Bacteria in science class

Today in science we first reviewed our homework. It was to write a conclusion about the tests we've been performing on bacteria. We each got into groups of two and looked at eachother's conclusions. After we told each other what we did right and what we did wrong, we revised it to make it even better. After that, we made observations in our notebook. The observations were based on a video we watched looking through the lenses of a super microscope. The microscope had a view point of bacteria reproducing very rapidly. We learned a new vocabulary word called binary fision. This is the process of bacteria reproducing by splitting into two. But before the bacteria split into two they had to grow to stay the same size. Below are the different pictures of what the bacteria looked like in the video we watched.

Starting bacteria

Finishing amount of bacteria

After watching the video, we shared and discussed the observations that we made from the video. Also, that's when we talked about binary fision and why the bacteria doubled themselves hundreds of times.

-Jimmy Evangelos Period 7

Blog By Jake Vignali

Today in class Mr.Finley started off the period by talking about having the class observe their bacteria for the very last day. This is day seven, my group over the past week has had a-lot of bacteria growth. The most bacteria came from the middle school bathroom toilet. We also tested my locker which is 120A. We also tested the middle school bathrooms urinal. The last thing we tested the middle school bathroom mirror. The most bacteria growth came from the middle school bathroom toilet. there was a-lot of bacteria from others but the toilet had the most. Also we have mold covering nearly the entire peachery dish. The least amount of mold came from my locker corner. The percents of the mold growth is huge since the last time we checked out peachery dish. We had 52% of my locker covered in mold. There was 95% of the bathroom mirror covered. Then the toilet had 97% of bacteria covering it. Then finally we had the urinal which we found out had 80% covering it. I notice though that the locker corner had no bacteria at all. I think this is because the locker corner didn't come in contact with anything. So I came up with a hypothesis. It was that untouched areas will have less bacteria growth then contact areas. Like your foot would have less bacteria than your hand. Now we are going to observe bacteria that is macroscopic. Macroscopic is bacteria that is larger than microscopic bacteria but you still need a microscope to see it. But we are going to observe them in colonies (large numbers). And we are going to use a stereoscope to observe the colonies. A stereoscope is something you use to magnify things. Basically its something that you can see as a human but it helps you get a more detailed picture of the object like a spider. When I looked at the bacteria the mold was hairy. The bacteria had a bubble wrap feature to it. And that's how my day in science went. I have posted a picture though to show you the difference between bacteria and mold.

JV

Graphing Bacteria Growth

Today in class we discussed the graphs Period 7 did for homework last night. Some of the kids had questions. The graphs we did for homework were not that good so in class we went over how you could improve it. Some of the things students were missing in the graph was a trend line and titles. Also logic kids were missing. Some of the kids connected the dots and some didn't. Connecting the dots could help you figure out if you made a mistake or not. For the homework last night, we have to turn it in. We discussed how you could make it more presentable like not having a ripped piece of paper and you should use all of the space provided. We need to make sure that on the axis there is even spacing and also even intervals. On the y axis you had to make it up to 1 million. Then count and make sure its even. On the x axis you needed to have even spacing for the time. Also you need a key or a legend. For the homework you needed to have two separate lines representing the two different sets of data. For the different lines, you needed to represent them differently. Meaning different colored lines for the different sets of data on the graph. During the end of the period Mr. Finley let some of the kids redo there graphs because they did it wrong or they just didn't do it. For the kids that did it right with no errors are working on writing a conclusion for the graph. In the conclusion you should talk about the outcome of the experiment and any important things you noticed when you graphed the data. In the picture I attached in the top left corner shows trend in a graph.

Period 7

First, we did a warm-up problem with our tables. Second, we wrote down more observations and figured out how much more bacterial growth happened in our petri dishes. We wrote down more Qualitative data and found out what percent of each section has mold/bacteria growing in the petri dishes. Next, we played Trivial Pursuit because the online experiment didn't work.
RT

October 22nd P7 -JP

Period 7...By JP...10/22/10

First, we were talking about our lab reports which should have a hypothesis, conclusion, data, and your procedure. "For your procedure you must number your steps in order," mr. finley had stated. Just important reminders for your lab report. Second, Mr. finley talked about the observatioonal experimant that led to your hypothesis. You should probably include your observational experiment in your backround section. Your backround should be the first part of lab report. It sets up or makes a backround for your experiment. More specifically it is everything that leads to your experiment.(Important statements Mr. Finley made). Next we learned about our graghs. Basically Mr.Finley made sure we knew how to make a gragh.

Things to make a line gragh
1-Equal spaces between each axis lable.
2-Independent variable should be on the x axis.
3-Equal intervals between each axis lable.
4-Do not have to start at zero.
5-Scale should be an easy number to work with.
6-Lable each axis.
-Lable x axis with your independent variable.
-Lable your y axis gragh with your dependent variable.
7-Lables have to include units of measure.
8-Need a title
9-And ofcoarse put your data on your gragh.
10-Connect the points and/or draw the trend line.
11-Then try to find patterns or relationships between your independent variable and your dependent variable. This part is very important for understanding your gragh.
12-Your trend line does not have to be straight. Your trend line should touch some points and not touch others. A trend line is basically a genral line of the data on your gragh.

Next we worked on our graghs for our bacteria. If you missed class I can only say that everybody's bacteria grew. We did our usuall everyday basis of taking measurements, and adding to our graghs and coming up with more patterns.


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Pic that may help you understand lab reports.

This is a table.

http://staff.argyll.epsb.ca/jreed/math9/strand4/graph_line.gif

That is a website leading to a picture that has a copyrite policy.

Line Graphs

First we came to class. Then right away we got started on our experiment where we tested where bacteria is the most and the least. Also Mr. Finley told us to use the percent of the area in the Petri dish for amount of bacteria. We also took notes on the bacteria underneath the table we drew yesterday. The class had some very good questions like, "Are we doing the percent of the whole dish or just that section." The answer was the just the section. One group did a good job and got Bull Dog Bucks. They explained what they did. First they found out what it looks like out of the box and then divided it by the number of boxes. If any Table didn't finish went in during study hall. Then we started talking about line graphs. It usually shows trends or changes over time. Then he gave us an example on the white board. We had to make a line graph in our notebook to see if we knew how to make a line graph. Next we went over the independent and dependent variable for the graph. The dependent variable is the thing that is getting measured. The dependent variable goes on the y-axis. The independent variable always goes on the x-axis. Then on the smart board Mr. Finley drew a graph for the example on the white board.

-Johnny Shahpazian

Period 7

Yesterday in class we did an experiment which was to find a place where you think will contain bacteria, we took a cotton swab and rubbed it on a place where we thought there was bacteria. Then we rubbed the swab in the petri dish. 3/4 places we chose to test for bacteria were in the bathroom. We did this because we know tthe sections is because the places where we took the sample of aren't really clean places. hat bacteria is in places that aren't really clean and in dark places. I predict that bacteria will grow on all four sections of the pertri dish because we chose a bottom corner of a locker, the drain of a sink, a toilet handle, and a outer part of a urinal. The reason I think bacteria will grow in all of them is because I know that they aren't really clean places.

Today, web links were disabled I wwould've posted it but I couldn't anyway I found this article on lifewhile.com and it said the top 5 dirtiest places in school, bathroom was #3 on the list














- Jake Pickton

Experiment

We are talking about bacteria again. We are talking about where there is less bacteria, here are some places, the oven and a frezzer. There are more places but those are only some. We are also talking about where a lot of bacteria is, the air vents and underneath the wrestling mat and their are more. We are also making an experiment. We are going to make in a petry dish we are going to make 2 places where there is more bacteria and less bacteria. We took a sterilized swab rubed it agains our surface and then rubbed it on the part of the petry dish that has the initials of the surface we took. For example we took an air vent then rubbed it with the sterilized swab then rubbed it on the air vent corner. Now we can see tracks. We think the tracks are bacteria.

VP

Today we talked about conclusions and the result of our homeowork and our conclusions that we did. Mr.Finley showed us Ether Pad and how we can post pieces of evidence and most of the time we post our opinion. We reviewed the Lois Pasteur notes and simulation.On the notes Mr.Finley underlined each of the important notes. We talked about the Lois Pasteur simulation and experiment and how he tried to disprove the other peoples hypothesis'. I learned that mold is sitting in the air and people are very allergic to it. Mold basically just grows on dirty old objects or rotting food. In groups we discussed where in our school does mold and bacteria grow.

JPM

In the begginnig of class we talked about our experiments that we did for homework ands how people used to think food went bad randomly. We talked about how we should write more things down in our note book. On the epidemic page there is a new link for Louis Pasteur. On that link it has Pasteur's experiment on random microbial growth and how if you break of the top of one of the jars micobes will grow but if you leave the other top nothing will grow.



T.G

Period 7 Science class

Today in science class we are giving presentations for three different diseases, HIV, Smallpox, and cholera. In the HIV presentation we learned that HIV infects human immune cells, and reproduces within them. Also, that HIV is transmitted through infected blood and sexual fluids. There are no known cures or vaccines to prevent HIV and AIDS. From Cholera we learned that you can get dehydrated if you get cholera you can die. Spreads rapidly through contaminated water caused by bacteria. Mainly found in waste. THe symptoms of cholera are abdominal pain, vomiting and diarhea, cramps, and fever. You must rehydration to prevent the illness. The liqud is made of salt,sugar, and clean water.From smallpox we learned that there is no cure. You can get a red bump from the disease. Also, you can get infected by animals/inscets,body fluids,direct contact, and face to face contact.

Knowing this information is good because you know how to protect yourself from getting these diseases. Also, you can learn new information on these diseases and also you may have learned a new disease, Cholera. I am sorry if you didn't understand the smallpox presentation part because it seemed a little confusing to me.

https://www.msu.edu/course/isb/202/ebertmay/images/HIV%20virus.png

Go to the sight above to see a picture of an HIV virus.

SP

today in class, we worked in groups to do case study. we were sort of the teachers today. we broke up into groups after handing in homework and we each received an article of a disease. then, each group taught the class about their disease.
cholera is a darrheal disaease caused by the bacterium Vibrio cholerae. it is active in nearly 70,000 villages and covers about 110 milion people.
hiv stands for human immuno defficiency virus. causes aids and there is no vaccine available. in 1980s, the first case of aids began. hiv is caused by infected blood cells. 1985 there was the first lisenced aids blood test was conducted. 1/2 million people die a year from aids a year in the u.s.

-NM

In class we checked our homework, (the venn diagrams, and questions.) We are going over the stimulation, and the questions. We are seeing how big that nail is and magnifying it. We go down deeper into the discussion and Mr. Finley shows us the dust mights, human hair, Ragweed pollen, blood cells Rhinovirus, and all the other things. We are going over our venn diagrams and doing the three circle virus, bacteria and parasite and for the bacteria we are just saying what we wrote down... we think its a type of germ, and mycroscopic organisim that produces a disease. Some are good, some bacteria is in yogurt, cheese. A micro organism cant reproduce. So if a thing cant reproduce then it isnt alive. WE made the fourth circle. In the parasite mixed with bacteria and virus and germ, we wrote small could cause a disease. Things could fall under big catagories.

kk

Period 7 Concept map/consensus

Today in class before Mr. Finley came around to check homework he asked us ways that we could do if we were absent to get our homework to get a good grade. Some of the ideas that the class came up with were to go on the site and check homework, text Mr. Finley, email friends, come in early to school and make it up, check the blog, and chech with friends. Then Mr. Finley asked us how we could do well before and after tests/quizes. The class came up with the idea of studying in advance, make sure that you understand the topic before the test, and have a positive attitdue that you will do well. Also if you dont think that you did well on a test you can correct it and give it back to Mr. Finley a week after and no later, also you have to prove to Mr. Finley that you understand the topic by showing your best work on the makeup. Next we went over the homework. Mr. Finley wanted us to understand the word concensus. It means that everyone in a group agrees. Then Mr. Finley split up the class and each group had to come to a concensus for our vocab on our homework. Then we started to discuss. My group finished and reached a concensus quickly and agreed on many deffinitions for our vocab. We went over the words viruses, bacteria, germs, epidemics, illness, disease, and parasites. We never went over this as a class. Next we went over a concept map. Mr. Finley said a concept map is a chart that can show where things connect and where things dont connect. Our group made a concept map for the vocabulary words. A lot of things in the chart connected bacause a lot of the words were similar. Not a lot of the words were different. For example we thought that viruses could connect to four other words. Also we thought that grems could connect to three things in the chart. Next we made a class made concept map together. The class went up one by one (if you were called on) to connect words to one another. The making of the chart went quick but had some dissagreemants in it. We found a concensus for the disagrements. We didnt finish the chart but it looked like this......



This class was not filled with confusion and it was pretty smooth. In class I was confused but this class helped me understand what the vocab we have been using in class more. Also this class helped me learn how to make a new graph of organization called a concept map. Finally I learned what concensus means. It means that a group of peopple agree on one idea out of all of theirs. I think that some other students were confused as well but i think at the end of class we all understood the concept. PH - Peter House

epidemic

We got our quizs back and two students were tyed for the best grades. We went over them and most of the students got good grades. Now we're going over concusions. One concusion was that it was not an epidenic because it would have been food posioning. It also could be because the battle of the bands everyone could have efected each other. They might have gone to a resterant and not only gotten food poisoning but the plates that the food was on might have been dirty. Most think that it is not an epidemic. We are talking about the epidimic weather the people got sick from the resterant. Almost all the kids that went to the cheep chicken hut went swimming. The water would have gotten contaminated but, the kids that went swimming didn't get sick. Maybe the kids went swimming went smimming but, didn't put there head under water. Maybe the kids got sick from the water at the reasterants.

BB

Period 7 - Science Epidemimc Experiment Day 3

We talked about how everyone starts with a B in participation and either works it up or down. We talked about Science Olypiad Team, the test, and competing.

Then we discusses hypothesis, observations, and assumptions and wrote on the board. The observations and hypothesis were all sick people from Jackson and Truman all had stomach aches and fevers. It takes about 1-2 days for food posionings symptoms to affect you and it takes 2-3 days for it to be cured. After the concert, the band went to a restaurant with unhealthy things. Flu normally takes 5 days to affect someone after being exposed. The ceiling tiles in the school were missing in the kitchen of the restaurant.

Insulation made of aspestus which can cause cancer. After battle of the bands T and J had a high absence. the sickness could ber the flu because most people had flu-like symptoms. 9/10 kids had the same symptoms. Almost all symptoms were something to do with the digestive system. Johnathan made a hypothesis that "Maybe the kids came back from the competition not fully healthy and got other people sick." BOTB (Battle of the Bands) was the day before May 20th so they might of infected eachother. Fluids to clean the instruments could have been causing the sickness or maybe the kids weren't cleaning their instruments. Days that most kids were sick they had band practice. Jimmy had a question it was "Were the family members of the sick people sick?" 1/3 of the students had vomitiong. 1/2 of them had a fever and headache. Someone could have poiosned the food. After we did all of this we once again started to research about the could be epidemic. Then Mr.Finley lectured us about saving work. We found out that a neghboring town had a bacteria problem and the sickness caused symptoms similar to food poisoning symptoms.

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