This Year in Science - 10th Grade Intro Video

this week in science #13

    
If we were to leave the spider habitat tanks sealed but removed all of the plants then their would be no oxygen inside of the tank. The plants give oxygen to the spider, Nothing would grow in the tank because there would be no sun or water for anything to grow. The spider needs plants for oxygen to live inside of the tank, the plants gives the spider energy and  food in order for it to live.

this week in science #12

 This week in science we learned about symbiotic relationships, energy pyramids , and food chains. We read about symbiotic relationships between different insects and animals, we were given packets that taught how different  energy pyramids and food chains work. It was difficult because I couldn't focus, there was a lot of new words that I haven't heard of before and I was giving up on doing my work. I learned that food chains is a series of organisms interrelated in their feeding habits, the smallest being fed upon by a larger one, which in turn feeds a still larger one. 
    I learned that the food web and food chains are different. They are different because a food chain is a single line of organisms that preceded by something that it consumes and followed is by something that consumes it. The food web which is a food cycle depicts feeding connections which is what eats. The food web goes out every direction pointing to every organism. I also learned that all producers are only plants, and that decomposers could eat both producers and consumers.

this week in science #11

 This week in science we did several things that all connected to how make a spiders ecosystem. We visited the park and collected things that we would need for our tanks. We took a rock, two branches, two sticks, a few leafs, an open nut, 3 warms and a couple ants. At the park we took pictures of the most important parts of the ecosystem. I took pictures of the trees,sun,leafs, a water fountain and warms . And after we finished designing our tanks I drew the side view of the tank.

   I learned that the several things that we collect to design an ecosystem for the spider and very much similar to ours. I also learned that our tank needs a few leafs for oxygen just like we need trees for oxygen. When I drew the side view of the tank I seen a warm and it was moving around, I was interested by that because it was far down into the dirt and it was moving around. When I took pictures I learned that the park is very important to our ecosystem because of the living things in it and the plants and trees that make up our environment. I didn't think that the park was important to take care, but I learned that it does because it also helps our ecosystem and how we should take care of it.

This month in science

    This month science I worked with a group, and in the group was Ciarra, Carlos, Samuel, and Achantae. We studied energy and the reasons why our earth's energy is wasting. We worked on different ways of how we use energy daily. We also went around the neighborhood and interviewed people on human impact of energy. We did annotations on how to save the energy, how we could catch peoples eyes in making a different perspective on saving energy. We also spoke to students from NYU college and they helped us learn more things about conserving energy.
   I learned that when you charge your phone it takes up a lot of energy and when you over charge it kills a lot of energy too. We tested how much energy an alarm clock takes up and it takes up a lot of it, which is very suprising. I learned that the alarm clock takes up more energy than a curling iron, but I thought that the curling iron took up more energy than the alarm clock because it has a lot of heat and an alarm clock doesn't do anything but show the time and ring when you need it too. I also learned that all of the people my group and I interviewed cares about saving energy expect for one 20 year old asian lady.

human impact ad campaign

                      The image shows an iphone that is over charging, and the wire inside the charger says save energy. It also has a text message that says Steve Jobs is safe are we? Because using up energy is not good for the earth.The reason why I picked this picture is because it shows that people over charge their cellphones and that uses up alot of energy. 

High-Altitude Wind Machines Could Power New York City

 This article is about earth science, energy and the environment. It explains if wind machines would be placed thousands of feet above the city could theoretically could power up the city, because no matter how much wind blows through the streets of New York City it wouldn't be able to power up the city. It states that first rigorous worldwide study of high-altitude wind power estimates that there will be enough wind energy at altitudes of about 1,600 to 40,000 feet to meet the global electricity hundred times over.

I like that the article states interesting facts about the electricity we use daily. I found it very interesting to know that the wind power can be possiable to power up the whole city. Its also good to know because we use energy everyday and it relates on to us humans.

This week in science #9

This week in science we dissected a frog, before we dissected the frog we researched its background research. We had to find the background research for the skate, perch , mouse and frog. I chose to dissect the frog with Justin and Samuel, Elisabeth and Destiny dissected the skate.

 I learned that the perch are freshwater fish and that they usually spawn during the spring when the females lay eggs in covered areas near branches and underwater plants. When I dissected the frog I learned that its skin is really soft and easy to cut through and is very sensitive. The heart is very small was hard to spot because it was so small under a lot of muscle. I learned how to dissect the frog properly. We started cutting between the hind legs which is the frog's cloaca and cut along the center of the frog's body from the cloaca to the mouth. Then we peeled off the skin and found muscle. Then we cut around starting from both hind legs to the front legs cutting around its stomach. We found a lot of muscle and under all of the muscle was the liver, heart, large intestine, small intestine cloaca, pancreas, stomach, and the esophagus.


The skate was also dissected at my table by Destiny and Elisabeth. The organisms that appeared similar to the frog was the skate's eyes. The skate is a type of shark, the frog and the skate had no similar organisms or structures. The structures are very different because the skate is flat and swims with a tale. The frogs had four legs and no tail because its amphabian.

This month in Science #7

 This month in Science I did Zoology in the Future project, I worked with 3 other people, Jose Andujar, Shaquisha Miles and Zulfiya Karimova. We worked on the Rain Forest and its climate, landforms and animals, etc. We got a letter into the future from Jamie and David, they explained to us how the climate changed completely opposite into an Arctic like climate. I researched on the jaguar that lives in the Tropical Rain Forest, and transformed it into a imaginary animal that lives in the new Arctic like Rain Forest. My animal went from a jaguar into a snowguar, that adapted to the snow.
    This month in Science I learned that the jaguar is a predator, its a threat to every animal in the Tropical Rain Forest and its too fast and strong for others to try and attack it. I also that in the Tropical Rain Forest the giant bamboo plants can grow up to 9 inches a day. I learned that the Tropical Rain Forests are very warm with a lot of fog and humidity. The Rain Forest is always wet because it rains everyday. Tropical Rain Forests grow in a narrow zone near the equator. It was my first time learning about the Tropical Rain Forest and its climate, the animals, the landforms and where on the earth they are located. It was a fun experience with the other class mates because we all worked together and learned something new. I like how our project came out to be, we found a lot of information and I think it would be fun to do again.

Cricket Behavior Investigation

Background Research: Crickets are a type of insect, but a very odd insect. Crickets need plenty of things in order to live. They need a good supply of water to live on. They live under rocks, logs in pastures, meadows and along the side roads. They eat tropical fish, vegetable like lettuce, meats, potatoes, tomatoes and fruits. They need to have nutrient so that they can live.

Question: Do crickets prefer fruits or vegetables?

Hypothesis: If I give the cricket the choices of fruits or vegetables then I think they will prefer vegetables because it provides more nutrient for the cricket, and the more nutrient the more better for the cricket.

This week in science #5

    This week in science we worked on finishing our rocket conclusions and fixing anything that needed to be worked on in our investigation. I worked on the procedure for gathering data, I fixed and added more steps on how I made the rockets. I learned to write up all the steps with detail so it can be very clear to the reader of how we created the rocket and what we did. I had a little hard time typing up the steps in a understanding way for the reader. This week in science we also focused on our new unit and our first lession for this unit which animals. We started with animal behavior and watched some videos of animal behavior and how they reacted to somethings. This video that I chose is about a deer who was confused about the deer who was plastic, he was horny and started to try to mate with the plastic deer until he noticed that it wasn't a real deer so he just stopped. This shows that animals sometimes really want to mate with one another just like humans.
   It really interested me when I seen a few videos on different types of animals. I am looking forward to this unit on animal behavior because it can be really funny at some of the things the animals do. And it can also be very werid and surprising with the actions of the animals. I found very crazy how the owl attacked the mans head and tried to mate by screaming and flapping his wings quickly in the video that David had shown us in class. I never knew or imagined how a owl would mate, I wonder what he saw in that mans head that made him want to mate on top of his head.

This week in science #4

What I did :
 This week in science we did group work, my group was Destiny, Samuel, Jose and I. We did the plant investigation write up #2. We worked together to write up investigation. I worked on the hypothesis, procedure, question, title and the names. The hypothesis went from If I changed the amount of sunlight how will it affect the growth of Brassica rapa, but then I worked on it to make it better to..
If I change the amount of the sunlight for cup A and C and put them in the dark (how will you change the sunlight?)

then the cup A and C will grow and look and have different height from cup B(what do you expect to observe?)
because (reason) all plants need sunlight in order to grow it’s natural way.

What I learned : 

This week in science I learned that the amount of sunlight effects Brassica rapa's growth because it needs sunlight it lives off sunlight. Thats why cup A and C didn't grow properly and died fast unlike cup B that had its natural color and growth.

This week in science #3

 This week in science we worked on our plant investigation #2. We setup our experiment , we used three cups ( cup A , cup B, and cup C ). We put the same amount of soil in each cup and put Brassica rapa seeds in side and then poured 50 ML. drops of water. Our testable question that Destiny, samuel and I came up with is : How does the amount sunlight affect Brassica Rapa's height? We put cup B into the sunlight and cup A and C in the dark. On October 17, 2011 our plants grew. Cup B grew, it had leafs and it was green. The other two cups had purple stems and yellow tiny leafs. Our hypothesis was : If I changed the amount of sunlight how will it affect the growth of Brassica rapa ? And so far our outcome is that the cups that didn't get any sunlight don't have its natural color and the cup that got its sunlight which is what all plants need has its color.
   This week I learned that plants that don't get the sunlight they need they change to it's unnatural colors and they grow a certain direction trying to find light. The plants that didn't get any sunlight are tilling over and only have four tiny leafs on the top. I learned that photosynthesis is what makes plants green because it needs the sunlight in order to get its color and in order to grow. That's the reason why cup A and C didn't turn green.

This week in science #2

  This week in science we did plant investigation #2 background information and plant investigation #2 experiment setup. For plant investigation #2 background information we researched facts on  Brassica rapa. We also made wonderings and questions we have on Brassica rapa. I learned that Brassica rapa is a type of crucifer. A crucifer is another word for cruciferous which is a use of brassicaceae as food. Crucifer is a type of vegetable family. In the vegetable family there is cauliflower, cabbage, cress, bok choy, broccoli and similar green leaf vegetables like brassica rapa. Another fact I learned is that Brassica rapa's kingdom is Plantae.
         For plant investigation #2 experiment setup we worked with our group and put down any questions we gave that are independent variables and dependent variables. My questions were :

1. How does changing the amount of water affect Brassica rapa's time of growth ?
2. How does changing the amount of soil affect Brassica rapa's height ?
3. How does changing the number of seeds affect Brassica rapa's amount of period they grown ?

The question my group and I ( Monsters Inc. ) : How does the amount of sunlight affect Brassica rapa's height ? 
When we did our plant investigation we put two cups onto the plant row and one cup at the window to test out how much different does the plants grow with the amount of sunlight.