All about biology in the 3 bimester biology

ALL ABOUT BIOLOGY IN THE 3
BIMESTER.
BY: PEDRO JOSÉ GARCÍA ROMERO.
GRADE: 7.B.
IDENTIFYING PHYSICAL & CHEMICAL CHANGES, PROPERTIES AND PROCESS USING
THREE DIFFERENT SUBSTANCES.
DANIEL OSPINA MONTOYA, PEDRO JOSÉ GARCÍA, JUAN FELIPE RICO, SANTIAGO
SANGUINO 7B
GRADE: 7.B.
CLASS: BIOLOGY.
VERMONT SCHOOL
Physical & Chemical Changes, Properties and Process Using Three Different Substances to Proof If
a Coin Is Real or False.

Coin Measurement Activity Applying the Density to Proof its Real or False
Physical and Chemical Analysis Using Three Different Substances
PHYSICAL & CHEMICAL CHANGES, PROPERTIES AND PROCESS USING THREE
DIFFERENT SUBSTANCES TO PROOF IF A COIN IS REAL OR FALSE.
Physical properties and changes and chemical properties and changes compare between both
In this lab report we are going to learn about the physical changes and properties, chemical changes
and properties. First we are going to have the theoretical background to learn about physical and
chemical. Second we are going to see the objectives to see later a final result. Third we are going to
see the materials and the reactive that we used in the experiment. Fourth we are going to see the
procedure with the steps of the experiment. Fifth we are going to see the observations and results.
Sixth the references and last the appendix with the pictures of the experiment.
Theoretical background
A physical property is any property that is measurable whose value describes a physical system's
state. The changes in the physical properties of a system can be used to describe its transformations
(or evolutions between its momentary states) it haves changes too that are affecting the form of a
chemical substance, but do not change the chemical composition of that substance. Physical
changes are used to separate mixtures into their component compounds, but cannot usually be used
to separate compounds into chemical elements or simpler compounds.
A chemical property is any of a material's properties that becomes evident during a chemical
reaction; that is, any quality that can be established only by changing a substance's chemical
identity. Chemical have processes too. A chemical process is a method or means of somehow
changing one or more chemicals or chemical compounds. Such a chemical process can occur by
itself or be caused by an outside force, and involves a chemical reaction of some sort.

Physical changes are changes affecting the form of a chemical substance, but do not change the
chemical composition of that substance. Physical changes are used to separate mixtures into their
component compounds, but cannot usually be used to separate compounds into chemical elements
or simpler compounds.
Chemical changes occur when a substance combines with another to form a new substance, called
synthesis or, alternatively, decomposes into two or more different substances. These processes are
called chemical reactions and, in general, are not reversible except by further chemical reactions.
1. Objectives
a) Here we are going got know how to calculate density, identify the physical and
chemical properties on a coin and get the formulas to get the mass, weight, volume, and
density.
b) Identify the physical and chemical properties on a coin using an acid.
c) Identify the weight and mass of a coin with a cylinder and a balance.
d) Know how a coin is different from an original coin having its density.

2. Materials and Reactive
Materials:
a) Lab Coat
b) Google’s
c) Gloves
d) Coins
Reactive:
a) Acid (Hydrogen Sulfide)
b) Base (Sodium Hypochlorite)
c) Baking Soda/Salt (Sodium Bicarbonate)

3. Procedure
Observations:
As said, in these activities we are proving if a coin is real or false thanks to density and how
it does react to chemical and physical process. In the procedure you will find three
procedures; two Virtual activities and one Lab activity. For the two Virtual activities follow
this link; -
http://my.hrw.com/sh2/sh07_10/student/flash/virtual_investigations/hst/mat/hst_mat_vi.htm
l. You can find it in the References too.
I. Virtual Activity Stage 1
a. Click Coin A. When the coin reaches the triple beam balance, measure its
mass.
b. Record the mass in the data chart, and then click Evaluate.
c. Read the initial volume of water in the graduated cylinder by observing the
bottom of the meniscus (you can find the meaning in the Glossary section
of the Theoretical Background).
d. Record the volume of water in the data chart, and then click Evaluate.
e. Click Coin A. When the coin is in the graduated cylinder, read the volume
of water as in step C., observing the bottom of the meniscus (observe photo
#1 in the Appendix).
f. Record the volume of water in the data chart. (The reading/number will be
rounded for you). Then click Evaluate.
g. Record your answer in the final column of the chart, and then click
Evaluate.
h. Repeat steps A. to G. with Coin B.
II. Virtual Activities Recording:
a. Use the information from your data chart to calculate the density of Coin
A. Refer to the Hint if you need help.
b. Click the Calculator icon on the right to access the calculator if required.
c. Round the density calculation to one decimal place.
d. Enter the density of coin A in the data chart, and then click Evaluate.
e. Repeat steps A. to D. for Coin B.
III. Virtual lab Activity Stage 2
a. Click on the lab coat, protective gloves, and safety goggles. Then, click
Enter.
b. Move your pointer over a labeled container to learn more about the
cleaning substance.
c. Click the first coin on the left side of the screen. Carefully observe the way
the coin looks before cleaning.
d. Click Continue to begin the cleaning process.
e. Carefully observe the coin after the cleaning takes place, and then click
Continue.

f. You can use the Close-up button on the left at any time to see how the coin
looked before cleaning. Use the Close-up button on the right to see how a
coin looks after a cleaning.
g. Repeat steps C. to E. for the second and third coins.
h. Answer the questions, and then click Evaluate.

4. Observations and Results
I. Physical science lab stage 1
a. In the first coin the coin (A) the mass was (26.7g) then the level of the water was (
50.0ml) without the coin and the level of the water after they put the coin inside
was (52.6ml) and the volume of the coin (A) is (2.6cm3) .(go to appendix to picture
(1)
b. In the second coin (B) the mass was (26.3g) then the level of the water was
(50.0ml) without the coin and the level of the water after they put the coin inside
was (52.8ml) and the volume of the coin (A) is (2.8cm3) .(go to appendix to
picture(2)
c. Then I took the mass of the coin (A) and I divided it with the volume and that was
the density and the density was (10.3g/cm3). (go to appendix to picture (3)
d. Then I took the mass of the coin (B) and I divided it with the volume and that was
the density and the density was (9.4g/cm3). (Go to appendix to picture 4)
e. Then with the authentic table chart of the authentic coin I saw comparing the mass
and the density I saw that the coin (A) is the authentic and the coin (B) is false. (Go
to appendix to picture 5)
II. Physical science lab stage 2
a. In the first coin I put it with hydrogen sulfide solution and the coin after a minute
the coin start decreasing in his density. (go to appendix to picture 6)
b. In the second coin I used sodium hypochlorite and it became so colorful and
brightly. (go to appendix to picture 7)
c. In the third coin I used baking soda and the coin doesn´t change, the baking soda
only cleaned the coin.(go to appendix to picture 8)

5. Conclusions
I. The coin a (100 pesos) = before de HN3=3.3 g. After= 2.5g. So the coin low 0.8g.
II. The coin b (200 pesos) = before de HCL=7.1g. After= 6.0g. So the coin low 1.1g.
III. The test tube A in HaOH separate, change color light to dark.
IV. The test tube C in the Nitric Acid change lighter color.
V. The test tube B in the HCL color change (yellow), smells bad, hydrogen release, not
VI. TA + TB change temperature, change color, dark emerald.
VII. TA +TAB + TC + AMONIA smells to chlorine.
VIII. Steering gases liberator, exothermic, different smell, and combustion.

6. Appendix
#Note: These photos have been taken using the camera on the cellphones of Juan Felipe
Garcia and Daniel Ospina Montoya, and using PrintDesktop function in windows for virtual
activities images. Link for virtual activities (it is also in the references page at the end of the
report);
l.
I. Stage 1

IX.
Mixing zinc with nitric acid.

X.
Mixing zinc with sodium hydroxide.
XI.
Mixing zinc with nitric acid and sodium hydroxide.

XII.
Mixing zinc with hydrochloric acid, sodium hydroxide and nitric acid.
XIII.
Cooper sulfate

XIV.
Mixing sodium hydroxide and cooper sulfate
XV.
Mixing hydrochloric acid, cooper sulfate and nitric acid.

Mixing cooper sulfate, hydrochloric acid, sodium hydroxide and nitric acid.
XVI. Lab experiment with coins.

XVII. Coin A (In the left) with hydrochloric acid. Coin B (In the right) with nitric acid.
Coin with hydrochloric acid, approximately past an hour.
Coin with nitric acid approximately past an hour.

References
I. Notes on class.
II. Virtual activities Link;
l.
III. http://my.hrw.com/sh2/sh07_10/student/flash/virtual_investigations/hst/mat/hst_mat_vi.html
IV. http://en.wikipedia.org/wiki/Chemical_Changes
V. http://en.wikipedia.org/wiki/Physical_change
VI. http://en.wikipedia.org/wiki/Physical_property
VII. http://en.wikipedia.org/wiki/Chemical_property

VIRTUAL LAP REPORT: RESEARCH AND OBSERVATIONS IN ORDER TO
DESIGN THE BEST BOAT.
BY: PEDRO JOSÉ GARCÍA ROMERO.
GRADE: 7.B.
TEACHER: JESÚS EDUARDO CARBONO NIEVLES.
CLASS: BIOLOGY.
VERMONT SCHOOL MEDELLIN.
APRIL 8 2013.
2013
INTRODUCTION

In the following lab report you will find a virtual lab activity in which two boats will be
compared, tested and evaluates in two different experiments as to decide which will be
shown and recommended for the client. First of all you will find a brief theoretical feedback
about formulas, definitions and some facts which will be used as references to analyze the
boats designs. After this feedback the objectives to achieve will be listed, followed by the
materials and reactive used in thus experiments. Fourth of all the procedure will be listed
too.
THEORETICAL BACKGROUND
Average acceleration is the rate at which velocity changes. Average acceleration is the
change in velocity divided by an elapsed time. Average acceleration can be defined as the
rate at which the velocity of an object between two points changes, too Use this equation to
find the average acceleration; equation PIC#1 in Appendix section.
In physics, acceleration is the rate at which the velocity of a body changes with time. In
general, velocity and acceleration are vector quantities, with magnitude and direction,
though in many cases only magnitude is considered (sometimes with negative values for
deceleration, treating it as a one dimensional vector). Acceleration is accompanied by a
force, as described by Newton's Second Law; the force, as a vector, is the product of the
mass of the object being accelerated and the acceleration (vector). The SI unit of
acceleration is the meter per second squared (m/s2).
Velocity is the rate of change of the position of an object, equivalent to a specification of its
speed and direction of motion. Speed describes only how fast an object is moving, whereas
velocity gives both how fast and in what direction the object is moving Velocities in the
same direction can be added together to find the resultant velocity. For velocities in
opposite directions, subtract the smaller velocity from the larger to find the resultant
velocity. The resultant velocity is in the direction of the larger velocity.
Velocity is a vector expression of the displacement that an object or particle undergoes with
respect to time. The standard unit of velocity magnitude (also known as speed) is the meter
per second (m/s). Alternatively, the centimeter per second (cm/s) can be used to express
velocity magnitude. The direction of a velocity vector can be expressed in various ways,
depending on the number of dimensions involved.

Velocity is relative. Consider a car moving at 20 m/s with respect to the surface of a
highway, traveling northward. If you are driving the car, the velocity of the car relative to
your body is zero. If you stand by the side of the road, the velocity of the car relative to you
is 20 m/s northward. If you are driving a car at 15 m/s with respect to the road and are
traveling northward, and another car moving 20 m/s with respect to the road passes you in
the same direction, that other car's velocity relative to you is 5 m/s northward. But if that
other car passes you going the opposite way on the road, its velocity relative to you is 35
m/s southward.
Circular motion illustrates the fundamental difference between speed and velocity. Think of
yourself whirling a ball, tied to a string, around your body so the ball's tangential speed is
10 m/s. Even though the ball's speed is constant relative to your body, its velocity relative
to your body constantly changes as the direction vector describes circles. Velocity can be
expressed either as an average over a period of time, or as an instantaneous value at a single
moment in time. Suppose you are in a car that is not moving relative to the road surface,
and then you hit the accelerator and increase velocity uniformly from zero to 30 m/s
northward in a few seconds. Your average velocity over that time frame is 15 m/s
northward. However, the instantaneous velocity depends on time, and might be anything
between zero and 30 m/s northward, depending on the exact moment at which it is
measured.
In agile software development, velocity (V) is the budget of story units available for
planning the next iteration of a development project. Velocity is based on measurements
taken during previous iteration cycles. Velocity is calculated by adding the original
estimates of the stories that were successfully delivered in iteration. In biochemistry,
velocity (V) is the number of reactions per second catalyzed per mole of an enzyme. Also
see meter per second, vector, International System of Units (SI), and the Table of Physical
Units.

7. Objectives
- Calculate the average acceleration between two points of references.
- Record your answers on a report lab following the APA template.
- Analyze the two boats designs to decide which to present for the client:
Decide on the virtual lab which model has the higher average acceleration.
Decide on the virtual lab which model has the higher average velocity.

8. Materials and Reactive
Materials:
- Computer.
- Internet.
- Note pad.
- Username and Password for the Holt McDougal eBook.
- Activity Link.
- Camera or PDF installed to take observations and pictures from the activity.
- Pencil.
Reactive:
- Air.
- Electricity.
- Water.

9. Procedure
Stage 1:
1. Click Start to direct the speedboats to move from Point A to Point E.
2. Calculate the average acceleration between one point and the next, for example,
between Point A and Point B. * Calculations chart and graph in Appendix section
PICS #2 and #3.
3. Record your answers in the final column in the data chart. And then click Evaluate.
4. Decide which model has the higher average acceleration, and then click Evaluate. *
Choice in the Results section.
Stage 2:
1. Click Start to begin. You will first race in the downstream direction. Gear 1 is
already activated for you.
2. On approaching Point A, click Gear 2 to change speed. If you do not change the
speed within five seconds you will have to restart the race.
3. On approaching Point A, click Gear 3 to change speed. If you do not change the
speed within five seconds you will have to restart the race.
4. Calculate the resultant velocity of the speedboat (downstream), record the velocity
in the data chart, and then click Evaluate. * Chart with downstream results in the
appendix.
5. Click the Upstream button to change the direction and then repeat steps a) to d). *
Chart with upstream results in the appendix.
6. Select the correct answer for the question from the options given, and then click
Evaluate.

10. Observations and Results
- As you analyze the graph and chart it is visible that the new model definitely
demonstrated a greater average acceleration than the old one. PICS #2 and #3.
- In the Downstream test it achieved a lot better velocity in comparison to the old
model one.
- As in the downstream test in the Upstream test the new model boat “win” again,
achieving not as much as the downstream velocity but a lot better improvement
in comparison to the old model boat. PICS #4 and #5.

11. Conclusions
- Average acceleration and velocity in different conditions could affect the
performance, of, in this case boat.
- -Average acceleration can be known by dividing the results of this subtractions;
Final velocity-Initial Velocity, over (/), Final Time-Initial Time; also known as
change in velocity over change in time. *Formula PIC#1.
- Velocity is not the same as speed. They are similar as they both are rates of the
change of the motion of an object, never forgetting that velocity gives us the
direction in which this moves.
- So, resultant velocity can be finding in two ways; for velocities in opposite
directions, subtract the smaller velocity from the larger to find the resultant
velocity. The resultant velocity is in the direction of the larger velocity.

12. Appendix
PIC#1 Average Acceleration Formula
PIC#2 Average acceleration Graph (Stage 1 experiment)
PIC#3 Average acceleration Chart (Stage 1 experiment)

PIC#4 Downstream results Chart (Stage 2 experiment)
PIC#5 Upstream results Chart (Stage 2 experiment)
References

- http://www.mansfieldct.org/Schools/MMS/staff/hand/Lawsmotion.htm
- http://my.hrw.com/tabnav/controller.jsp?isbn=0030462495
- http://my.hrw.com/sh2/sh07_10/student/flash/virtual_investigations/hst/mot/hst_mo
t_vi.html
- http://whatis.techtarget.com/definition/velocity

BY: PEDRO JOSE GARCIA ROMERO.
GRADO: 7.B.
The motion of an object d detected to a references point.
One of the laws of motion are:
- Every object in a state of uniform motion tends to remain in
that state of motion unless an external force is applied to it.
- The relationship between an object's mass m, its
acceleration a, and the applied force F is F = ma.
Acceleration and force are vectors (as indicated by their
symbols being displayed in slant bold font); in this law the
direction of the force vector is the same as the direction of
the acceleration vector.
- For every action there is an equal and opposite reaction.
Example:
- A rocket can be launched into space because the hot gases
from it are being propelled downward from the rocket, causing
CLASSWORK

the rocket to move upward with equal force. (Gravity, of course,
is opposing its acceleration during this reaction.)
- If you throw a heavy ball or block away from your body, the
force exerted will push back on you, possibly pushing you
backward onto the ground.
- You find it hard to walk on a slippery surface because the only
way you can walk forward is for your foot to push backward on
the surface of the ground. Through friction, the ground is
essentially "pushing back" against the force of your step.

By: Pedro José Garcia Romero.
Grade: 7.B.
Pre-Reading Activity, Section: Measuring Motion
Write a formal description in your notepad of your position in the
classroom using a reference point and a set of reference
directions. For example, you might say, “I sit three desks behind
Carlos’s desk”. Then, write a similar description for your home,
and for an object in your room.
1. I am a student from the stage of 7.B at the 205 classroom. In
front of the board, in the table number C-205-5 in the post C-
205-5-4.
2. My house is in the direction Kilometer 6 Llanogrande, my
house is close to the Mall Llanogrande then in a road at the
right of the mall there is the house.
3. My TV is in of my bedroom, close to my bed, close to the
walls and close to the window, the TV is on a table.
ACTIVITY IN CLASS

PEDRO GARCIA STAGE 7B
2nd QUIZ - III BIMESTER
Evaluate
1. With new evolutionary evidence, scientists
are
(A) discovering inaccuracies in past taxonomic
classifications
(B) considering including a family name within
nomenclature as well, for a trinomial nomenclature
system
(C) trying to name living things based on how they
evolved rather than what they look like
(D) considering adding a taxa more specific than
species
2. Fill in the blanks with the seven levels of
classification, from broadest to most specific.
3. Which of the following is true of all animals?
A. they lay eggs
B. they produce their own food
C. they consume food from outside sources
D. they have backbones
4. Which of the following characteristics do all
plants share?

A. they produce their own food
B. they consume food from outside sources
C. they have vertebrae
D. they produce food through photosynthesis
5. Which of the following organisms are
classified in the kingdom Fungi?
A. earthworm
B. mushroom
C. sea cucumber
D. E coli
E. mole
F. yeast
6. Which of the following kingdoms contains
some organisms that make their own food and
some that consume it from outside sources?
A. Animalia
B. Plantae
C. Fungi
D. Protista
7. Which of the following kingdoms contains
organisms with no nuclear membrane?
A. Archaea
B. Animalia

C. Protista
D. Bacteria
8. When a new organism is discovered, which of
the following would be best used to classify it
into the appropriate kingdom?
A. the location where the organism was found
B. the color of the organism
C. the climate where the organism was found
D. the organism’s anatomical structure
9. Which of the following kingdoms contain only
organisms that consume food from outside
sources?
A. Animalia
B. Plantae
C. Fungi
D. Protista
10. The kingdoms Fungi and Plantae are
different because
A. fungi have vertebrae, while plants do not.
B. cell walls in fungi are made of chitin, while those in
plants are not.
C. some fungi consume food, but all plants produce
their own food.
D. plants have cell walls, but fungi do not.

11. Which of the following characteristics splits
the kingdom Animalia into two categories?
A. gills versus lungs
B. endoskeletons vs. exoskeletons
C. vertebrates versus non-vertebrates
D. carnivores versus herbivores

PEDRO JOSE GARCIA ROMERO.
GRADE: 7.B.
• Gravity causes all objects to accelerate toward Earth at a rate of 9.8 m/s2.
• Air resistance slows the acceleration of falling objects. An object falls at its terminal
velocity when the upward force of air resistance equals the downward force of gravity.
• An object is in free fall if gravity is the only force acting on it.
• Objects in orbit appear to be weightless because they are in free fall.
• A centripetal force is needed to keep objects in circular motion. Gravity acts as a
centripetal force to keep objects in orbit.
• Projectile motion is the curved path an object follows when thrown or propelled
near the surface of Earth.
• Projectile motion has two components—horizontal motion and vertical motion.
Gravity affects only the vertical motion of projectile motion.
• Newton’s first law of motion states that the motion of an object will not change if
no unbalanced forces act on it.
• Objects at rest will not move unless acted upon by an unbalanced force.
• Objects in motion will continue to move at a constant speed and in a straight line
unless acted upon by an unbalanced force.
• Inertia is the tendency of matter to resist a change in motion. Mass is a measure of
inertia.
• Newton’s second law of motion states that the acceleration of an object depends
on its mass and on the force exerted on it.
• Newton’s second law is represented by the following equation: F =m* a.
NOTES OF THE EXAM

• Newton’s third law of motion states that whenever one object exerts a force on a
second object, the second object exerts an equal and opposite force on the first
object.
• Energy is the ability to do work, and work equals the transfer of energy. Energy and
work are expressed in units of joules (J).
• Kinetic energy is energy of motion and depends on speed and mass.
• Potential energy is energy of position. Gravitational potential energy depends on
weight and height.
• Mechanical energy is the sum of kinetic energy and potential energy.
• Thermal energy and sound energy can be considered forms of kinetic energy.
• Chemical energy, electrical energy, and nuclear energy can be considered forms of
potential energy.
• An energy resource is a natural resource that can be converted into other forms of
energy in order to do useful work.
• Nonrenewable resources cannot be replaced after they are used or can be replaced
only after long periods of time. They include fossil fuels and nuclear energy.
• Renewable resources can be replaced in nature over a relatively short period of
time. They include energy from the sun, wind, and water; geothermal energy; and
biomass.
• The sun is the source of most energy on Earth.
• Choices about energy resources depend on where you live and what you need
energy for.

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