page 30. 6) There is no homework for the weekend.
 * Objective:** 1) Students will investigate and describe the physical and chemical properties of matter using various lab equipment.

**September 12, 2013**
1) Students will investigate and describe the physical and chemical properties of matter. 1) Homework was checked and reviewed. 2) WHMIS quiz was handed back to students. 3) Students made graphic organizers on the physical and chemical properties of matter (section 1.2 in the text - pages 16-19). 4) The graphic organizer is due tomorrow and will be evaluated on clarity and accuracy: value /5
 * Objective:**
 * Activities:**

**For September 11, 2013 (I am out on Wednesday. Ms. A Morrison is in as the supply teacher.)**
Students will investigate and describe the physical properties of matter. 1) Students view the video on phases of matter that can be viewed here: [] 2) Students work on crossword puzzle on physical and chemical properties of matter that was handed out in class. Electronic file of this is not available. Answers to this crossword can be found in section 1.2 in the textbook; pages 16-19. **The completed crossword is due for homework for Thursday, September 12.**
 * Objective:**
 * Activities:**

**September 10, 2013**
Students will investigate and describe the physical properties of matter. 1) Students wrote their quiz on the WHMIS symbols. 2) Complete lecture on physical properties of matter. 3) We viewed salt and sugar under the microscope to see the crystal structure.and discussed the addition of iodine to table salt. We broke open a geode to see the crystal formation inside. (hollow rounded rocks which beautiful crystals have formed in volcanic rock) 4) Students completed their worksheet on physical properties. (period 2 didn't because we had a fire drill during period 2) There is no homework for this evening.
 * Safety contracts and parent e-mails are now due.**
 * Activities:**

[[#x
---Outcomes: Students will demonstrate a knowledge of WHMIS symbols.]]**Outcomes:** Students will demonstrate a knowledge of WHMIS symbols.==== Students will investigate and describe the physical properties of matter. Activities: 1) WHMIS symbol and safety procedures homework was checked and recorded and reviewed for clarification. There is a quiz on the WHMIS symbols tomorrow, Tuesday September 10. 2) SmartBoard lecture on the physical properties of matter corresponding to pages 16-19 (section 1.2) in the textbook.
 * Intro:** Students will view their agar plates to see the bacteria/fungus that grew from their cellphones.
 * Activities:**

[[#x
---2) View a video located at:]]2) Viewed a video on the properties of matter located at:==== []

**Outcome:** Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards. 1) Intro: we discussed an article from The Globe and Mail: Leprosy on the decline, but ho hopes yet for eradication [] - it has a New Brunswick twist in that a lazaretto was located in New Brunswick. 2) Signed safety contracts and parent e-mails are now due - see the outline at the top of this page. 3) Students reviewed the WHMIS symbols using the reference material located in yesterday's update. 4) Students reviewed the safety contract. 5) Worksheet analyzing class/lab safety was completed. If students didn't complete it, it is due for homework on Monday, September 9. It can be downloaded here, however, paper copies were handed out in class:
 * September 6, 2013**
 * Activities:**
 * Due for homework for Monday: The WHMIS symbol sheet handed out in class yesterday (no electronic copy is available); the safety worksheet (located above) and parent e-mail addresses (as indicated in the course outline above). There will be a quiz on the WHMIS symbols on Tuesday, September 10.**

Wecome to Science 9. I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace **on a daily basis**. When the database is completed, I will also be sending home up to date evaluations via e-mail as well, every Friday. Parents, please ensure that I have your e-mail address.
 * September 5, 2013**

You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435.

[[#x
---Outcome: Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards.]]**Outcome:** Students will review the safety contract for clarification on proper lab procedures and demostrate a knowledge of WHMIS standards.==== Activities: Fun Intro activity: Students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here: [] Students swabbed their cell phones and innoculated agar plates to see what is growing on their cell phones (just like on the video) and then cleaned their cell phones with alcohol pads provided in class. 1) We had a general orientation to the course. An information sheet sent home on September 3 is now due. ( digital copy is uploaded - see Course Outline for Science 9). Students also received their textbooks. There is NO lab fee for this course. 2) We discussed lab and general safety. Students viewed a video about the **WHMIS symbols that can be viewed here:** []
 * and started a worksheet which is due for homework for Monday**. The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Tuesday, September 10 . There are many online resources for WHMIS symbols. I've included a couple here: [] and []

====**Please see the dates and topics for the course review below. We will be spending this week reviewing for the final exam. Period 2 Science 9 write on June 10 in the afternoon and Period 6 Science 9 write on June 13 in the morning. For specific times, dates and rules for examinations, please click on "home" at the left of this page in the navigation bar.**====
 * Good Luck to everyone!**

====**For June 7, 2013 -** wrap up and final opportunity for questions and clarification. **Period 2 Science 9 writes Monday, June 10 at 1:15 and Period 6 Science 9 writes Thursday, June 13 at 8:30. __Please turn in your Science 9 textbooks on the day you write your exam.__**====

**For June 6, 2013**
Electricity review:

**For June 5, 2013**
Biology review: ; ; ; and for a bonus point, students can print and complete the following biology section review by Friday, June 7:

**For June 4, 2013**
chemistry review:

**June 3, 2013**
Chemistry review: **Outcomes: Students will prepare for the final exam.** __Chapter 1__ section 1 - chemicals and safety - page 14 section 2 - properties of matter - page 16 section 7 - chemical and physical changes - page 28 __Chapter 3__ section 2 - developing models of matter (1904 and 1911) - page 82 section 3 - inside the atom - page 87 section 4 - planetary model of the atom - page 90 section 6 - isotopes only - page 96 Two graphic organizers for chapter 1 sections 2 and 7 can be located here: We completed these together in class.
 * Activities:**
 * 1) We will review the following sections today and make graphic organizers to help student make study notes.**

**Friday, May 31, 2013**
Outcome: Students will understand the basic properties of circuits and what is required to complete a circuit. Activities: 1) Students will discuss their findings about building circuits from the simulation yesterday. 2) Students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells**. -** complete the lecture from May 28. 3) We will finish the unit with Bill Nye and his video on "Electricity" located here: [] 4) We will begin the exam review next week. Scroll down to the green text indicating the sections from the text that will be tested on the exam.

**Thursday May 30, 2013**
Outcome: Students will understand the basic properties of circuits and what is required to complete a circuit. Students will build circuits and understand about conductors and insulators. Activites: Students will go to the computer lab and using the following simulation: ; complete the following activity: (please note: the simulation is located above so the directions on the lab for locating the simulation on the Internet should be disregarded) Students not completing this assignment in class have it due for tomorrow. If there is no Internet access at home, students are welcome to use the library computers or my computer at lunch time or at breaks.

section 5 - electrochemical cells - page 306
May 29, 2013 Today, we'll be going outside for the second part of the Gaia Project Mobile Energy Project. (See May 21 entry below for more details.

May 28, 2013
Outcomes: Students will understand the electrical nature of matter - electrical circuits. Students will understand the parts of electric circuits; students will understand how batteries work - and the differences between primary wet cells, primary dry cells and secondary cells**.**

1) Lecture from sections 10.2, 10.3 and 10.5 in the textbook. [[file:10.2 and 10.5.pdf]] and complete the following assignment:
Details 61 KB

May 27, 2013
Outcome: Students will understand the electrical nature of matter - electrical circuits. Activities: 1) Students will view the final episode of BBC's Shock and Awe - The Story of Electricity located here: [] There is no homework for this evening.

May 24, 2013
Outcome: Students will understand the electrical nature of matter - electrostatics Activities: 1) Homework was checked, reviewed and recorded. 2) Powerpoint lecture that was uploaded on May 16.

May 23, 2013
I am out sick today. Mr. Brown is the supply teacher. Students watched video part 2 from the BBC - Shock and Awe - The Story of Electricity located here: []

May 22, 2013
Outcome: apply concepts of electrostatics Activities: 1) Students complete a lab on electrostatics. The completed lab is due at the end of class and will be handed back tomorrow. The lab is similar to the lab on pages 270-271 in the textbook.

May 21, 103
Presentation by the Gaia Project - See below: MOBILE ENERGY CENTRE The Mobile Energy Centre is an outdoor, interactive learning centre providing students a hands-on experience with alternative energy sources. This experience gives them a chance to learn about the relationship between energy and climate change, and how both energy conservation and cleaner energy generation will be required in the future. Onboard, it is equipped with:  Collapsible 40-ft wind turbine, with adjustable blades and height  Solar electric panel on automated tracking mount  Solar thermal panels on automated tracking mount  Pumped hydro demonstration with adjustable head and flow  Bicycle generator All of these are equipped with a touch-screen interface that provides live-streaming data and allows students to manipulate variables. There is a 2-day unit planned around the Mobile Energy Centre: 


 * Day 1 **: 20-minute in-class talk with students about energy and the

environment including various energy sources, their environmental impact, and possible future energy solutions. After the talk, we move outside for experimentation on the Mobile Energy Centre 


 * <span style="font-family: Calibri,Calibri;">Day 2 **: Outdoor experimentation with the Mobile Energy Centre.

Students should be informed that this will involve outdoor work, and that they should come prepared and even get their hands a little dirty. As the teacher, you will not be required to prepare anything for the class, but will be required for classroom supervision and assistance. If you have any questions, please do not hesitate to contact me. Weather Policy:

Since both days are outside, we will be making a call as to whether or not we will proceed based on the weather forecast either the night before or the scheduled morning. Teachers will receive an e-mail notifying them if the program will be postponed due to weather.

Vanessa Paesani Program Delivery Officer Phone: 1 (877) 442-4136 (ext 2) E-mail: vanessa.paesani@thegaiaproject.ca For more information on the Mobile Energy Centre, visit our website:

http://www.thegaiaproject.ca/projects/mec contact@thegaiaproject.ca 2 realistic environmentalism

POSSIBLE CURRICULUM LINKS GRADE 9 SCIENCE Physical Science: Characteristics of Electricity  compare examples of past and current technologies that used current electricity to meet similar needs (110-9)  propose a course of action that reduces the consumption of electrical energy (113-9, 113-13)  give examples of the development of alternative sources of energy (such as wind generators and solar energy) that are a result of cost and the availability and properties of materials (109-6) INTRODUCTION TO ENVIRONMENTAL SCIENCE 12-0  identify links between personal behavior and local, regional and global environmental issues (The Issues)  become aware of the range of issues arising from overpopulation and human activity (Researching Current Environmental Issues)  explore how past and current technologies have impacted our study and understanding of the environment, and have been developed to solve environmental issues (Researching Current Environmental Issues)  recognize that humans are just one part of a complex system of living things, with a inordinate impact on the biosphere, often accelerated by the use of technology (Sustainable Development)  explore how the development of technologies has affected land and water use (Environmental Awareness)  demonstrate an understanding of the requirements for sustainable human communities (Sustainable Ecosystems and Communities)  find examples of development that is sustainable and is not sustainable – ecologically, economically, socially, and culturally (Sustainable Ecosystems and Communities)  understand stewardship in relation to sustainability (Sustainable Ecosystems and Communities

2) video :
====[] - __Shock and Awe__ - The Story of Electricity. Spark: Jim Al-Khalili tells how the first 'natural philosophers' began to unlock electricity's mysteries, studying its curious link to life and building instruments====

and have class discussions: [[file:balloons_en.jar]] and [[file:travoltage_en.jar]]
====3) **For bonus work,** students can complete the following assignment using the two demonstrations (balloons and travoltage above) either by printing it and handing it in or by e-mailing the completed assignment to me at diane.goodwin-nini@nbed.nb.ca //It is due on Friday, May 17 at the beginning of class.//====

2) Video on electrostatics that can be viewed here:
[]

2) Students will develop a basic knowledge of cloning.
====Activities: 1) Students will complete a microviewer lab on chromosomes and genes. This is an inclass assignment that cannot be completed at home due to the use of school materials that can't be sent home.====

1) Students read section 6.2 from the text (pages 180 -181) and answer questions 1-3 on page 181.
====2) We completed the powerpoint lecture from April 29 and had a discussion on healthy lifestyles and connected the discussions to the "Teens Against Tobacco Use" presentation the students participated in last Wednesday.==== ====** 3) There will be a unit test on Friday, May 10 on the Reproduction section of the Science 9 curriculum. Topics covered on the unit test include: sections 5.2 (Cells); 5.4 and 5.5 (Cell Division); 5.8 (Reproduction and Cell Division); 6.1 (DNA); 6.2 (DNA, Mutations and Cancer); 6.9 (Cloning) **====

** Terms/concepts for review for the Science 9 Biology Unit Test: **
====** Parts of the cell - lysosome, mitochondria, centriole, plant cell vs animal cell, cell membrane, Golgi Apparatus, endoplasmic reticulum, cell wall, ribosome, vacuole, chromosome, cytoplasm, chloroplast **====

1) Powerpoint lecture: [[file:3.10 DNA new.ppt]]
====2) Students will complete an assignment on DNA (answers are found in section 6.1 in the textbook- electronic version is not available for upload. It is due for homework for tomorrow if students did not get a chance to complete it in class.====

April 24, 2013
====I am out of school today. The school nurse, Pat Sullivan and her TATU Team (teens against tobacco use) will give the class a lively presentation today. This coincides with the upcoming cancer unit we will be doing next week.====

**We will complete the powerpoint and dissection of the lily tomorrow. We only completed to the end of asexual development today.**
====

====

2) Students received their quizzes back from yesterday - organelles of a cell.
====3) Students completed a microviewer activity on characteristics of a cell. This is an in-class activity that cannot be completed at home. If students are absent for the day, they will need to come in at noontime Monday to complete it.====

**[] )**
====3) Students worked on an assignment on the parts of a cell that is due for homework tomorrow. Along with identifying and coloring the parts of the cell, students also need to make quick definitions of the organelles of a cell (as listed on the front of the page) on the back of the page. The assignment can be downloaded here: ====

3) The hearing test we did as an opener in class today can be located here:
====[] (We did this test in conjunction with an article in the Globe and Mail Newspaper today that said 12 to 15% of school aged children have permanent hearing loss.)====

2) Students completed combining atoms on their on and we corrected them in class.
====A useful youtube clip explaining ionic and covalent bonds can be found here: [] A more indepth video can viewed here: []==== ====3) S**tudents in period 1 (period 6 will receive their copy tomorrow and it will be due for Friday although period 6 students may wish to print off this link and begin to work on it before then) received a crossword puzzle on the periodic table that is due for homework for Thursday, March 21.** A copy can be downloaded here: ====

2) Homework was check, reviewed and reviewed.
====3) We began learning how ions are formed - metals form positive ion as they lose electrons and non-metals form negative ions as they gain electrons. Corresponding texts information can be found on page 93.====

March 15, 2013
====Objective: Students will apply what they learned from the "Hunting the Elements" video to characteristics of the periodic table. Concepts include: groups and families, periods, halogens, Nobel gases, alkali metals, etc. We will also touch on Dmitri Mendeleev and his role in developing the first periodic table and we will examine alternative styles of the periodic table.====

As an opener, we did a fun activity that stressed the importance of proper handwashing.
====Tomorrow, I will be sending out the first installment of student evaluations via e-mail. (I am still hunting down e-mail addresses for some students' guardians/parents) Parents/guardians can expect to receive these e-mails every Friday.====

====**Students may receive up to two bonus marks on their missed homework with the completion of the assignment below:** Directions: Go to youtube site and complete video: []====

[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MeettheElements_wkst.pdf" link="file:MeettheElements_wkst.pdf"]][[file:MeettheElements_wkst.pdf|MeettheElements_wkst.pdf]]

 * ====Details====
 * ====[[file:MeettheElements_wkst.pdf|Download]]====
 * ====62 KB====

[]
====**Students and parents should have completed the signed safety contracts and submitted parent e-mail addresses to me located on the course outline. If you have not already done so, you can print another copy of the form from the link "course outline for Science 9" located at the top of this page.**====

Program Description **(taken directly from the PBS site)**
====//"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."//====

February 19, 2013
====**Objective:** Students will study the history of the models of matter and become familiar with how the modern model of matter developed from concepts developed by early scientists. Students will become familiar with the structure of the atom====

2) Begin watching the PBS video "Hunting the Elements"
====3) Students received worksheets on identifying chemical and physical properties and chemical and physical changes. The accompanying textbbok section is 1.7 pages 28-30. They were assigned for homework.====

Activities:
==== 1) Students took notes about the **WHMIS symbols and started a worksheet which is due for homework for Tuesday, Feb. 5**. The corresponding textbook page is 14. There will be a small quiz on the WHMIS symbols on Wednesday, Feb. 6 There are many online resources for WHMIS symbols. I've included a couple here: [] and [] ====

**Welcome to Science 9.**
====I will be away from school from Feb. 4 to March 8 inclusive. Alyson Goodfellow will lead the class during that time. If you have any concerns, please feel free to contact her directly at alyson@rogers.com or contact her at the school at 506 453 5435.====

**February 19, 2015**
1) Students completed a lab where they created examples of chemical reactions - energy change (change in temperature), colour change, gas formed and difficult to reverse.
 * Objectives: ** 1) Students will investigate and describe the physical and chemical properties of matter. 2) Describe changes that result from common chemical reactions: 1) energy change, 2) change in colour, 3) precipitate formed, 4) gas formed, and 5) new chemical substance formed (difficult to reverse).
 * Activity: **
 * [[image:dgoodwin/ziplock lab.jpg caption="ziplock lab.jpg"]] ||
 * ziplock lab.jpg ||

(Thanks Jovana for the pics!) The completed lab and questions 3, 4, 5, 6, 7, 8 and 9 are due at the end of class /10. 2) There will be a quiz on physical and chemical properties and changes (sections 1.2 and 1.7 in the textbook) on Friday, February 20, 2015)
 * [[image:dgoodwin/ziplock lab2.jpg caption="ziplock lab2.jpg"]] ||
 * ziplock lab2.jpg ||

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 98444.5px; width: 1px;"> · Students will understand and differentiate between asexual reproduction and sexual reproduction