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Science 10 Oct 6 Lesson plan

Science 10 Lesson Outline Oct 6

Science 10 Lesson Outline                            Date: Oct Wednesday


Last lessons Objectives



Chapter 8

Assigned 9.1 Work Book


Average velocity Worksheet

Get data

Check Answer key for workbook





11 05

Today’s Objective 1 Calculating Acceleration

2 Velocity and best fit line

3 Calculating motion due to gravity



Number One


Activity One:

Affect of change in height with acceleration of cart


Gathering class data

First four to finish quiz get data

Fifth student in charge of answers for workbook


Activity Two

Affect of change in mass with acceleration of cart


Sample Data for change in height and cart from block 1


·      Change in height


Height               distance 1 meter     time


8                                                     2.78 sec

2.63 sec

2.55 sec


14                                                   1.64 sec

1.56 sec

1.63 sec


19                                                   1.45 sec

1.33 sec

1.31 sec

·      Change in mass


200 grams         distance 1 meter   time


50 grams


25 grams



Challenge One


1.   Calculate avg velocity for change in height data.


2.   Plot three lines showing change in velocity for each height.


3.   Calculate the slope of each line


Challenge Two


1.   Plot three lines for each change in mass.


2.   Calculate the slop of each line



Plot data on a line and how to do found in text on page 394



Collect Data

Number Two

Demo with Computer Simulation phet (Skate Park)




Notice what happens to change in

a)   speed

b)   potential and kinetic energy

when you change the

a)   height of the skater

b)   mass of the skater



Number Three


Using the skate boarder demo and your data from both cart demonstrations, answer these questions on a separate piece of paper.


1)   With the cart, what is the affect of change in acceleration with a change in height?


2)   With a skater, what is the affect of change in acceleration with height?



3)   What is the affect of mass on the acceleration of the cart?


4)   What is the affect of the change with mass on the skater?



5)   Is there a difference in between affect of height between the cart and the skater?


6)   Is there a difference in between the affect of mass of the cart and the skater?



7)   Propose a hypothesis for the cart regarding affect of height and mass for the cart.


8)   Propose a hypothesis for the skater regarding affect of height and mass for the skater?



9)   If there are differences in the affect of gravity upon the cart and the skater?


10)                 Can you explain your answer for question number nine, in regards to rules or laws of physics?





Due Friday


Two graphs of acceleration of cart due to height and mass


Answers to 10 Questions.






Friday’s Class


Vocab Quiz on Friday

No cheat sheet




5 Practice problems on acceleration

Work book Reference  

Check your answers with answer key


Remember to check Chapter 8 answers


You tube Reference  

You tube video on Potential and Kinetic Energy



You tube of Laws of Newtonian Physics




Tutorial on Acceleration




Other stuff! Sign up for a group to do for “eggsperiment”

Due at the End of the month

Check web page for eggsperiment sheet


Next Class ·      Vocabulary Quiz on Chapter 9

·      Two Graphs of acceleration due to change in height and change in mass

·      Problem set on Accelerations (from workbook)

·      (five questions)


Next week


25 Question MC Quiz on Wednesday


Take Home Message ·      Motion is affected by a variety of variables.

·      Resistance to motion is Inertia

·      Force = mass times acceleration

·      For every force there is another equal and opposite force.

·      Yoda says “Do or Do not, there is no try” so do your homework!

·      The force is strong in most Jedi Warriors






posted by Marc Bernard Carmichael in Science 10,Science Ten Lessons and have No Comments

Chapter Two Notes for Bio 11

Chapter Two Notes


Big Ideas in Biology: Change with Time


What is the significance of a change with time? How do we define evolution? What are some patterns of evolution and how can we prove that a change actually occurred. How are species formed or changed with time? These are the primary questions in chapter two.


Evolution is:

  • an explanation for the increase in biological diversity.


  • a theory that describes how current species are descendants of species of previous generations.


  • is a process by which populations show change (gradual or punctual) over several generations.


  • a basic definition of evolution is a gradual change of species with time.


First of all, a change within a species of organisms can be noted by a change in structure, habitat or even behaviour. This change can be refered to as an adaption.


When is a population of organisms considered to be adapted to it’s environment?

( this is a great question to remember..)


  • Even though the environment may change to a small degree, successive generations of offspring thrive.


  • The most desirable adaptations are those which give an organism a advantage to survive.


A way of showing a longer duration of change with time is to examine remnants of previous generations. These remnants can be actual bones or imprints of organisms. This preserved bits of structural or imprinted information are refered to as fossils.

Ø  Fossil records provide the most direct evidence of evolution

  • Most fossils are found in sandstone and limestone.
  • Problems with fossils:

There are gaps in fossil records

  • due to movement of the earth
  • no know record of organism in that time period
  • one organism eating another at one location and then depositing the remnant at another location


Some specimens are not complete organisms


The process of fossilization requires a specific type of soil


Some specimens are too soft to make a fossil

  • for example a shelled organism would make a better imprint than a worm)


With the advent of genetic research and cell biology, there are now new ways to establish indirect proof of a change with time:


  1. Embryology:
  • Examining the stages of development of an embryo in a variety of species, there appears to be some similarities. This similarity was noted by …who said “     “. Basically, the development of an embryo shows the species phylogenic or family history.


  1. Examining structures

There are three terms relative to structures that are useful for comparing species.


This table may be helpful for comparing homologous to analogous structures.

Structure type and example Structure Function
Homologous similar different
Analogous different similar
Vestigial present no function


  1. Physiology


  1. Biochemistry


Pattern of Evolutions:



If an organisms develops similar structures due to living in similar environments but they are separated due to being geographically isolated, this is an example of convergent evolution. Basically two distinct species show a similarity, although they are not genetically link. The term converge means to come together.



If an organism is separated by geographic barriers, then it will not be able to reproduce with other species. This population will diverge from the original species that it was separated from.


Sources of change


The concept of speciation


The term “speciation” refers to the formation of new species. New species are formed when one population of the same species is separated from another and there is no exhange of genetic information between the two populations.


what can cause speciation?


Isolating mechanisms that may lead to speciation

( remember diagram in class about sea snails)

  • geographic
  • ecological
  • behavioral
  • morphology
  • genetic


While many of these isolation mechanisms may be crossed, for example a snail may adapt from one ecological environment to another. The one barrier that cannot not be crossed in natural situations is the reproductive or genetic barrier.

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Magnification and Microscope

Microscopes and Magnification

“I have got the power”


One of the tools that biologist use is the microscope. It function is to view a world that the normal eye cannot see. Stop for a moment and Imagine the first time some one saw moving matter under the lens. If you were that person, would you be afraid or full of wonder? This is a loaded question simply because now it is common to see magnified images of virus and bacteria in TV commercials. Perhaps the novelty is gone but the usage of the microscope remains a basic skill of any one studying biology.


Concept One:           Power

“You’ve got the power…”, nope-wrong idea, but here is the scope. Power means the ability to make something bigger. End of story. The larger the power, the smaller the object you can view. The smaller the power, then you are already looking at organisms that are relatively large. The compound microscope enlarges images through a series of lens and mirrors. By illuminating the image, a reflection of that image passes through the lens to the eye. Starting with the eye is the ocular lens. This lens is used for viewing and is the lens that is adjusted to focus on an object. The objective lens is next to the object and remains stationary while viewing. So how much bigger is the object? Well if you take the ocular lens magnification (on the side of the lens) and multiply that number times the objective lens magnification ( on the side of the lens) you have the total magnification or power that the microscope enlarges the object. Here is the catch. Magnification in this context, is how many times larger is the object your are looking at. For example, at low power on a microscope, the ocular lens is let’s say (10x). This means that the lens will make the actual object 10 times larger. The objective lens is perhaps 5X. So the actual object will now appear ( 5×10) or 50 times larger than it is in real life.


So what!

Well if we are looking at objects under the microscope, we have to realize that the tool, the microscope, is altering what is actualy occurring under the lens. All that we view is now larger than life and just to keep things interesting, all images are inverted and upside down. So if you are looking at an organism swimming to the left of your field of view, it is actually upside down and swimming the opposite way. This may be helpful to remember the next time you are trying to draw a moving organism.


So how do we draw these critters? Well let’s use the worksheet to explain…


Prior to answering questions, lets come up with a strategy to organize our work. This will make life and marking a lot easier.


How to lay out your work: (save this as a template!)


Record facts                        Do work or calculations                           Answer

here                                                    here


Write formulas







Record facts                        Do work or calculations                           Answer

three lens                                                                  5 x 2                =          10   low power

2x                                                                                5 x 20             =          100 medium power

20x                                                                              5 x 200           =          1000 high power




Write formulas

ocular times objective = total power


Record facts                        Do work or calculations                           Answer

field of diameter = 10 mm             10 mm/ 4 =                                       2.5 mm


Write formulas

field of diameter/ # of object = actual size



Record facts                        Do work or calculations                           Answer

none                                                   use micrometer slide to measure

field of view

remember on average

low power     field diameter


Write formulas



Record facts                        Do work or calculations                           Answer

high power diameter                      .45 mm / 20 seconds         =                      mm/sec

equals .45 mm                                always include units


Write formulas

field diameter (distance)

divided by time equals speed



  1. the source of light is actually quite good and can be focused to level of magnification, as you increase power, you need more light. The amount of light can be adjusted by using the diaphragm.
  2. the organism may or may not be dead. If alive and you are using a slide with a concave depression in the slide, the critter is going to move up and down through the water. So you need to adjust focus as the critter moves. Correct answer
  3. Usually the microscope remains at the same level of magnification. This may change not with time but with who is looking down the lens. Always remember to start with low power, switch to the next objective power and slowly adjust the fine tuning knob.



Trick question…it depends on the type and size of cells. At low power, you would be able to see the largest field of view, so more distance. This is the obvious answer. However you may not be able to focus on small images and so you may have to move up to the next power to see these images. Don’t worry I don’t like trick questions either.












posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Bio 11 Notes for Chapter 1 and 2

Chapter One/Two Notes:

  • Big Ideas in Biology
  1. Unity and Diversity
  2. Changes with time
  3. Structure and Function



In chapter one, we attempt to observe and define some of the attributes of life. We note that all activities of life arise from living things. Through experimentation and the invention of the microscope, we can now theorize that all living things are composed of cells. Therefore; as basic units in biology we can state that cells are the basic unit of life and that there can be as many as six different activities of life observed by all living things. We also noted that in the subcellular level, cells are composed of molecules and that these molecules help regulate and continue the activities of life. We could say that we have outlined some of the parameters of what links all living things together. Therefor exploring part of one of the big ideas in biology, which is Unity and Diversity. Put simply there are several factors, including cellular and molecular structures and activities, which link all living things based upon cellular and molecular activities.


In this next chapter we are going to explore, the other half of this idea, that idea of diversity.


Developing an idea:

Idea Number One: Activities of Life and Adaptation

From the previous chapter, we noted that one of the activities of life is the ability to adapt.

Adaptations put simply is the ability to respond to changes in or around an organism. These changes allow the organism to improve chances of survival. This ability can be inherited and increase an organisms chance of survival.


Idea Number Two: Levels of organization


Level of Organization


Atomic There are basic elements found in each living thing,

these include Carbon, Nitrogen, Oxygen, Sulphur

Molecular Each living thing needs nutrients in the form of

molecules. The nutrients can be classified as:

Fats and lipids-energy and structure

Carbohydrates- primary source of energy

Nucleic Acids- genetic material to regulate cell activities

Protein: structural and regulatory activities

Vitamin and Minerals: help in chemical reactions

Cellular The cell is the basic unit of life

Cell types can be classified either as:

Prokaryotic: primitive cells, without nucleus and organelles (example: bacteria )

Eukaryotic: more advanced cells, with nucleus and organelles

Multicellular Cells can combine to form organism which have more than one cell. This increases diversity of cell functions and can lead to organism with specific tissues ( cells all doing the same function) and organs ( group of tissues doing similar functions)
Species Any organism which look alike and can interbreed with another similar organism, in natural conditions, and produce fertile offspring is said to be a species
Population a group of organism all of the same species, occupying a   given area at the same time
Community a group of populations
Ecosystem Several populations interacting with each other plus abiotic factors
Biome A geographic region based upon a similarity in ecosytems and climate. Example Deserts, Tundra, Boreal forest.


The next question is:

“ If organism can be so similar, then how do or how did they become so different?” To explain this change we have yet another theory classified under the concept of evolution. Evolution can be thought of as the change of organism over a period of time. This is yet another big idea in biology “ Changes with time”.


Some questions to ponder:

  1. If organisms change with time, how can that change be shown?
  • Is the change shown similarity or diversity?
  • Does the change shown directly or indirectly?
  1. If organism change with time, what is the mechanism that creates that change?


Types of proof in regards to evolution

Like the cell theory, we need proof or evidence to create a theory:


For the theory of evolution we have two types of proof

  1. Direct Evidence
  • fossils offer direct evidence of pathway, or evolutionary history. This pathway can be considered to be a history to show origins of species and how they changed. This history can be used to explain organisms phylogenic or evolutionary history.
  • fossils are created due to preserved hard parts of organisms. Fossils can either be original body parts or imprints preserved or “ petrified” with mineral matter.
  • fossils can be used to show geological time scales
  • fossils can be used to show two types of evolution, called divergent and convergent evolution.


  • Divergent Evolution:

process where original organisms evolve into variety of distinct species. Each new population then becomes a new distinct species. Fossil histories can have gaps and so biologist have to hypothesis as to original species, which lead to a variety of species. Put simply a primitive ancestor has the potential to adapt to a variety of environments through structural changes, behavioral change or changes in reproduction. Divergent evolution often notes changes in structures of fossils to create “ family trees” for organisms.

  • Convergent Evolution:

process of development of similar forms from unrelated species due to adaptation to similar environment. Best example: Marsupials in Australia. Another definition: similar forms in geographically different areas responding to similar environments.


Comparing Divergence to Convergence:

convergent evolution occurs when two dissimilar species change in response to similar environmental conditions and show development of similar characteristics.

Example: Kangaroo and the deer

similarities: in location of eyes, type of teeth, long ears and herd behavior

dissimilarity: marsupial verses placental ancestors

Divergent evolution occurs when members within a singes species change in response to a new and different environmental condition, and each population develops into dissimilar characteristics.

Example: Primate ancestral groups evolving into specific of apes


  1. Indirect Evidence

Often instead of looking at fossils, biologist can look at current species and use other methods to hypothesis their family background. If we assume that adaptation is an inherited trait, then we can look at patterns of inheritance through embryological , structural, physiological or biochemical evidence.

( remember: How many and what are the types of indirect proof ?)


  • Embryology:

Each organism starts off as a simple cell. If it divides into a multicellular organism the cells divide and create unique structures. An embryo is the prebirth stage of living organism. Embryology is the study of organisms in their earliest stages of development. In the 1800’s it was noted that several organisms show similarities in their embryonic development. This observation brought forth the statement and a theory of recapitulation:

“ Ontogeny recapitulates Phylogeny”

In simple terms, each organism shows their evolutionary history ( phylogeny) in its own embryonic development ( ontogeny).


  • Homologous and Analogous Structures:

                     Homologous Structures:

                     Often organisms will have similar structures but these structures serve different functions. This is an example of an indirect proof of divergent evolution. Key thing to remember. Similar structure but different function.

Analogous Structures:

                     Often organisms will show structures that provide the same function but have differences in structure. Key point, similarity in function but not in structure. This can also be used as indirect proof of divergent evolution.

Vestigial Structures:

                   Sometimes creatures have structures that serve no apparent function, like hips on snakes or a human appendix. A structure with no apparent function is said to be vestigial.

  • Physiological Evidence:


                   How organs within an organism work is the study of physiology. For example observing and learning how organisms excrete waste, would be examining a physiological phenomenon. Tissues and chemical reactions within organs can be regulated by specific

posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Bio 11 Oct 5

Biology 11 Lesson Outline                                      Date Oct 5th



Last lessons Objectives


DNA and Protein characteristics

(Case Study)



Class Notes or Information

Today’s Objectives  

1.   Quiz review on biomolecules

2.   DNA

3.   Protein and RNA


Molecule of life Quiz

Number One


Cornell Notes and how to write up notes for class


See youtube

Number Two

·      Common mistakes and additional notes for biomolecules

Compare the following:

·      Simple to complex sugars

·      What is the relationship between energy and the number of carbons

·      Carbos to fat

·      Three types of fats

·      Link between dna and protein

·      DNA vs RNA

What is an essential amino acid?



Number Three


Test one outline of learning outcomes:

1.   Activities of life

2.   Big ideas of life

3.   Levels of organization

4.   Molecules of life

5.   Scientific method

6.   Origins for biological terms


Next Class Exam


25 multiple choice


2 short answer questions ( Lab design and big ideas in biology)

Text book Reference

Chapter 1 pg 38-49


Class Notes




Class hand outs



You tube Reference How to write Cornell Notes




DNA and RNA (Amoeba Sisters)





Take Home Message  

You are what you eat.

Do not forget Vitamins




posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Lesson Outline and have No Comments

Introduction Notes for Bio 11


Big Ideas and Activities of Life


Each of us start off life by making simply observations.

From these observations we begin to associate observations with ideas, for example: something which is round, becomes a thing known as a ball.

Soon through more observations, we learn to distinguish different types balls.

Likewise, given the task of trying to define what is going on by observing life, a biologist has the choice to view this problem from a variety of perspectives. One can link observations to either big ideas such as “this thing shows features that make it a ball” or look more closely at the organism and examine the individual object’s properties, such as defining what type of ball it may be. In study of biology, one can also choose to look at a biological problem from a microbiotic level ( from a molecular or microscopic level) or a macrobiotic level ( from groups of organisms, populations and ecology). An even similar question could be to ask whether you are looking at properties associated with an individual organism or properties associated with a group of organisms and the environment these organisms are living in. The task remains the same, observations are made and then associated with concepts. From this process, biology attempts to understand the processes of life by forming a matrix, created from the association of concepts to observations.


If you are examining activities of organisms or population and ecology, it is useful to frame your inquiry using six “big” ideas within biology. You can use these six big ideas or concepts in order to make some sense of your observations.


Big Ideas in Biology: ( MacMillan 1985)


  • Unity and Diversity

Prior to new techniques in gene therapy, one of the unifying features of organisms belonging to the same “species” was restrictions due to the ability to interbreed amongst each other. Likewise, the lack of breeding created a diversity amongst species. An example of this idea could be to compare cats and kangaroos. It is difficult to breed a cat with a kangaroo. In natural conditions, it is probably impossible. Yet if we compare the two species, looking at distinct properties, we can classify both species as mammals. Further observations of cats and kangaroos could provide enough data that even Sylvester the Cat could define some differences. Both animals have tails and can hop but sheer size and the presence of a pouch could be used to show a distinct difference. The unifying features can be based upon anatomy or activities of life, the diversity may be due to behavior, anatomy or biochemistry. The fun thing about this idea is that it may offer solutions to paradoxical situation. By attempting to see how patterns and properties can be used to explain how all living things may be connected, one can also discover attributes that make something unique.


  • Interactions:

A living thing reacts to its environment. This reaction could be movement or a response or perhaps a lack of a response. This interplay between the environment and the organisms opens up an interpretations of how organism interact with their environment. Interactions could be viewed as simply responses to a chemical floating in the air to an exotic mating ritual. Interactions could also be classified as how an organism reacts to factors which are not biological. For example: Abiotic factors such as temperature can also affect how an organism may interact with its environment. To get a feel for this idea, imagine waking up on a cloudy day in February verses a sunny day in July.


Consider the following…

How well you seize the day may be dependent on how you interact with your environment. If you see things as they are in the present tense is there anything else to sense?


  • Relationships to Structure and function:

Lets go back to our example of the cat and the kangaroo. Both of these organisms have tails, showing a similarity in structure but each uses their tails for a different function. Early naturalist, viewed living things from a structural point of view. From these observations, some relationships regarding the purpose of structures of linked to an idea known as adaptations. An adaptation could be viewed as a structure that allows an organism to survive within the environment they were living in. The idea of structure and function brings forth an important point. If you label a structure being “a wing” , then it either shows similarities in structure or function. For example, homologous structures may appear similar in structure but have different function ( like the wing of a bat and the hand of a human). Likewise, something could have an analogous function but have a different structure ( such as a wing of an insect and the wing of a bird). By comparing both structure and function, biologist are able to speculate possible genetic, ecological and evolutionary relationships.


  • Continuity of life:

The complete story of how traits pass from one generation to the next, was still a mystery until Gregor Mendel and his peas got into the game. The concept of continuity is similar to considering a biological form of history. Information is passed from one generation to the next. Processes linked to this exchange of information can be viewed as being associated to continuity of genetic information. Is all that we are linked to our inherited biochemical information? Are brains biochemically wired to think a specific way? Is there a genetic limit to how the human body can change? These are some of the interesting questions that still remain to be answered.


  • Homeostasis:

If we look at the roots of this word, we can infer that it means keeping things balanced. Imagine that within each living thing, there are countless interacting chemicals and a variety of stimuli. Each cell must be able to maintain a balance of energy, water, nutrients and waste as well as some how monitor the ratio between surface area to volume. Processes linked to this process of regulating internal factors are linked to the idea known as homeostasis. As an organism increases from being single celled to organ systems, the task of homeostasis becomes more dependent upon interactions between cells, tissues, organs and systems. This is a key concept to grasp, not only because balance is an amazing feat but also because a large portion of the Biology 12 curriculum revolves around this concept!


  • Change with time:

If we view life as a process through time, from the basic cell to the more complex organism, the question arises as to where and how that process came about. Biologist attempt to answer these questions by proposing relationships between direct and indirect evidence that can show possible origins of species. Evidence such as fossils and geological dating can be used as direct evidence, similarities in   embryology, biochemistry or structures have been proposed as indirect evidence. Theories have been linked to this process and remain as such.



Now, let’s change our point of view. Let us suppose that you are looking at the individual organism. How you can start to frame your inquiry so that your questions are related to “the activities of life”.



Activities of life:


  • Reproduction

An organisms can only get so big before it bursts. Imagine a balloon expanding with air. At that point, the ration of surface area to volume becomes imbalanced. Put basically, there is too much stuff inside the cell in comparison to the membrane which hold all the stuff inside. So the cell must copy and divide it’s contents. Reproduction can either be done with or without a partner, or asexually or sexually. The challenge is to copy all the genetic material and divide the cellular contents. Within this activity of life is also the question of how traits are exchanged or inherited and so we have a connection with the ideas of genetics.


  • Locomotion

There is an old military quote that goes..” If it moves, salute it, if it doesn’t move…paint it”. Well every living thing moves and so the question of how to acknowledge or “salute” that event goes under the heading of locomotion. The notion of movement also includes energy. Remember your physics? Energy is linked to motion, so the questions for a biologist can then focus to areas such as kinetics and nutrition. For example: If a creature has no muscle tissue, does it mean that it uses less energy?


  • Metabolism

If an organism moves, then it needs a means to both obtain energy and a way to chemically convert specific compounds into other molecules. Organic compounds can range from simple compounds such as water to elaborate molecules such as proteins and nucleic acids. The unifying factor is that the sum of all these chemicals reactions can be placed into the category of metabolism. Molecules within an organism can be fabricated or synthesized or they can be broken down, or decomposition. An organism can either get is energy from either making it via processes such as photosynthesis or by consuming other organisms. If you make your own energy, you are an “autotroph”. If you seek out energy from an alternate source, you are a

“heterotroph”. The activity of metabolism is closely linked to all the other activities of life. In fact, growth, reproduction, and even responding to a stimulus all require one thing in common..energy. Heh this could be a great trick question in an exam eh!

  • Repair and maintenance

This activity is closely linked to the concept of homeostasis. If something is out of balance, it need to be fixed. This repair can be a process of replacing a molecule within a membrane to regenerating a whole limb. What other activities of life do you think would be associated with this activity?

  • Growth

What is the difference between repair and growth? Repair is replacing something that has been lost. Remember if it is broken fix it. Growth is “an increase in the amount of living material in an organism”. Growth is not always continual nor is it linear. Growth may vary to due input of energy or metabolism. Remember that trick question? If all these terms and concepts are confusing you, fear not…confusion is the sign of growth!


  • Response to a stimuli

Reality…what a concept! How an organism senses its environment is a linkage to how the organism reacts to that environment. The notion of sense does not require complex organs or even a brain. Stimuli which an organism can respond to can either be non living factors such as temperature, light, or non organic compounds ( these are abiotic factors). If the stimuli is another living thing or chemicals created by living things then the stimulus is a biotic factor. The only thing that is constant within living systems is change. An organisms response to that change can be immediate or over a period of time. In some cases, the organism may even “learn” not to respond. Now my final question is: How do you chose to respond to all this written information!






posted by Marc Bernard Carmichael in Biology Eleven,Biology Eleven Notes and have No Comments

Physics Lesson 9.1

Science 10 Lesson Outline                            Date: Oct 4th Monday


Last lessons Objectives



Chapter 8

Class Notes or Information Evaluations
Today’s Objective Gravity

Average Velocity

(+,-, and 0) Acceleration

9.1 in Text


Go through workbook

Number One



Units of gravity (Speed)/Time

Gravity as a constant speed

Formula for acceleration verses Gravity

Demo with Pendulum verses a bounding ball


Number Two


Work together to check answers to 9.1 workbook


Number Three


Review answers to 9.1

Vocab Quiz on Friday


Work book Reference  



You tube Reference https://www.khanacademy.org/science/physics/one-dimensional-motion/acceleration-tutorial/v/acceleration






Take Home Message  



posted by Marc Bernard Carmichael in Science 10 and have No Comments

Welcome to “The Big Picture”


Welcome to the Big Picture

Welcome to Mr. Carmichael’s site.

This site is for Students at Point Grey Secondary

who are taking Mr Carmichael’s  

Science 10, Biology 11, Biology 12 and AP Biology

posted by Marc Bernard Carmichael in Science 10 and have Comment (1)