Tuesday, November 4, 2014

TED-Ed's New Interactive Periodic Table

 TED-Ed's new interactive periodic table
TED-Ed launches an interactive periodic table with a video for every element
If you’ve ever taken a chemistry class, you know that memorizing all of the elements and understanding their properties can be difficult! To help provide a study aid, TED-Ed collaborated with Brady Haran, best known for his YouTube channel Numberphile and his extensive video coverage of the periodic table, to create a clickable periodic table with videos on every element.
Click around the table »


source:
http://us4.campaign-archive1.com/?u=367d080dac70911f825f109f9&id=92b1054add&e=4411419a30

Saturday, August 17, 2013

Measure the Speed of Light using a Chocolate Bar

Step 1. check the Shopping List:

This is a very short shopping list for a super-cool activity that is used in college-level physics labs!
  • A large 1 lb. bar of chocolate (I use Hershey's, but any kind should do)
  • A ruler, pencil and paper
  • A microwave oven and a plate

Step 2. Do the activity yourself:

Measure the Speed of Light using a Chocolate Bar

When you warm up leftovers, have you ever wondered why the microwave heats the food and not the plate? (Well, some plates, anyway.) It has to do with the way microwave ovens work.
Microwave ovens use dielectric heating (or high frequency heating) to heat your food. Basically, the microwave oven shoots light beams that are tuned to excite the water molecule. Foods that contain water will step up a notch in energy levels as heat. (The microwave radiation can also excite other polarized molecules in addition to the water molecule, which is why some plates also get hot.)
One of the biggest challenges with measuring the speed of light is light travels really fast… too fast to watch with our eyeballs.  So instead, we're going to watch the effects of microwave light and base our measurements on the effects the light has on different kinds of food. 
What's really cool about this experiment that you can see the size of the wave for yourself by measuring the burn marks in the chocolate. Microwaves use light with a wavelength of 0.01 to 10 cm (that's the size of the wave itself).

Key Concepts

Energy can take one of two forms: matter and light (called electromagnetic radiation). Matter is what stuff is made from, like a chair or a table, and we'll talk a lot more about matter when we get to chemistry.
Light is energy that can travel through space and through some kinds of matter, like glass. Another word for light is “electromagnetic radiation”. Light can have high energy, lower energy, or anything in between… kind of like high energy kids (the ones who race all over the playground), lower energy kids (the ones reading a book in a corner), and kids whose energy is somewhere in the middle.
Scientists usually refer to the light energy you can see with your eyes as “visible light”, or just “light”, and it has middle-of-the-road amounts of energy – not high, not low. Just average. That kind of electromagnetic radiation is called “light”.
Lower energy electromagnetic radiation can have wavelengths longer than a football field, and those are called “radio waves”. These aren't the kind of waves that a guitar string makes when you pluck it. Radio waves are not sound waves. They are waves made out of electricity and magnetism (which we'll discuss later) that travel through space. Sound waves need something, like air, in order to travel because it does it by vibrating molecules. Electromagnetic waves work differently, but it's a little more complicated than we're going to discuss now, so just remember that light waves are different than sound waves. If you've ever seen a lightning storm, you know this is true, because you see the lightning way before you hear the thunder. Which wave do you think travels faster? Light or sound?
Other examples of lower energy waves are the kind found in your microwave oven called “microwaves” (surprised?) Your TV remote uses infra-red electromagnetic radiation, which has a little more energy than microwaves.
What about high energy waves? If you've ever been curious about why the dentist puts a heavy lead apron on you before x-raying your teeth, it's because they're about to use high-energy electromagnetic radiation called “x-rays” to see through your mouth tissues to get to the bones and teeth. Since high-energy rays can destroy living tissue, you have to wear that apron. Lead stops most high-energy electromagnetic radiation in the x-ray range. Black holes, supernovae, and quasars in the deep reaches of space emit deadly x-rays and even higher-energy gamma rays.

Experiment 

Video  http://www.superchargedscience.com/lnc813-16.htm

Materials:
  • chocolate bar (extra-large bars work best)
  • microwave
  • plate
  • ruler
  • calculator
  • pencil and paper
 
  1. First, you'll need to find the ‘hot spots' in your microwave. 
  2. Remove the turntable from your microwave and place a naked bar of chocolate on a plate inside the microwave. 
  3. Make sure the chocolate bar is the BIG size – you'll need at least 7 inches of chocolate for this to work.
  4. Turn the microwave on and wait a few minutes until you see small parts of the chocolate bar start to bubble up, and then quickly open the door (it will start to smoke if you leave it in too long). 
  5. Look carefully at the chocolate bar without touching the surface… you are looking for TWO hotspots, not just one – they will look like small volcano eruptions on the surface of the bar.  If you don't have two, grab a fresh plate (you can reuse the chocolate bar) and try again, changing the location of the place inside the microwave. 
  6. You're looking for the place where the microwave light hits the chocolate bar in two spots so you can measure the distance between the spots. Those places are the places where the microwave light wave hits the chocolate.
  7. Open up the door or look on the back of your microwave for the technical specifications.  You're looking for a frequency in the 2,000-3,000 MHz range, usually about 2450 MHz. 
  8. Write this number down on a sheet of paper – this tells you the microwave radiation frequency that the oven produces, and will be used for calculating the speed of light. (Be sure to run your experiment a few times before taking actual data, to be sure you've got everything running smoothly.  Have someone snap a photo of you getting ready to test, just for fun!)
Going further: You can experiment with other easy-to-melt foods, like cheese, buttered bread, chocolate chips, peanut butter, or marshmallows! Just pop in the first food type on a plate (without the turntable!) into the best spot in the microwave, and turn it on.  Remove when both hotspots form, and being careful not to touch the surface of the food, measure the center-to-center distance using your ruler in centimeters.
TIP: If you're using mini-marshmallows or chocolate chips (or other smaller foods), you'll need to spread them out in an even layer on your plate so you don't miss a spot that could be your hotspot!

How to Calculate the Speed of Light from your Data

Note that when you measure the distance between the hotspots, you are only measuring the peak-to-peak distance of the wave, which means you're only measuring half of the wave.  We'll multiply this number by two to get the actual length of the wave (wavelength).  If you're using centimeters, you'll also need to convert those to meters by dividing by 100.
So, if you measure 6.2 cm between your hotspots, and you want to calculate the speed of light and compare to the published value which is in meters per second, here's what you do:
2,450 MHz is really 2,450,000,000 Hz or 2,450,000,000 cycles per 1 second
Find the length of the wave (in cm):
2 * 6.2 cm = (12.4 cm) /(100 cm/m) = 0.124 meters

Multiply the wavelength by the microwave oven frequency:
0.124 m * 2,450,000,000 Hz = 303,800,000 m/s


The real (published) value for light speed is 299,792,458 m/s = 186,000 miles/second = 671,000,000 mph. How did you do?

Questions to Ask

  1. What would happen if you used cheese instead of chocolate?
  2. Does it matter where in the microwave the chocolate is located? Does placement of the chocolate affect the wavelength?
  3. Can you explain what the burn marks on the chocolate bar are from?

Wednesday, October 10, 2012

Nutrition - Nova (Dying to be Thin)

Why do we eat? How do our bodies use the foods we eat? What organ or system in your body may not be getting enough of what it needs? This interactive feature from NOVA "Dying to Be Thin" Web site will fill you in. Just click on a body part or on the name of a nutrient to find out what you need to eat to stay healthy.
NOVA Body Needs
VIEW
  • Media Type: Interactive
  • Size: 121.0 KB
  • Level: Grades 3-8

  • Log in to Teachers' Domain to download, share, rate, save, and match to state standards.
Source: NOVA: "Dying to Be Thin" Web site
This resource can be found on the NOVA: "Dying to Be Thin" Web site.

Background

Standards of beauty have changed over the years. In the late 1800s, advertisers regularly used models who would be considered overweight by today's standards. Times have changed dramatically. Most Americans are exposed to thousands of media messages every day -- in magazines and newspapers, on television, on outdoor billboards, and over the Internet. These messages promote bodies that are thin and, in some cases, unrealistically proportioned, and they are creating a culture of young people who are obsessed with losing weight.

As a result of this obsession, many people have sworn off fat. They avoid eating fat in any form and, instead, obtain most of their calories from carbohydrates, like bread and pasta. For decades, doctors and health experts supported this fat-free nutritional strategy. Fat was the enemy, they said; it was the cause of obesity and heart disease. Carbohydrates were your friends and could be consumed, many thought, in mass quantities with few concerns about health consequences. Recent studies, however, have begun to reveal the flaws in this thinking.

A nutritional plan that shuns fat ignores this food's important role in the body. While fat's main purpose is to store energy, it serves many other functions as well. Either in its whole form or broken down into small molecules, fat does the following: provides insulation, builds membranes, aids digestion, promotes proper nervous system function, regulates hormones, keeps the skin healthy, and aids the chemical communication between cells. And these are just a few of the important things that fat does for us. Still, many people continue on a fat-free path.

Somewhat surprisingly, fat-free diets often result in the accumulation of excess body fat. Carbohydrates, including sugars and starchy foods, provide the body's most efficient form of energy. They are broken down quickly into glucose, the sugar that cells need in order to function. This is why energy bars used by athletes are made up primarily of carbohydrates: They are quickly broken down in the stomach, and the resulting sugars are easily transported throughout the body via the bloodstream.

When the body is active at high intensity for long periods of time, carbohydrates must be eaten regularly to provide the cells with the energy they need. Carbohydrates that are consumed when the body is at rest, however, are stored. Relatively small amounts of carbohydrates can be stored in the muscles and the liver as a complex sugar called glycogen. When glycogen stores are full, however, and there is no further demand for sugar, carbohydrates are stored as fat.

Although most doctors and nutritionists still recommend that people get the majority of their calories from carbohydrates, they also suggest that many people would benefit from increasing their fat intake. According to most nutritionists, the ratio of carbohydrate, fat, and protein calories should, in fact, be much closer to equal -- at 40, 30, and 30 percent respectively. They stress that exercising and eating moderately from all of the food groups is the proper path to better health.

Questions for Discussion

  • Could you stay healthy eating three or fewer of the foods shown here? Explain your answer, using information from the site.
  • Why do you think 75 percent of the U.S. population doesn't meet daily recommended dietary needs? What ideas do you have about changing the nutritional habits of people in this country?
SOURCE: http://www.pbs.org/wgbh/nova/education/body/body-needs.html?elq=0937217e29c949998c57be7bcd65db11&elqCampaignId=431

DNA - Nova

NOVA
 VIEW


DNA. It's what makes you unique. Unless you have an identical twin, your DNA is different from that of every other person in the world. And that’s what makes DNA fingerprinting possible. Experts can use DNA fingerprints for everything from determining a biological mother or father to identifying the suspect of a crime. What, then, is a DNA fingerprint and how is it made? Here, you'll find out by solving a mystery—a crime of sorts. First, you’ll create a DNA fingerprint (we'll supply the lab and all necessary materials). Then you’ll compare this DNA fingerprint to those of all seven suspects to nab the perpetrator. Ready? Let's get to work!

VIEW
  • Media Type: Interactive
  • Size: 283.0 KB
  • Level: Grades 6-12
  • Log in to Teachers' Domain to download, share, rate, save, and match to state standards.
Source: NOVA: "The Killer's Trail" Web site
This feature originally appeared, in a different design, on the site for the NOVA program .

Background

In the last 15 years, DNA has played an increasingly important role in our legal system. Tissue evidence is now routinely collected during criminal investigations in hopes that it will provide genetic clues linking suspected criminals to crimes.

DNA profiles help forensic investigators determine whether two tissue samples -- one from the crime scene and one from a suspect -- came from the same individual. Fortunately, the genetic comparison doesn't require that investigators look at all of the DNA found in the tissue samples. That would take months or even years. Instead, by marking a small number of segments of DNA in one sample and then checking for the presence or absence of those segments in the other sample, investigators can say with some assurance whether the samples are from the same person.

How do they do it? Investigators use chemicals to cut the long strands of DNA into much smaller segments. Each segment has a specific length, but all of them share the same repeating sequence of bases (or nucleotides). The chemicals cut the segments at the beginning and at the end of the repeating string of nucleotides, so one segment might be ATCATCATCATCATC, for example, while another might be ATCATC. (The DNA segments used in forensic investigations are, of course, much longer than this.)

Investigators use a process called gel electrophoresis to separate these repeating segments according to length. Next, they introduce a small set of radioactive "markers" to the sample. These markers are segments of DNA of known length, with bases that complement the code of, and bind to, sample segments of the same length. The sample segment above (ATCATCATCATCATC), for example, would be tagged by a marker with the complementary code TAGTAGTAGTAGTAG.

Markers that do not bind to sample segments are then rinsed away, leaving in place only those markers that bound to complementary sample segments. Photographic film, which darkens when exposed to the radioactive markers, identifies the location of all marked sample segments. This film, then, becomes the DNA "fingerprint" that forensic investigators analyze.

The final step is a relatively simple matter of lining up the sample profiles side by side and comparing them for the presence or absence of segments with particular lengths. The more segments the two samples have in common, the more likely it is that the samples came from the same person.

Questions for Discussion

  • Describe the process of DNA fingerprinting.
  • In what ways is it like actual fingerprinting and in what ways is it different?
  • How conclusive is the evidence of DNA fingerprinting?
  • Where is there possibility for error?

SOURCE: http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html?elq=0937217e29c949998c57be7bcd65db11&elqCampaignId=431

Thursday, October 4, 2012

BPA Timeline

source: http://www.jsonline.com/watchdog/watchdogreports/34532374.html 
Nov 15, 2008

Watchdog Reports      The history of BPA     TIMELINE


1891: Bisphenol A, or BPA, is developed.

1930s: The chemical is used as a synthetic estrogen.

1960s: Food manufacturers begin to use BPA to make hard, clear plastic for items such as baby bottles and the lining of metal food cans, including liquid baby formula.

1998: Patricia Hunt, a geneticist at Washington State University, notices that control mice had many more defective eggs when stored in polycarbonate cages.

2000-present: More than 1,000 studies are published showing harm to lab animals from BPA, including cancer, obesity, diabetes, reproductive failures and neurological disorders.

2008: Annual sales of BPA exceed $6 billion.
April 2008: Canadian health officials begin steps to declare BPA a toxin and to have it banned from use in baby bottles and tableware for children. Several manufacturers - including Nalgene, Wal-Mart, Toys "R" Us and CVS pharmacies - announce plans to phase out use of the chemical in children's products.

August 2008: The Food and Drug Administration declares BPA to be safe.

September 2008: The National Toxicology Program, an advisory board to the FDA and Environmental Protection Agency, releases its report expressing some concern for how BPA affects the prostate and neural development of fetuses, infants and children. It also expressed concern about the chemical's effect on breast tissue and early puberty.

A study published in the Journal of the American Medical Association in September tied BPA to heart disease in humans. Lawmakers start to call for a ban of the chemical in children's products.

October 2008: The FDA's Science Board finds that the FDA ignored hundreds of studies on BPA and advises the agency to reopen its investigation of the chemical. A study finds that even low levels of BPA can interfere with chemotherapy for breast cancer patients.


Wednesday, September 12, 2012

BIg Chem; Big Harm? (NYT)

Son, this is one reason I have worked so hard to find a place to shop that doesn't have ANY harmful chemicals in their products.  You know my favorite store.  You may also want to click here after reading this article. ;-) This is an important science lesson.The assignment details follow the article.

BIG CHEM; BIG HARM?
by Nicolas Kristof
                                                                  edited by Mom

NEW research is demonstrating that some common chemicals all around us may be even more harmful than previously thought. It seems that they may damage us in ways that are transmitted generation after generation, imperiling not only us but also our descendants.

Yet following the script of Big Tobacco a generation ago, Big Chem has, so far, blocked any serious regulation of these endocrine disruptors, so called because they play havoc with hormones in the body’s endocrine system
One of the most common and alarming is bisphenol-A, better known as BPA. The failure to regulate it means that it is unavoidable. BPA is found in everything from plastics to canned food to A.T.M. receipts. More than 90 percent of Americans have it in their urine

Even before the latest research showing multigeneration effects, studies had linked BPA to breast cancer and diabetes, as well as to hyperactivity, aggression and depression in children.
Maybe it seems surprising to read a newspaper column about chemical safety because this isn’t an issue in the presidential campaign or even firmly on the national agenda. It’s not the kind of thing that we in the news media cover much. 
Yet the evidence is growing that these are significant threats of a kind that Washington continually fails to protect Americans from. The challenge is that they involve complex science and considerable uncertainty, and the chemical companies — like the tobacco companies before them — create financial incentives to encourage politicians to sit on the fence. So nothing happens. 
Yet although industry has, so far, been able to block broad national curbs on BPA, new findings on transgenerational effects may finally put a dent in Big Chem’s lobbying efforts. 
One good sign: In late July, a Senate committee, for the first, time passed the Safe Chemicals Act, landmark legislation sponsored by Senator Frank Lautenberg, a New Jersey Democrat, that would begin to regulate the safety of chemicals. 
Evidence of transgenerational effects of endocrine disruptors has been growing for a half-dozen years, but it mostly involved higher doses than humans would typically encounter.
Now Endocrinology, a peer-reviewed journal, has published a study measuring the impact of low doses of BPA. The study is devastating for the chemical industry.

THE EXPERIMENT:
Pregnant mice were exposed to BPA at dosages analogous to those humans typically receive. 
WHAT HAPPENED:
1) The offspring were less sociable than control mice (using metrics often used to assess an aspect of autism in humans), and various effects were also evident for the next three generations of mice. 
WHY?
The BPA seemed to interfere with the way the animals processed hormones like oxytocin and vasopressin, which affect trust and warm feelings. And while mice are not humans, research on mouse behavior is a standard way to evaluate new drugs or to measure the impact of chemicals. 
CLARIFICATION & COMMENTS by authors of the report
“It’s scary,” said Jennifer T. Wolstenholme, a postdoctoral fellow at the University of Virginia and the lead author of the report. She said that the researchers found behaviors in BPA-exposed mice and their descendants that may parallel autism spectrum disorder or attention deficit disorder in humans. 
Emilie Rissman, a co-author who is professor of biochemistry and molecular genetics at University of Virginia Medical School, noted that BPA doesn’t cause mutations in DNA. Rather, the impact is epigenetic — one of the hot concepts in biology these days — meaning that changes are transmitted not in DNA but by affecting the way genes are turned on and off.  These results at low doses add profoundly to concerns about endocrine disruptors,” said John Peterson Myers, chief scientist at Environmental Health Sciences. “It’s going to be harder than just eliminating exposure to one generation.” 
SCIENCE HISTORY NOTE:  In effect, this (epigenetic impact) is a bit like evolution through transmission of acquired characteristics — the theory of Jean-Baptiste Lamarck, the 19th-century scientist whom high school science classes make fun of as a foil to Charles Darwin. In epigenetics, Lamarck lives. 
The National Institutes of Health is concerned enough that it expects to make transgenerational impacts of endocrine disruptors a priority for research funding, according to a spokeswoman, Robin Mackar.

In his conclusion, the author of this New York Times Article offers his two cents:
Like a lot of Americans, I used to be skeptical of risks from chemicals like endocrine disruptors that are all around us. What could be safer than canned food? I figured that opposition came from tree-hugging Luddites prone to conspiracy theories.
Yet, a few years ago, I began to read the peer-reviewed journal articles, and it became obvious that the opposition to endocrine disruptors is led by toxicologists, endocrinologists, urologists and pediatricians. These are serious scientists, yet they don’t often have the ear of politicians or journalists.
I’m hoping these new studies can help vault the issue onto the national stage. Threats to us need to be addressed, even if they come not from Iranian nuclear weapons, but from things as banal as canned soup and A.T.M. receipts.
ORIGINAL SOURCE:
New York Times Article - Big Chem; Big Harm?
by
Published: August 25, 2012


ASSIGNMENT:  
1) Read this New York Times article. Read a second time and take key word notes
I have edited with notes in red to keep you focused on important points.
2) VOCABULARY: Define and memorize the 20 bolded words or terms.  You already know many of the words and numerous other words can defined contextually.
3) Make sure you understand and memorize the 2 bolded sentences.
4) Become familiar enough with the article that you are ready to discuss it.
5)  Complete a re-write in your own words by Monday.
5) We can discuss this after dinner tonight.  :-)


Also see: http://kristof.blogs.nytimes.com/
 

Monday, September 10, 2012

Scientific Method

Key Info

  • The scientific method is a way to ask and answer scientific questions by making observations and doing experiments.
  • The steps of the scientific method are to:
    • Ask a Question
    • Do Background Research
    • Construct a Hypothesis
    • Test Your Hypothesis by Doing an Experiment
    • Analyze Your Data and Draw a Conclusion
    • Communicate Your Results
  • It is important for your experiment to be a fair test. A "fair test" occurs when you change only one factor (variable) and keep all other conditions the same.
  • While scientists study how nature works, engineers create new things, such as products, websites, environments, and experiences.

    Overview of the Scientific Method

    The scientific method is a process for experimentation that is used to explore observations and answer questions. Scientists use the scientific method to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
    Just as it does for a professional scientist, the scientific method will help you to focus your science fair project question, construct a hypothesis, design, execute, and evaluate your experiment.
    Overview of the Scientific Method


    Steps of the Scientific Method Detailed Help for Each Step
    Ask a Question: The scientific method starts when you ask a question about something that you observe: How, What, When, Who, Which, Why, or Where?
    And, in order for the scientific method to answer the question it must be about something that you can measure, preferably with a number.
    Your Question
    Do Background Research: Rather than starting from scratch in putting together a plan for answering your question, you want to be a savvy scientist using library and Internet research to help you find the best way to do things and insure that you don't repeat mistakes from the past. Background Research Plan
    Finding Information
    Bibliography
    Research Paper

    Construct a Hypothesis: A hypothesis is an educated guess about how things work:
    "If _____[I do this] _____, then _____[this]_____ will happen." You must state your hypothesis in a way that you can easily measure, and of course, your hypothesis should be constructed in a way to help you answer your original question.
    Variables
    Variables for Beginners
    Hypothesis

    Test Your Hypothesis by Doing an Experiment: Your experiment tests whether your hypothesis is true or false. It is important for your experiment to be a fair test. You conduct a fair test by making sure that you change only one factor at a time while keeping all other conditions the same. You should also repeat your experiments several times to make sure that the first results weren't just an accident.
    Experimental Procedure
    Materials List
    Conducting an Experiment

    Analyze Your Data and Draw a Conclusion: Once your experiment is complete, you collect your measurements and analyze them to see if your hypothesis is true or false. Scientists often find that their hypothesis was false, and in such cases they will construct a new hypothesis starting the entire process of the scientific method over again. Even if they find that their hypothesis was true, they may want to test it again in a new way.
    Data Analysis & Graphs
    Conclusions

    Communicate Your Results: To complete your science fair project you will communicate your results to others in a final report and/or a display board. Professional scientists do almost exactly the same thing by publishing their final report in a scientific journal or by presenting their results on a poster at a scientific meeting. Final Report
    Abstract
    Display Board
    Science Fair Judging

    Even though we show the scientific method as a series of steps, keep in mind that new information or thinking might cause a scientist to back up and repeat steps at any point during the process. A process like the scientific method that involves such backing up and repeating is called an iterative process.
    Throughout the process of doing your science fair project, you should keep a journal containing all of your important ideas and information. This journal is called a laboratory notebook.

    LINKS:  Steps of the Scientific Method