On Friday, the species at risk project was collected. The class then copied a note on the carbon cycle. We discussed the role of carbon in global climate change and viewed an episode of The Eyes of Nye on global climate change. Remember, if you didn't get the zebra mussel assignment done in class on Thursday, it is to be done for homework.

Parents....if you are reading this blog, please ask your child what happened in the computer lab on Thursday. I'm very disappointed that someone in our class used a school computer and printer in a very offensive and inappropriate way. We are in the process of trying to determine who is responsible. I would encourage all parents to discuss with their child their responsibilities as part of a school community, especially as we begin to prepare for final examinations...it's a stressful time of year for all involved.
Thank you,
Mrs. R-H

Good afternoon SNC2P students! Today you will finish your specis at risk project, print it or save it to the S: drive (Students/Grade 10/SNC2P folders) and then complete the following research based assignment on zebra mussels. If you are already finished your project then you can begin this assignment right away.

http://206.130.199.25/~jennross@fc.amdsb.ca/S0395BA85.24/Zebra%20mussels%20assignment.wpd

Open this link to the assignment and type in your answers. Print it and hand it in when you are done.

Today we reviewed the species at risk classification terms. Students then analysed the 3 views on managing ecosystems that we discussed yesterday in reference to the wolves in Yellowstone Park case study. Students decided which view they most agree with. We then created a flow chart to illustrate the effects of the removal of the wolves from Yellowstone. Finally, students began to copy a note on food chains and food webs (The Flow of Energy in an Ecosystem). We will continue this note tomorrow.

Today we reviewed a collection of ecology terms that are important for all students to know in this unit. We then read about and discussed the removal of the wolf population from Yellowstone Park.

On Friday, students had their second work period on the species at risk project. A few students are finished and many are close to being finished. So, one more work period will be provided on Thursday of this coming week and the projects are due on Friday May 29th.

Today students began researching their species at risk and preparing their product (either a brochure, a web page, or a slide show). Tomorrow, students will continue this work.

Here is the species at risk project.
Species at risk project

Some good sites for finding a species to study:
http://www.rom.on.ca/ontario/risk.php
http://www.mnr.gov.on.ca/en/Business/Species/2ColumnSubPage/246809.html

Today we took up the questions from yesterday and then discussed the terms abiotic and biotic factors. Students added a group of ecological terms to their working glossaries. We also went over a research project that students will begin working on tomorrow.

Today we discussed biodiversity again and students answered #3 and 4 on page 13. They then filled out a table on the classification system for species at risk. Be sure to get this from me if you were absent today. We then viewed a Bill Nye video on food chains.

On Friday, students created a concept map on the reasons why frogs are disappearing. They also answered #2-4 from that section of the textbook. We then viewed a short film about "biodiversity" and discussed that term as a concept. Students were given a note on biodiversity which we read through together. Have a wonderful long weekend!

Today we began the new unit, Ecology. We first examined the monarch butterfly as an example of an Ontario species that plays many important roles and should be monitored. We then looked at Ontario frogs using the frogwatch.com website. Students wrote down a list of reasons why frogs are valuable and good indicators of ecosystem health and problems. Students then began o compile a glossary of ecology terms which they will add to throughout the unit.

Today students wrote the chemistry unit test. We will begin the new unit, Ecology, tomorrow.

On Tuesday, students continued to work through the test review and individual support was provided to those who asked for it. Some students took the initiative to come to science help at lunch as well.

On Monday, we reviewed many of the main concepts, laws and skills from our chemistry unit. Students were given an extensive review which they began working on.

Here is the review you will receive in class on Monday. Doing this review will prepare you well for the big unit test.
Chemistry Unit Review

A few students STILL need to hand in Blast Off. Don't take an incomplete on this...there's not much time left to pull up marks before exams. Every assessment matters!

We will be reviewing on Monday and Tuesday for your chemistry unit test which is on Wednesday.

Today we discussed the properties and examples of acids and bases. We then went over the pH scale. Tomorrow, we will be looking at how acids and bases neutralize each other. If you haven't handed in the Blast Off lab report, it is now overdue.

Today students finished typing up their Blast Off lab reports and then used the computers to research acids and bases. Students created two comparison charts on acids and bases: one on the properties of acids and bases, and one listing common and laboratory acids and bases. This will be discussed further tomorrow.

On Monday, students worked in the computer lab typing up their Blast Off! lab report. This is due on Tuesday.

Here's a copy of the "Blast Off!" lab. Open this and fill in your design, procedure, observations, and answer the four questions that follow. Print your report when done and hand it in.
Blast Off! Lab Report

On Friday, students performed "Blast Off!". Congratulations to Devin, Brandon and Mitch for winning the competition (and ice cream!), and to Mike, Sarah and Brandon for a very close second place. You will be writing this lab report on Monday. Have a nice weekend!