Wednesday, December 15, 2010
Conservation of the People
My Conservation of the People is on Freemind, but it won't go onto this blog.
Thursday, December 9, 2010
Chernobyl Health Article
Name: Una and Haley L.
Read the article, Chernobyl’s effects linger on (http://news.bbc.co.uk/hi/english/sci/tech/newsid_743000/743879.stm) and answer these questions.
1. When was this article published?
This article was published on May 10, 2000.
2. Why will restrictions on some food continue in the United Kingdom and former Soviet Union for another 50 years?
Restrictions on some food will remain for another 50 years because the environment is not cleaning itself nearly as fast as was predicted.
3. Where have high levels of radioactive cesium been measured?
Abnormally high levels of caesium were measured in Norway and Cumbria.
4. What happened to the levels of radioactive cesium during the first five years after the Chernobyl accident?
Its half-life rose between 1 and 4 years after the Chernobyl explosion.
5. Describe why levels of radioactive cesium are not decreasing anymore.
Levels of radioactive ceasium are not decreasing because of diffusion.
6. Why is diffusion of radioactive cesium back into the environment occurring? Explain the physical principle behind this diffusion.
When the balance between the radiation in the soil and water and the radiation absorbed in the soil changes, the gradient levels itself out and the difference between take-up and release alters.
7. How long will the United Kingdom have to continue restrictions on sheep from the Cumbria region as a food item for humans?
The sheep from the Cumbria region will need to continue to be restricted for another 10-15 years which is 100 times longer than predicted.
8. How long will forest berries, fungi, and fish from parts of the former Soviet Union remain restricted?
Forest berries, fungi, and fish from the former Soviet Union will remain restricted for another half century.
All rights reserved. Science NetLinks Student Sheets may be reproduced for educational purposes.Chernobyl’s Effects – E-Sheet Questions
Lesson Title: The Chernobyl Disaster Page 2 of 2
Name:__________________________
Now read Chernobyl Children Show DNA Changes http://news.bbc.co.uk/hi/english/sci/tech/newsid_1319000/1319386.st and answer these questions.
1. Who are the children that this article is about? To whom were they born?
The children in this article were born into the liquidator's families.
2. What are “liquidators”?
Liquidators are the people who cleaned up Chernobyl and were exposed to the most radiation.
3. Why are scientists studying the children?
The children had the highest doses of any children.
4. What are the controls in this study?
The siblings of the children tested were the controls in this study.
5. Describe what scientists discovered about the children’s DNA.
Scientist discovered that the children’s DNA was contaminated from their exposure to radiation and not their parents.
6. Describe the factors that may be linked to the number of DNA changes observed in children.
The factors linked may be the time between exposure and conception and the amount of contamination from the liquidator.
Read Nuclear Energy Agency: Health Impact http://www.nea.fr/html/rp/chernobyl/c05.html and answer these questions.
1. Describe what happens to DNA, cells, and organs after low and high doses of radiation.
High Doses- Cell death cannot be accommodated and may lead to organ failure.
Low Doses- Cell death can be accommodated by the mechanisms that regenerate cells.
2. Describe the acute health effects of the Chernobyl disaster.
499 people were admitted for observation and 237 of those were diagnosed with acute radiation syndrome.
3. Describe the chronic or late health effects of the Chernobyl disaster.
The chronic or late health defects of the Chernobyl disaster were known as "stochastic effects" which were cancer induction and hereditary defects and their frequency was dose dependent.
Read the article, Chernobyl’s effects linger on (http://news.bbc.co.uk/hi/english/sci/tech/newsid_743000/743879.stm) and answer these questions.
1. When was this article published?
This article was published on May 10, 2000.
2. Why will restrictions on some food continue in the United Kingdom and former Soviet Union for another 50 years?
Restrictions on some food will remain for another 50 years because the environment is not cleaning itself nearly as fast as was predicted.
3. Where have high levels of radioactive cesium been measured?
Abnormally high levels of caesium were measured in Norway and Cumbria.
4. What happened to the levels of radioactive cesium during the first five years after the Chernobyl accident?
Its half-life rose between 1 and 4 years after the Chernobyl explosion.
5. Describe why levels of radioactive cesium are not decreasing anymore.
Levels of radioactive ceasium are not decreasing because of diffusion.
6. Why is diffusion of radioactive cesium back into the environment occurring? Explain the physical principle behind this diffusion.
When the balance between the radiation in the soil and water and the radiation absorbed in the soil changes, the gradient levels itself out and the difference between take-up and release alters.
7. How long will the United Kingdom have to continue restrictions on sheep from the Cumbria region as a food item for humans?
The sheep from the Cumbria region will need to continue to be restricted for another 10-15 years which is 100 times longer than predicted.
8. How long will forest berries, fungi, and fish from parts of the former Soviet Union remain restricted?
Forest berries, fungi, and fish from the former Soviet Union will remain restricted for another half century.
All rights reserved. Science NetLinks Student Sheets may be reproduced for educational purposes.Chernobyl’s Effects – E-Sheet Questions
Lesson Title: The Chernobyl Disaster Page 2 of 2
Name:__________________________
Now read Chernobyl Children Show DNA Changes http://news.bbc.co.uk/hi/english/sci/tech/newsid_1319000/1319386.st and answer these questions.
1. Who are the children that this article is about? To whom were they born?
The children in this article were born into the liquidator's families.
2. What are “liquidators”?
Liquidators are the people who cleaned up Chernobyl and were exposed to the most radiation.
3. Why are scientists studying the children?
The children had the highest doses of any children.
4. What are the controls in this study?
The siblings of the children tested were the controls in this study.
5. Describe what scientists discovered about the children’s DNA.
Scientist discovered that the children’s DNA was contaminated from their exposure to radiation and not their parents.
6. Describe the factors that may be linked to the number of DNA changes observed in children.
The factors linked may be the time between exposure and conception and the amount of contamination from the liquidator.
Read Nuclear Energy Agency: Health Impact http://www.nea.fr/html/rp/chernobyl/c05.html and answer these questions.
1. Describe what happens to DNA, cells, and organs after low and high doses of radiation.
High Doses- Cell death cannot be accommodated and may lead to organ failure.
Low Doses- Cell death can be accommodated by the mechanisms that regenerate cells.
2. Describe the acute health effects of the Chernobyl disaster.
499 people were admitted for observation and 237 of those were diagnosed with acute radiation syndrome.
3. Describe the chronic or late health effects of the Chernobyl disaster.
The chronic or late health defects of the Chernobyl disaster were known as "stochastic effects" which were cancer induction and hereditary defects and their frequency was dose dependent.
Thursday, October 28, 2010
Wednesday, October 27, 2010
Guppies Simulation
1. If being flashy and colorful attracts predators, why do you think guppies are so colorful?
To find mates and because certain predators don’t like the flashy colors and stay away from them.
2. After viewing the guppy gallery, pick the fish you find most interesting. What is the fish’s scientific name, origin and average size? Describe the coloration of the fish you chose.
2. After viewing the guppy gallery, pick the fish you find most interesting. What is the fish’s scientific name, origin and average size? Describe the coloration of the fish you chose.
Poecilia Reticulata, peru, 1.4", male. Purple, blue, pink and a little bit of green and yellow.
3. After viewing the predator gallery, pick the fish you find most interesting. What is the fish’s common name, scientific name, and origin?
3. After viewing the predator gallery, pick the fish you find most interesting. What is the fish’s common name, scientific name, and origin?
Fat sleeper; Dormitator Maculatus; Southern North America, Bahamas, and Latin America.
4. View the guppy’s habitats, what habitat conditions would affect the predator populations?
4. View the guppy’s habitats, what habitat conditions would affect the predator populations?
The habitat we chose had deep pools so it could hold bigger populations of guppies AND predators.
5. Who is John Endler? What did he study and where did he study it?
5. Who is John Endler? What did he study and where did he study it?
John Endler is an evolutionary biologist who studied Trinidad’s wild guppies in the 1970’s.
6. For each of the three stream areas, describe the guppy coloration:
Pool 1: Bright multi-colored with large spots
Pool 2: Medium coloration on body and tail with medium sized spots
Pool 3: Drab coloration, very small spots concentrated near the tail
7. Develop your own hypothesis about guppy coloration. The hypothesis should answer the questions: Why do guppies in different areas of the stream have difference in coloration? (You can choose from the list on the simulation, or make up your own)
6. For each of the three stream areas, describe the guppy coloration:
Pool 1: Bright multi-colored with large spots
Pool 2: Medium coloration on body and tail with medium sized spots
Pool 3: Drab coloration, very small spots concentrated near the tail
7. Develop your own hypothesis about guppy coloration. The hypothesis should answer the questions: Why do guppies in different areas of the stream have difference in coloration? (You can choose from the list on the simulation, or make up your own)
The coloration of the guppies would be different in different areas because of the types and amount of predators.
Summary
8. Describe how predators influence guppy coloration.
Summary
8. Describe how predators influence guppy coloration.
Predators influence guppy coloration because certain predators prefer certain colors of guppies.
9. Was your hypothesis correct, use your data to justify your answer.
9. Was your hypothesis correct, use your data to justify your answer.
Yes, our hypothesis was proved correct. Some predators (rivulus) like the drab colored guppies more than the brightly colored ones so the bright ones would thrive while the drab colored ones would not. On the other hand, the pike cichlids and the acara like the brightly colored guppies, so the opposite situation occurs.
10. What does it mean that “male guppies live in a crossfire between their enemies and their would be mates”?
10. What does it mean that “male guppies live in a crossfire between their enemies and their would be mates”?
The brightly colored male guppies are more attractive to the females, but also easier for predators to spot and attack.
11. Why do you think guppies in different areas of the stream have different coloration?
11. Why do you think guppies in different areas of the stream have different coloration?
They have different coloration because the predators of those areas like eat coloration.
12. What would happen to mostly drab guppies that were placed in a stream with very few predators?
12. What would happen to mostly drab guppies that were placed in a stream with very few predators?
It depends on the predators. If it was the Rivulus, then they would be eaten more than if the predators were the Blue Acara or the Pike Cichlid.
13. What would happen to brightly colored guppies that were placed in a stream with many predators?
13. What would happen to brightly colored guppies that were placed in a stream with many predators?
It depends on the predators. If they were the Blue Acara or the Pike Cichlid then they would be eaten more than if the predator was the Rivulus.
| % of Brightest Guppies (10 generations) | % of Bright Guppies (10 generations) | % of Drab Guppies (10 generations) | % of DrabbestGuppies (10 generations) | |
| Trial 1 Guppy: Even Mix Predators: 30 Rivulus | brightest: 52% | bright: 26% | drab: 15% | drabbest: 8% |
| Trial 2 Guppy: Even Mix Predators: 30 Rivulus, 30 Acara | brightest: 10% | bright: 79% | drab: 12% | drabbest: 0% |
| Trial 3 Guppy: Even Mix Predators: 30 Rivulus, 30 Acara, 30 Cichlid | brightest: 1% | bright: 0% | drab: 9% | drabbest: 90% |
| Trial 4 Guppy: Mostly Bright Predators: 30 Rivulus | brightest: 84% | bright: 10% | drab: 5% | drabbest: 1% |
| Trial 5 Guppy: Mostly Drab Predators: 30 Rivulus, 30 Acara, 30 Cichlid | brightest: 0% | bright: 3% | drab: 0% | drabbest: 97% |
Wednesday, October 6, 2010
Biodiversity
The change in biodiversity is significantly effecting the biotic factors in the environments. "Tropical cone snails may contain the largest and most clinically important pharmacopoeia of any genus in Nature." This was said by Eric Chivian, the lead author in the study of losing medicine. Without the animals and plants, diseases may arise because the balance they provided is no longer occurring. Many factors are and will continue to be threatened by climate change. Some of these factors are the atmosphere being polluted, Oxygen will not be produced through plants, and the cost to cure the diseases would be incredibly huge. All biotic factors rely on other species to survive and humans rely on many animals and plants to live, so without those, the human race would potentially die out or at least have a harder time surviving. Humans also need abiotic factors such as water and building materials. The water sources that we use are receding or being wiped out completely. No living factor can survive without water and with pollution and all the trash that is being thrown into the oceans, lakes, and rivers, there will be no water left that isn't contaminated. The melting ice caps are disturbing the biomes and natural ecosystems. Without these vital water and ice sources, humans, animals of all kinds, and plants all over the world will be denied the necessary nourishment they are used to. Although this change is slow and has barely been noticed by the average person, it is happening more and more rapidly and can only be stopped when global warming ends. Many species have not even been discovered yet and could potentially cure deadly diseases. We may kill this species before we even know it exists because its habitat will be destroyed by pollution. The human race is the only species that does not provide anything for the environment in return for all it gives us. We are also the only species that has affected the environment in such a significant and negative way. Biodiversity can be helped by not polluting the environment and in turn, the natural balance will be restored. The air, water, and land would be cleaner and clearer. This would be beneficial to all species.
http://www.globalissues.org/article/172/climate-change-affects-biodiversity
http://www.globalissues.org/article/172/climate-change-affects-biodiversity
Wednesday, September 22, 2010
Gasses and climate change
Hypothesis of Combustion Demo: The alcohol will coat the inside of the bottle and evaporate into a gas, then when it is introduced to the flame, it will ignite and the soot will come out through the top of the bottle.
Observation: The lighter lit the alcohol and the bottle flew about 8 feet and the fire was blue and the soot was on the bottom of the bottle, but there wasn't very much of it.
Combustion: can enter the atmosphere through factories, cars, aircrafts, and aerosol cans. It sends heat back down to the Earth and heats it. The heat then goes back into the atmosphere and it is a never ending cycle that leads to the melting of glaciers other consequential effects.
CO2 Gas Demo:
Hypothesis: The fizzing acid-base chemical reaction will ignite in a rapid and hotter flame and the CO2 gas will be created.
Observation: The CO2 coated the flame and made the flame go out because a flame needs Oxygen to ignite.
Hydrogen Gas Demo:
Hypothesis: The hydrogen gas will ignite easily because the gas is alone as an acid.
Observation: The hydrogen ignited and burned off. When the hydrogen completely burned off, the flame went out. The zinc is completely dissolved and the beaker became very warm. The contents left in the beaker sizzled when the flame was introduced and continued when the flame went out.
Air Pressure
Hypothesis: The can will become heated and the water will turn into a gas. The gas will fill up the can and when the can is placed in the ice water, the gas will sizzle out of the can.
observation: The water vapor did come out the top of the can when heated, but nothing happened when the can was inserted in the water, nothing happened.
hypothesis: The water vapor will not come out the top of the can when it is inserted into the water upside down.
Observation: The gas filled can hit the water and the can squished into itself.
In the article, it says that air pressure is a major variable in climate change. Air pressure controls moisture which controls temperature, Rainfall, winds, and storminess. Over the past five decades, air pressure has risen everywhere other than the poles and the North Pacific Ocean where it has dropped. This means that the weather will change and humans all over the world will not know how to handle it. Villages that are used to a certain type of weather will suffer because of climate change.
Observation: The lighter lit the alcohol and the bottle flew about 8 feet and the fire was blue and the soot was on the bottom of the bottle, but there wasn't very much of it.
Combustion: can enter the atmosphere through factories, cars, aircrafts, and aerosol cans. It sends heat back down to the Earth and heats it. The heat then goes back into the atmosphere and it is a never ending cycle that leads to the melting of glaciers other consequential effects.
CO2 Gas Demo:
Hypothesis: The fizzing acid-base chemical reaction will ignite in a rapid and hotter flame and the CO2 gas will be created.
Observation: The CO2 coated the flame and made the flame go out because a flame needs Oxygen to ignite.
Hydrogen Gas Demo:
Hypothesis: The hydrogen gas will ignite easily because the gas is alone as an acid.
Observation: The hydrogen ignited and burned off. When the hydrogen completely burned off, the flame went out. The zinc is completely dissolved and the beaker became very warm. The contents left in the beaker sizzled when the flame was introduced and continued when the flame went out.
Air Pressure
Hypothesis: The can will become heated and the water will turn into a gas. The gas will fill up the can and when the can is placed in the ice water, the gas will sizzle out of the can.
observation: The water vapor did come out the top of the can when heated, but nothing happened when the can was inserted in the water, nothing happened.
hypothesis: The water vapor will not come out the top of the can when it is inserted into the water upside down.
Observation: The gas filled can hit the water and the can squished into itself.
In the article, it says that air pressure is a major variable in climate change. Air pressure controls moisture which controls temperature, Rainfall, winds, and storminess. Over the past five decades, air pressure has risen everywhere other than the poles and the North Pacific Ocean where it has dropped. This means that the weather will change and humans all over the world will not know how to handle it. Villages that are used to a certain type of weather will suffer because of climate change.
Tuesday, August 31, 2010
Ten Years of the Chornobyl Era
1.) How much graphite was burned in the ten day period that the nuclear power plant was on fire?
2.) The nuclear power plant liberated hundreds of times more radiation than which two famous WWII bombings?
3.) Many people living in or around the contaminated area, grew ill with "Chernobyl AIDS." What were the symptoms of this disease?
4.) How much has the number of Thyroid cancer cases increased since 1981?
5.) How long and how much money would it cost to make a structure around the rapidly decaying "sarcophagus" that was built around the reactor?
2.) The nuclear power plant liberated hundreds of times more radiation than which two famous WWII bombings?
3.) Many people living in or around the contaminated area, grew ill with "Chernobyl AIDS." What were the symptoms of this disease?
4.) How much has the number of Thyroid cancer cases increased since 1981?
5.) How long and how much money would it cost to make a structure around the rapidly decaying "sarcophagus" that was built around the reactor?
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