Science 2200
Course Description
Science 2200 is an activity-based course designed to contribute to the development of basic concepts and skills through the study of Life Science and Earth/Space Science.
Authorized Learning Resource
Nelson Science 10 - Concepts and Connections
Homework Central
Tues Mar 17: Students completed the relative humidity worksheet. Please review our notes and discussion exploring Dew Point. Students completed the activity "Finding the Dew Point" p. 215 and we introduced the lab "What Affects the Evaporation of Water" p. 216.
Wed Mar 11: Please review our continued notes and discussion exploring Relative Humidity. We completed sample calculations for relative humidity and explored how it impacts weather and our comfort levels.
Wed Mar 11: Please review our continued notes and discussion exploring Relative Humidity. We completed sample calculations for relative humidity and explored how it impacts weather and our comfort levels.
Worksheet - Relative Humidity
Tues Mar 10: Please review our notes and discussion exploring the Types of Precipitation: (1) drizzle, (2) rain, (3) freezing rain, (4) snow, (5) hail, (6) dew and (7) frost. Also our introduction to review Relative Humidity.
Fri Mar 6: Students worked on the Water Cycle Assignment / Poster.
Thurs Mar 5: Please review our continued notes and discussion exploring the Water Cycle. Note processes that (1) move water upward - (a) evaporation, (b) transpiration, (c) sublimation (2) processes that (2) move water downward - () condensation, (b) precipitation and (3) processes that move water along the ground - (a) infiltration, (b) percolation and (c) runoff. Students worked on a Water Cycle Poster Assignment.
Wed Mar 4: Please review our continued notes and discussion exploring Local Winds: (5) Chinook Winds. Also review our discussion of the Water Cycle. Note that water is a nutrient in limited supply and must be recycled...to be continued.
Tues Feb 25: Please review our continued notes and discussion exploring Local Winds: (1) thermals, (2) sea breeze, (3) land breeze, (4) lake effect snow and (5) Chinook winds.
Mon Feb 24: Students completed their Weather Report and Weather Forecast. Please review our notes and discussion exploring Local Winds. Note that these are established by convection currents...to be continued.
Fri Feb 14: Students used this class to complete their Weather Report and Weather Forecast.
Thurs Feb 13: We discussed the Weather Report and Forecasting Assignment and began the collection of data.
Mon Feb 10: Students wrote the Weather Learning Check #1.
Mon Feb 10: Students wrote the Weather Learning Check #1.
Wed Feb 14: Students continued their review work using Kahoot. We also reviewed significant digits from a scale and relative humidity problems using a worksheet.
Weather Learning Check - Fri Feb 7
Tues Feb 4: Students reviewed using Quizlet in preparation for the upcoming Weather Learning Check.
Weather Learning Check - Fri Feb 7
Mon Feb 3: Please review our continued notes and discussion exploring the Causes of Weather: (4) the jet stream. Note how the jet stream can be used to predict temperature in Newfoundland.
Weather Learning Check - Friday Feb 7
Thurs Feb 30: Please review our continued notes and discussion exploring Causes of Weather: (3) fronts - cold front, warm front, stationary front and occluded front. Note that fronts are associated with precipitation. Refer to handout diagram for the types.
Wed Jan 29: Please review our continued notes and discussion exploring the Causes of Weather: (1) air masses - maritime polar, maritime tropical, continental polar, continental tropical and arctic. (2) atmospheric pressure including high and low pressure systems...to be continued.
Mon Jan 27: Please review our continued notes and discussion exploring Building a Weather Station / Weather Instruments: (5) barometer (atmospheric pressure. Also be familiar with the rule for recording significant digits from a scale. Students completed a related worksheet. Also review the Causes of Weather Systems: (1) air masses.
Fri Jan 24: Students completed the relative humidity calculations along with the worksheet. Please review our continued notes and discussion exploring Building a Weather Station / Weather Instruments: (3) wind vane (wind direction), (4) anemometer (wind speed) and (5) barometer (atmospheric pressure).
Thurs Jan 23: Please review our continued notes and discussion exploring Building a Weather Station / Weather Instruments: (2) sling psychrometer (relative humidity). We discussed how to use the psychrometer. Students completed relative humidity calculations based on the psychrometer and the table...to be continued.
Thurs Jan 16: We read and students answered questions exploring the STSE "Weather Lore".
Thurs Jan 23: Please review our continued notes and discussion exploring Building a Weather Station / Weather Instruments: (2) sling psychrometer (relative humidity). We discussed how to use the psychrometer. Students completed relative humidity calculations based on the psychrometer and the table...to be continued.
Thurs Jan 16: We read and students answered questions exploring the STSE "Weather Lore".
Wed Jan 15: We completed observations and students submitted the "Effects of Acid Precipitation" Lab. Please review our introduction exploring Building a Weather Station / Weather Instruments: (1) thermometer (temperature)...to be continued.
Tues Jan 14: Please review our notes and discussion surrounding Weather Lore / Sayings. Students investigated examples of weather lore and matched them with scientific explanations. Students picked their favorite weather saying and developed an illustration.
Tues Jan 14: Please review our notes and discussion surrounding Weather Lore / Sayings. Students investigated examples of weather lore and matched them with scientific explanations. Students picked their favorite weather saying and developed an illustration.
Fri Jan 10: Students collected data from "The Effects of Acid Precipitation" Lab. Students completed Part A of this lab. We then introduced Unit 2 - Weather.
Thurs Jan 9: Please review our notes and discussion exploring the health and structural impacts of Acid Precipitation. Students completed the Lab "The Effects of Acid Precipitation".
Thurs Jan 9: Please review our notes and discussion exploring the health and structural impacts of Acid Precipitation. Students completed the Lab "The Effects of Acid Precipitation".
Tues Jan 7: Please review our notes and discussion exploring Acid Precipitation. Note how acid rain forms, the sources of the pollution as well as the health, environmental and structural impacts.
Wed Dec 18: Please review our notes and discussion exploring Logging Methods in the Environment: (1) clear cutting and (2) selective cutting. Be familiar with the advantages and disadvantages of each method and the preferred method of cutting in our province.
Tues Dec 17: Please review our notes and discussion exploring Population Growth Curves: (1) J-shaped curve and (2) S-shaped curve. Note the 3 segments of the S-shaped curve: (a) lag phase, (b) exponential phase and (c) equilibrium phase. Be familiar with the situations in natural populations where these types of growth occur.
Tues Dec 17: Please review our notes and discussion exploring Population Growth Curves: (1) J-shaped curve and (2) S-shaped curve. Note the 3 segments of the S-shaped curve: (a) lag phase, (b) exponential phase and (c) equilibrium phase. Be familiar with the situations in natural populations where these types of growth occur.
Fri Dec 13: Please review our notes and discussion of 2 types of Limiting Factors: (1) abiotic limiting factors and (2) biotic limiting factors. Note that limiting factors keep the population below the Carrying Capacity of the ecosystems. Students worked on a related worksheet.
Thurs Dec 12: Please review our continued notes and discussion exploring Populations. Review the definition of Biotic Potential and the factors that determine a populations's biotic potential: (1) birth potential, (2) survival capacity, (3) procreation and (4) length of reproductive life. Students completed a worksheet related to biotic potential. Also review Limiting Factors. Note the definition...to be continued.
Wed Dec 11: Please review our continued notes and discussion exploring Populations. Note the difference between an open and a closed population (be able to provide examples). Also review the 3 types of population Histograms / Age-Sex Pyramids: (1) expansive population, (2) constrictive population and (3) stationary population. Review the definition of Biotic Potential...to be continued.
Mon Dec 9: Please review our continued notes and discussion exploring Populations. Note the 4 factors that determine Population Growth: (1) birth rate (natality), (2) death rate (mortality), (3) immigration and (4) emigration. Students completed a problem set calculating population growth and new population sizes.
Mon Dec 9: Please review our continued notes and discussion exploring Populations. Note the 4 factors that determine Population Growth: (1) birth rate (natality), (2) death rate (mortality), (3) immigration and (4) emigration. Students completed a problem set calculating population growth and new population sizes.
Fri Dec 6: Students completed and submitted the Soil Lab and researched a common organism in the soil sample. Please review our notes and discussion exploring Populations. Review the definition of a population.
Wed Dec 4: Students participated in a presentation exploring Climate Change delivered by NL Conservation Corps.
Tues Dec 3: Students continued their work on the Soil Lab - Part B - "Analysis of Sand and Clay Samples". The remainder of this period was used for students to complete the lab report.
Mon Dec 2: Students collected data for the Soil Lab (Part A: Analysis of An Unknown Sample) exploring the animal community in litter / topsoil.
Wed Nov 27: Please review our continued notes and discussion exploring Soil. Note our continued discussion of factors that determine Soil Fertility: (5) irrigation, (6) crop rotation,(7) use of mulch and (8) soil compaction. Also review our notes exploring Soil Texture. Be familiar with the comparison between 3 different soil samples based on particle size, texture, water retention and amount of nutrients: (a) sand, (b) silt and (c) clay.
Mon Nov 25: Please review our continued notes and discussion exploring the Soil Profile. Note the layers withing the profile and their functions: (2) topsoil, (3) subsoil and (4) bedrock. Also review the factors that determine Soil Fertility: (1) amount of decaying organisms, (2) temperature, (3) adding fertilizers (natural or synthetic), (4) amount of rainwater and leaching...to be continued.
Thurs Nov 21: Please review our notes and discussion exploring Soil as a complex ecosystem. Be familiar with the various layers in a soil profile and their functions: (1) litter...to be continued.
Tues Nov 19: The graded learning check was returned. Please review our notes and discussion completing Canadian Biomes: (4) grassland. Students completed the Biome Map Activity.
Mon Nov 18: Students wrote the Learning Check. Please review our continued notes and discussion of Canadian Biomes: (3) temperate deciduous forest...to be continued.
Thurs Nov 14: Students prepared for the upcoming Learning Check using Quizlet. We also completed and question and answer style review session.
Learning Check - Mon Nov 18
Wed Nov 13: Please review our continued discussion of Canadian Biomes: (2) boreal forest and (3) temperate deciduous forest...to be continued. Students color coded these biomes on a map of Canada.
Learning Check - Mon Nov 18
Tues Nov 12: Please review our notes and discussion exploring the characteristics of the Canadian Biomes. Much of this information was provided in table format (handout). Be able to recognize these biomes on a map: (1) tundra...to be continued
Learning Check - Mon Nov 18
Wed Nov 6: Students were graded on their Succession Photo Assignment. Please review our continued notes and discussion exploring Canadian Biomes. Note the remainder of factors that determine biome distribution: (5) soil. Be able to recognize the 4 Canadian Biomes on a map and their unique characteristics.
Tues Nov 5: Please review our continued notes and discussion of Competition: (2) intraspecific competition. Also review the introduction to Canadian Biomes. Note the definition of a biome and the factors that determine the distribution of biomes: (1) climate, (2) level of sunlight, (3) latitude,, (4) altitude...to be continued.
Fri Nov 1: Please review our introduction to Competition. Be familiar with a definition and why organisms compete. Review the 2 types of competition: (1) intraspecific competition and (2) interspecific competition. Be able to provide examples.
Homework - Complete Succession Photo Assignment for Tues
Thurs Oct 31: Students were introduced to the Succession Photo Assignment.
Wed Oct 30: Please review our continued discussion of Succession. Note two examples of (1) primary succession - bare rock succession and open pond succession. Also review (2) secondary succession.
Fri Oct 25: Please review our continued notes and discussion of Pesticides: (4) modern pesticides (water soluble) and (5) alternatives to pesticide use. Also review our notes and discussion of Succession. Note the definition and the concept of pioneer organisms and climax communities. Note how succession paves the way for the next group of organisms. Be familiar with 2 types of succession: (1) primary succession...to be continued.
Wed Oct 23: Please review our notes and discussion exploring Pesticides. Note 4 categories of pesticides: (1)insecticides, (2) herbicides, (3) fungicides and (4) bactericides. Be familiar with the History of Pesticide Use: (1) early pesticides, (2) 1st generation pesticides, (3) 2nd generation pesticides fat soluble...Be aware of the concerns with fat soluble pesticides with respect to bioaccumulation and bioamplification...to be continued.
Tues Oct 22: Students completed the Climate Change STSE.
Mon Oct 21: Students made Week 3 observations for the Mini Earth project and completed the questions. Please review our discussion exploring Human Impact on the Nitrogen Cycle: (1) aquatic eutrophication (algal blooms), (2) nitrogen gas pollution from combustion of fossil fuels, (3) acid precipitation and (4) smog.
Thurs Oct 17: Please review our introduction to the Nitrogen Cycle. Note the following steps: (1) nitrogen fixation, (2) nitrification, (3) denitrification and (4) assimilation. We walked outside to view the nitrogen fixing nodules on alders.
Wed Oct 16: Students made Week 2 observations for the Mini Earth Project and worked on questions related to the project. We discussed Biosphere; a larger model of a nutrient cycle. We completed the human impacts on the carbon cycle by examining the consequences such as more extreme weather events and coastal flooding.
Fri Oct 11: Students made Week 1 observations for Mini Earth. Please review our notes and discussion exploring the Carbon Cycle (b) sources of carbon returning to the ecosystem (DOWN arrows). Note the human impacts on the carbon cycle: (1) deforestation and (2) combustion of fossil fuels and how these lead to climate change (enhanced greenhouse effect).
Thurs Oct 10: Students wrote the learning check. Please review our continued notes and discussion exploring the (1) carbon cycle. Note sources of (a) carbon into the atmosphere (the UP arrows)...to be continued.
Wed Oct 9: Students assembled the Mini Earth Project; a model of a nutrient cycle on Earth. The class will make observations over the next number of days.
Learning Check - Thurs Oct 10
Mon Oct 7: Please review our notes and discussion exploring Nutrient Cycles. Note the cycling of nutrients because they are in limited supply. Be familiar with the general nutrient cycle between assimilation and decomposition.
Bring in Your 2 L Pop Bottles for Mini Earth
Learning Check - Thurs Oct 10
Fri Oct 4: Please review our continued notes and discussion of Energy Flow in Ecosystems: (3) pyramid of energy. Note how energy is lost at each trophic level and how this limits the number of levels of organisms in each system. For the remainder of the period students reviewed terms for the upcoming learning check using Quizlet.
Learning Check - Thurs Oct 10
Wed Oct 2: Please review our continued notes and discussion of Energy Flow in Ecosystems. Be able to apply the terms herbivore / carnivore / omnivore as well as the various trophic levels to the food chain. (2) Food Web - Note the stability of the food chain created by the biodiversity and the different niche that organisms can fill.
Tues Oct 1: Students completed and submitted their Species At Risk assignments. Please review our notes and discussion exploring Energy in Ecosystems. Note how energy moves in ecosystems, the original source of energy and how biologists represent energy flow: (1) food chains. Be familiar with the various feeding relationships (producer, primary consumer, secondary consumer, tertiary consumer...to be continued.
Mon Sept 30: Students worked on the At Risk Species Assignment using the Chromebooks.
Thurs Sept 26: Please review our notes and discussion exploring the Reasons Why Species Are At Risk: (1) natural environmental change, (2) destruction of habitat, (3) over-exploitation, (4) pollution of land and water, (5) climate change and (6) introduction of alien species.
Wed Sept 25: Students completed Core STSE #1 "The Diversity of Life". Please review our notes and discussion of the At Risk Species categories: (1) extinct, (2) extirpated, (3) endangered, (4) threatened and (5) vulnerable. Students were given the At Risk Species assignment.
Mon Sept 23: Students completed the "Biodiversity" Assignment and Core STSE #1 "The Diversity of Life".
Fri Sept 20: Students completed the "Biodiversity" Assignment exploring how a variety of life contributes to the health of an ecosystem. This involved an outdoor comparison of species in a lawn vs species in a forest.
Thurs Sept 19: Students worked on completion of Core Lab #1 "A Natural Ecosystem".
Tues Sept 17: Students collected data for Core Lab #1 "A Natural Ecosystem".
Mon Sept 16: Please review our notes and discussion of Biodiversity. Note that high biodiversity means a healthy ecosystem (food webs...stable) and low biodiversity means an unhealthy ecosystem (food chains...fragile). Be familiar with 3 types of biodiversity: (1) ecosystem diversity, (2) species diversity and (3) genetic diversity. Know that high biodiversity has real value: ecological, economic, cultural and ethical value!
Thurs Sept 12: Students completed their work on Assignment #2 "Representing Ecology Terms". Please review our notes and discussion of Components of Ecosystems: (1) biotic components (symbiosis interactions - mutualism, parasitism and commensalism with local examples) and (2) abiotic components. We then discussed the lab "A Natural Ecosystem" pp. 20-21.
Wed Sept 11: Students worked on Assignment #2 "Representing Ecology Terms".
Tues Sept 10: Please review our notes and discussion of Ecology Terms: (1) ecology, (2) ecologist, (3) ecosystem, (4) population, (5) community, (6) habitat and (7) niche. Also review the 2 Main Components of Ecosystems: (1) biotic components (living or recently living things, predator-prey interactions, competition interactions...to be continued.
Fri Sept 6: Students completed the Changing Attitude Toward Wolves Assignment.
Please Return signed Lab Safety Contracts
Thurs Sept 5: Welcome to the course. I am looking forward to working with you throughout the year! Students should now have their textbook and course descriptor. Use this website to track homework and topics covered. We introduced Unit 1 "Ecosystems". Please review our notes and discussion exploring paradigm shifts or changing beliefs / attitudes toward the environment. Note the importance of sustainability in this discussion. Students worked on an assignment related to this topic.
Assignment - Changing Attitudes About Wolves
Contact:
steventrimm@nlesd.ca