Course

Lab Safety:
WHMIS: Workplace Hazardous Materials Information System
HHPS: Household Hazardous Product Symbols
GHS: Global Harmonized System

Triangle: Danger refers to the CONTAINER containing the product ( WD40 canistor)
Octagon: Danger refers to the PRODUCT contained in the container (WD40 Itself)

Lab Report Method:

Scientific Method:
Make an Observation
State a problem
Identify the variables
Formulate a Hypothesis
Collect Materials
Design an expiration: Procedure
Collect Data: Observations
Analyze the data using graphs
Draw a conclusion

Purpose: Statement form, must explain purpose of the lab

Hypothesis: If….Then….Because
If Independent variable then dependent variable and prediction because (An explanation)

Independent Variable: What you are changing during the experiment, X axis
Dependent Variable: What is being measured during the experiment, Y axis
Control Variable: Something that does not change during the experiment

Hot vs Cold water on plants: Independent variable, X axis

Plant Height: Dependent variable, Y axis
Materials: Specific Quantities of all materials

Procedure: Past tense, Write down everything

✅
Put 10 ml of water into a graduated cylinder X
10 ml of water was poured into a graduated cylinder

Observations: Record Everything you see, into a table or a chart

Qualitative: Descriptive Observations
Qantiative: Numerical Observations

Graph Results: Include a title for all axis, Independent Variable goes on X axis, Dependent variable goes
on the Y axis.
Conclusion: Was your hypothesis correct, explain why or why not and explain any findings from your lab

Scientific Notation:
Metric System Conversions
Mnemonic Word Unit Number Exponents Spaces
Great Giga G 1 000 000 000 10^6 9

Mega Mega M 1 000 000 10^6 6

King Kilo k 1000 10^3 3

Henry Hecto h 100 10^2 2

Died Deka da 10 10^1 1

by Base (unit) Units 0 10^0 0

Drinking Deci d 0.1 10^-1 1

Chocolate Centi c 0.01 10^-2 2

 Milk Milli m 0.001 10^-3 3

Money Micro u, 0.000001 10^-6 6

Factor Label Method

Particle Theory Matter

Chemistry is the study of matter.
Matter is anything that has mass and volume
Mass is measure of how much matter is in a object
Volume is the measure of how much space an object takes up

1.​ All matter is made up of particles

2.​ All particles of one substance are identical
3.​ Particles are in constant motion
4.​ Temperatures affect the speed at which particles move
5.​ Particles have forces of attraction between them
6.​ There are spaces between particles
Properties Of Matter
PHYSICAL PROPERTIES
Qualitatve = Describing something
Quantitative = Describing something with numbers

Qualitative Values:
Brittleness = The ability to break or shatter
Clarity = Amount of light that can pass through
Crystal Form = The shape of an object
Ductility = The ability to be pulled into a long wire
Hardness = Resistance to being scratched
Lustre = The ability to reflect light
Malleability = The ability of a substance to be hammered into a thin sheet
Viscosity = The resistance of a liquid to flowing - High viscosity = Syrup - Low viscosity = Water
Texture = The feel of a substance

Quantitative Values:
Melting Point = Temperature at which a substance changes from solid to liquid
Boiling Point = Temperature at which a substance changes from liquid to gas
Mass = The amount of matter in an object
Volume = The amount of space an object takes up
Density = Amount of mass per unit volume

Chemical Properties
Combustibility = Ability to combust or burn
Reactivity = how easily a substance particicpates in a chemical reaction.
Flammability = Ability to catch on fire
Toxicity = How toxic is it
Acidity = How acidic is something
Properties
Physical Properties: A characteristic of a substance that can be observed without a chemical reaction
Chemical Properties: A characteristic of a substance that is observed when a chemical reaction occurs

Changes
Physical Change: Any change to a substance that does NOT involve a chemical reaction
Chemical Change: Any change to a substance that DOES involve a chemical reaction

A chemical change is a change where new substances are formed. Therefore there must be a change in the
types of particles that can be found

SIGNS OF CHEMICAL CHANGE:

Changes in color
Changes in odor
New production of gasses that are not due to evaporation
New production of solids that are not due to freezing. This is called precipitation
Release or absorption of energy (Heat, Light, Sound)
Exothermic RELEASES ENERGY
Endothermic ABSORBS ENERGY

CHANGES OF STATE ARE NEVER CONSIDERED CHEMICAL CHANGES

E.g
Rusting = Chemical
Cutting Bread = Physical
Ice Cube melting = Physical

DENSITY
DENSITY IS A PHYSICAL PROPERTY THAT IS A RATIO OF HOW MUCH MASS A SUBSTANCE
HAS PER VOLUME.

Density = Mass/Volume
Mass = Density x Volume
Volume = Mass/Density

1 mL = 1 cm^3

G = Given = What do I have

R = Required = What do I need to find?
A = Analysis = What formula should I use?
S = Solution = All the steps to solving it
S = Statement = Write down your findings
Line of Best Fit = Find atleast 2 points on the line that have relatively the same slope

Mixtures
Element = Pure substance, where the particle cannot be broken down even further
-​ An element is made up of only one type of atom (Na, Fe, Br, C, N, O)
-​ Anything on the periodic table

Compound = A substance formed by different elements of the periodic table

-​ Possible to break down
-​ H2O can be broken down with electrolysis
-​ Examples: NaCl, H2O, CO2, NO2

Heterogenous Mixture = are possible to see the different parts or phases of the mixture.
-​ Phases: Different layers of a mixture (Coke has a liquid phase (coke), and a gas phase (bubbles)

-​ Suspension: Larger particles are floating in a liquid but eventually settle down to the bottom
E.g (Muddy Water, Orange juice with pulp)

-​ Colloid: Small particles are floating permanently in a liquid and remain suspended permanently
E.g (Milk, Fog, Smoke, Air, Tap Water, Butter, Whipped Cream)

Homogeneous Mixture = are mixtures where the particles are blended together so that is is not possible
to see the separate phases.
-​ A solution is where a solute (powder) is dissolved into a solvent(liquid)
-​ Alloys are 2 or more metals mixed together and solidify (Brass)
-​ E.g Steel, Brass, Mouthwash, Orange juice, Saltwater
Periodic Table Of Elements
Elements to Remember
Hydrogen: H, 1
Helium: He, 2
Lithium: Li, 3
Berilliyum: Be, 4
Boron: B, 5
Carbon: C, 6
Nitrogen: N, 7
Oxygen: O, 8
Fluorine: F, 9
Neon: Ne, 10
Sodium: Na, 11
Magnesium: Mg, 12
Aluminum: Al, 13​
Silicon: Si, 14
Phospurus: P, 15
Sulfur: S, 16
Chlorine: Cl, 17
Argon: Ar, 18
Potassium: K, 19
Calcium: Ca, 20
Iron: Fe, 26
Nickle: Ni, 28
Copper: Cu, 29
Zinc: Zn, 30
Bromine: Br, 35
Silver: Ag, 47
Tin: Sn, 50
Iodine: I, 53
Platinum: Pt, 78
Gold: Au, 79
Mercury: Hg, 80
Lead: Pb, 82
Uranium: U, 92
Plutonium: Pu, 94

Columns (Up and Down) are called = Groups

Rows (East to West) are called = Periods
Metals = Left hand side of the periodic table
Nonmetals = Right hand side of the periodic table
Metalloids = Found inbetween the metals and nonmetals

METALS:
State: Metals are solid at room temperature. Exception: Mercury(Hg), which is liquid at room temp
Luster: Metals have the quality of reflecting light from their surface and can be polished
Malleability: Metals can be made into thin sheets known as foils
Ductility: Metals can be drawn into wires
Hardness: All metals are hard except sodium and potassium
Conduction: Metals are good conductors of heat and electricity, Lead is the poorest conductor Hg, Fe too
Density: Metals have high density and are heavy
Melting Point & Boiling Point: Metals have high melting and boiling points

NONMETALS:
Non-Malleable and Ductile: Non-metals are very brittle
Conduction: They are poor conductors of heat and electricity
Melting and boiling point: Melting points of non metals are generally lower than metals

METALLOIDS:
Found along the zig-zag line dividing the metals and non-metals
Metalloids are all solid at room temp
They can form alloys with other metals
Properties vary according to the element
Group 1: Alkali Metals = Soft and Silvery color, 1 valence electron, EXTREMLY REACTIVE
Group 2: Alkaline Earth Metals = Shiny Silvery White Dense Metal, 2 valence electron, Fairly Reactive
Group 3 - 11: Transitional Metals
Boron Group - 13
Carbon Group - 14
Nitrogen Group - 15
Oxygen Group - 16
Group 17: Halogen = Non metals, Poor Conductors Heat & Electricity, 7 Valence electrons, ER
Group 18: Noble Gases = Inert, Non-Reactive, 8 valence electrons

If another proton was added to an element, the element is changed. # of protons determines the element.
If another neutron was added to an element, the element stays the same, except a bit heavier.

An isotope is a different form of an element. It has the number of protons and electrons, but different
numbers of neutrons. Nitrogen - 13 (Atomic number)

Electrons move in rings around the nucleus called orbitals

1st orbital = 2
2nd orbital = 8
3rd orbital = 8
4th orbital = 8

Bohr discovered location of electrons (Shells, Orbitals)

Rutherford discovered the nucleus and where the protons went.

Valence Electrons are outermost electrons

Elements like to become stable or happy.

They lose electrons, or gain electrons to get a stable octet.
When an element has a charge, it either loses or gains an electron and is now called an ion.

Alkali Metals = +1
Alkaline Earth Metals = +2
Boron Group = +3
Carbon Group = -4/+4
Nitrogen Group = -3
Oxygen Group = -2
Halogens = -1
Noble Gases = Stable

Metals want to lose [ Cation because + ]

Non-Metals want to gain [ Anion because - ]

An ion is a charged atom or molecule. It is charged because the number of electrons does not equal the
number of protons in the atom or molecule. An atom can acquire a positive charge or a negative charge
depending on whether the number of electrons in an atom is greater or less than the number of protons in
the atom.

Cations are positively-charged ions (atoms or groups of atoms that have more protons than electrons due
to having lost one or more electrons). Anions are negatively-charged ions (meaning they have more
electrons than protons due to having gained one or more electrons)
The faster it is to lose electrons the more reactive it is.
Most reactive Metal = Francium
Least reactive Metal = Beryllium
Most reactive Non-metal = Fluorine
Least reactive Non-metal= Astatine

When 2 or more atoms join together, they form a molecule.

Ionic Compounds:
Elements can combine to form two different types of compounds:
1. Ionic compounds: electrons transfer between metal (gives) and non-metal (takes) and form an ionic
bond (these bonds are responsible for holding the metal and non-metal together)
2. Molecular Compounds: share electrons and form covalent bonds (non-metal with non-metal)

Diatomic Molecules:
H = Hydrogen
O = Oxygen
N = Nitrogen
I = Iodine
Cl = Chlorine
F = Fluorine
Br = Bromine

Democritus: He argued that all atoms can be broken down into smaller pieces called atoms. These atoms
Are different sizes, in constant motion, and separated by an empty space.
Aristotle: He argued that matter was made up of earth, wind, fire, and water. Ideas accepted for 2000yrs.

John Dalton: He tried to come up with an explanation for the behavior of gases. John Dalton resembled
atoms as billiard balls. The spheres would vibrate and move apart as they gained more
energy and slow down and move closer together as they lose energy. Each element had its
own sphere.

J.J Thomson: Thomson ran experiments where materials were exposed to high voltages of electricity
inside a sealed tube. This tube was called the cathode ray tubes. The materials emitted a
stream of particles which were attracted to positive charges. He called these electrons. He
assumed the rest of the atom was positive; with chunks of “electrons” in them.
-​ Plum Pudding Model
-​ Found the electron
-​ Electrons were in a positive space

Ernest Rutherford: He used alpha particles (positively charged) to bombard the atoms of gold foil. Most
particles passed through, but some bounced right back. He concluded that atoms have
a nucleus (tiny core, small and dense).
-​ Found positively charged nucleus
-​ Atoms contain an electron cloud (negatively charged)
-​ Could not account for the missing mass (neutrons)
Chadwick: He discovered the neutron by blasting alpha-radiation, which knocked out a particle with the
same mass and density as the proton but did not respond to positive or negative charges.
-​ Discovered the neutron, no charge, inside the nucleus

Neils Bohr: He was studying the light energy elements give off while being shocked with energy and
found out they were all different. He concluded that electrons fly around the nucleus in fixed
orbitals. This is called the bohr-rutherfurd model, also known as the planetary model.
-​ Found electron orbits
-​ Electrons fly around the nucleus

Isotopes:
The number of protons in a nucleus determines the identity of the element. Ex: Any atom having
6 protons will be a carbon atom. If we were to add an extra proton to the nucleus, we would
have an entirely different element. C (6 p) + 1 p = N (7 p)
BUT, if we add an extra NEUTRON to a nucleus we simply end up with the same ELEMENT,
just a heavier MASS, since the charge in the nucleus would be UNCHANGED! (Since neutrons
are neutral)
Isotopes of a given element have the same ATOMIC NUMBER but a different ATOMIC MASS.
-​ Simply, isotopes have the same number of protons but a different number of neutrons
-​ They are identified by their mass number.
-​ Ex. Carbon-12 is how you would write the isotope for carbon, there could be Carbon-13
or Carbon-14.

Counting atoms
-​ The symbol of an element represents one atom of that element
Eg. Na= 1 sodium atom
-​ A Subscript is a number written at the lower right corner beside the symbol of an
element
Eg. H2= 2 hydrogen atoms
-​ A subscript outside the bracket multiplies to all the elements inside the bracket
Eg. Mg3(PO4)2= Mg3(P2O8)
-​ A coefficient is a number in front of a chemical symbol and indicates the number of
atoms of that element
Eg. 3 C = 3 atoms of carbon

STATIC ELECTRICITY
Energy - measure of how much work an object or system can do or is about to do - measured in
Joules (J)

Electricity
●​ Study of behavior of objects that have charge
 ●​ Caused by movement of electrons resulting in an imbalance in the amount of positive or
negative charges in an object
●​ Static electricity - 1 location and not moving
●​ Current electricity - built up and moving
●​ Insulators - resists the movement of charge
●​ Conductors - less resistance to the movement of charge
The basis of Charge
Two charges - positive and negative
THE LAW OF ELECTRIC CHARGES
●​ Opposite charges attract
●​ Like charges repel
●​ Strongly charged objects can attract neutral ones
Atoms are made of
●​ Protons - positive - heavy
●​ Neutrons - neutral - heavy
●​ Electrons - negative - light
Electric Charge - measured in coulombs
Static electricity - electricity caused by the transfer of electrons which stay in the object until
transferred to other object
Atoms are charged via electron transfer
Negative - Additional electrons - less protons
Positive - loss of electrons - more protons
Neutral - grounding/equalizing of # of electrons and protons

CHARGING BY FRICTION - transfer of electrons from one charged object to another by rubbing
the 2 objects together
How to use electrostatic series - higher it is - weaker hold - lower it is - stronger hold - when
rubbing two materials together - higher material loses electrons, lower material gains
CURRENT ELECTRICITY
GFCI Outlet
Ecology
What is a ecosystem
-​ Is a set of relationships that exist between abiotic and biotic things in a environment
The parts of an ecosystem
-​ Species : a group of organisms reproducing and sharing genetic information
-​ Population: a group of same organisms living in the same area
-​ Community: a group of populations living in the same area
-​ ecosystem : set of relationships among abiotic and biotic factors
-​ Biome: a group of similar biomes
-​ Biosphere: a groups of biomes on the same plant (earth)
CPT

Task #1: Chemistry

a)​ Identify one planet, asteroid, or moon that is not EARTH or OUR MOON, but in the solar
system

Planet: Mars Asteroid: 4 Vesta 2 Moons: Callisto or Titan

The moon that I am doing for this CPT is Callisto, Jupiter’s moon.

b)​ Identify and describe five specific physical properties from the moon. Three of them
must be qualitative and two of them must be quantitative.

The moon chosen for this exploration challenge is Callisto, which is one of Jupiter’s largest
moons, also known as the Galilean satellites/moons. 410 years ago, Jupiter's moons were
discovered, and these moons have much historical significance, especially when researching
about our solar system, as these moons helped support the Copernican theory that most
celestial objects did not revolve around Earth, and that Earth revolves around the sun instead of
it being the opposite way around. Galileo concluded that Jupiter’s moons were not stars but
instead moons, supporting the Copernican theory. The Galilean moons can be seen using a pair
of binoculars, as they’re very large. Callisto is Jupiter’s second-largest moon and the
third-largest moon in the solar system! It is almost as big as Mercury, standing at the
circumference of 15,144 kilometers at the equator of the moon! Callisto was seen in the
past as “ugly duckling moon” and “a hunk of rock and ice”, since Callisto’s surface is the
most heavily cratered object in the solar system and there are no active volcanoes or
shifting tectonic plates. These craters vary in shape and size, such as bowl-shaped
craters and even craters with multiple rings. Though, it was proven by NASA’s research that
Callisto has more potential than it may seem on the outside, as in the research and data
gathered from Galileo spacecraft and from models created, it has been found that Callisto may
have a salty ocean that is interacting with a layer of rocks about 250 kilometers beneath the
surface. Callisto may have been an ocean planet when it first formed, and has thus frozen over,
which may be why the surface of Callisto never changes in comparison to the other Galilean
moons. Speaking about the surface, Callisto’s surface is known to be the darkest among the
Galilean moons, yet is twice as bright as Earth’s moon. Callisto also has the lowest density
among the Galilean satellites, with a density of 1.86 g/cm³, which is 3.65 g/cm³ less than Earth’s
density of 5.51 g/cm³. As said, Callisto is made up of water ice, which is intermixed with patches
of a rock-ice mixture, which is why it is so light in comparison to Earth. As well as this, Callisto
froze over due to the distance between Callisto and the sun (which is approximately 5.203 AU),
standing at a mean temperature of -139.2 degrees Celsius, which is a whopping -124 degrees
Celsius colder than Earth, which stands at a mean temperature of 15 degrees Celsius. Finally, in
1999 scientists announced that Callisto is made up of a very thin carbon dioxide exosphere, yet
recent research has found that Callisto also has oxygen and hydrogen in its exosphere.
(To me, Callisto looks like an object that is covered in jewels, and like a huge disco ball, it’s
beautiful.)

[Link]
n.,not%20revolve%20around%20the%20Earth.
[Link]
nsists%20of,surface%20albedo%20of%20about%2020%25.
[Link]
omy-general/callisto#:~:text=Callisto%20was%20discovered%20on%207,days%3B%20rotation
al%20period%2016.68902%20days.

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west%20density,by%20a%20large%20icy%20mantle.
[Link]
[Link]

c)​ Draw Bohr-Rutherford diagrams of the 3 elements or 1 compound/molecule found on

your moon.

The atmosphere is made up of carbon dioxide exospheres, and recent research

suggests that there is also oxygen and hydrogen present in the exosphere.

Oxygen, hydrogen, carbon dioxide (maybe even magnesium but not a trusted source)
[Link]

d)​ You brought a lot of water along for the journey! You also bring with you a small
Electrolysis apparatus with you. What products can you produce with this device and
which product could be very useful for survival initially. How would you know which one
to collect?

There are multiple uses for electrolysis apparatus which can prove useful for survival
initially. The most obvious use of an electrolysis apparatus is to produce oxygen, as it is
very essential for humans to survive. Everybody needs oxygen and even though oxygen
might have brought oxygen from Earth, that does not mean there is an endless amount
of oxygen available. An electrolysis apparatus uses a power source to convert the water
into hydrogen and Oxygen, but how would you determine which one is hydrogen and
Oxygen when both gasses are clear and are the exact same? One way to determine
which gas is in which tube is by remembering which tube is the cathode and which is the
anode. Hydrogen will be attracted to the cathode as it is the positive ion and will be
attracted to the negative terminal and Oxygen will be attracted to the anode as Oxygen
is the negative ion, so it will be attracted to the positive terminal. The best way to
determine which is which, is to look at the difference between the two water levels, and
to see whichever one is lower than the other. Water’s compound H2O shows that there
are 2 hydrogens and 1 Oxygen, meaning that the ratio between the two is 2:1. This ratio
shows that hydrogen will be double the amount of Oxygen, which therefore means that it
will be the one tube with the least amount of water.

Another use for electrolysis apparatus is to use the hydrogen created from the water to
become a fuel cell and generate the energy that is needed to function the spacecraft.
Hydrogen fuel cells are very useful and can handle cold environments, they are also
more efficient, with an efficiency of 40% to 60% in comparison to a typical combustible
engine of a car which is 25% efficient, it can also meet many customer needs such as
using them for on-road electrical vehicles, for material handling fleets or for stationary
power. Finally, it also saves money, it eliminates the need to change, charge, and
manage batteries, which means you can also save time. It also runs for longer and can
be fueled in under three minutes, which can be done by just connecting the electrolysis
apparatus to the fuel cell, which provides the fuel cell with hydrogen. Electricity will be
very useful on Callisto, especially since Callisto is a very cold planet and there will be a
need to have everything heated 24/7, which can be fulfilled if we used hydrogen that is
separated from water, using an electrolysis apparatus.

An example of stationary power and how the hydrogen fuel cell can power the
spacecraft:
There is a problem with using the water to make oxygen and hydrogen as the water will
eventually run out, and water in itself is essential for survival. By digging 250 kilometers
below the surface, I will be able to have access to water, but the water on Callisto is salt
water, not water that I can drink. The electrolysis apparatus, though, can use the salt
water to produce hydrogen. Scientists have found ways to produce hydrogen with salt
water, without the need of actually removing the salt from the water, and the team behind
the method also said that this method shows high potential for commercial use. The
team that had performed the experiment had only removed any solids and
microorganisms but had not purified the seawater, which is what is usually done. “The
performance of a commercial electrolyser with our catalysts running in seawater is close
to the performance of platinum/iridium catalysts running in a feedstock of highly purified
deionised water,” explains co-author Yao Zheng at the University of Adelaide. They also
said that this method is almost 100% efficient when producing green hydrogen. The
good news is that before the saltwater/seawater would corrode the electrodes and the
reaction produced from seawater and chloride ions produces a toxic and corrosive
chlorine species, which is very dangerous. Though, the scientists had found a way to
prevent this from even happening in the end, which makes using seawater/saltwater to
produce hydrogen an even better method. The scientists had found that putting
something called a ‘Lewis acid layer” which helps avoid producing anything toxic.

The solution to producing oxygen is just by planting plants, which produce oxygen from
carbon dioxide.

[Link]
awater/#:~:text=Researchers%20at%20The%20University%20of,pre%2Dtreatment%20p
rocesses%20like%20desalination.
[Link]
%20cells%20are%20generally,is%20about%2025%25%20energy%20efficient.
 [Link]
%20microbial,gas%2C%20and%20potentially%20treat%20wastewater.

Task #2A Static Electricity:

A)​ You and your spacecraft/Bio-home are subjected to ionized (charged) particles
throughout, either in your outer atmosphere or in empty space. What will you do to
protect the following situations:

-​ Yourself from being charged when leaving or entering your spacecraft/bio-home

To protect myself from being charged when leaving or entering my spacecraft, I

will be wearing a spacesuit as the moon is not habitable because there isn’t
much oxygen, as well as that the moon is extremely cold.

What material would the space suit be made out of? The best materials would be
materials on the electrostatic series, as they are excellent insulating materials.

That doesn’t mean that every material can be used in clothing. The best
materials to use for clothing would be wool (to heat you up) or rubber (which is a
great insulator and is used in clothing). The wool would be on the inside of the
spacesuit, while the rubber is on the outside.

Charging by friction would be avoided by stitching the two materials together to

make them one.
This is what I was thinking for the spacesuit

Another solution would be to set up a metal rod onto the spacecraft and use
conductive wires to move the charges from the metal rod into the ground or into
the spacecraft to generate electricity. I can use the idea/the layout of a lightning
rod to go through with this solution, but I would connect the wires to the house
instead of the ground.
This is what I was thinking of, but the house would be the spacecraft.

Task #2B: Current Electricity

B)​ Your Bio-home now needs to generate electricity on its own. It no longer can use its own
generator to do so.

-​ Electrical wiring on a spacecraft is often a combination of multiple series and

parallel circuits. The space agency has requested a schematic/circuit diagram for
the floor plan of your spacecraft/bio-home. Your diagram can be done in
rectangular shape and does not need to follow the shape of the floor plan below.
Use the following guidelines to assist you.

-​ Your fuel cell (source) is made of 5 cells in series.

-​ There are 5 lights for rooms/baths and one motor for the greenhouse.

-​ You may show any combination of series or parallel connections, but there must
at least be one connection of each. It is your decision!

-​ Include a properly placed FUSE. Why is this important, and why did you place it
where you did?
 A properly placed fuse is extremely important for protection, especially from
electrical fires. Fuses are pieces of metal that will melt if there is too much current
passing through it, which prevents the electrons from continuing to flow and
potentially create a fire. The fuse in this case is placed in front of the positive
terminal of the battery. It is placed here because if there are too many electrons
passing through, then it will protect the source and the other components of the
circuit from being damaged due to the flow of electrons, as well as protecting the
spacecraft from an electrical fire, as the electrons will stop flowing before they
reach the source, where they gain electrons.

-​ When creating your circuit diagram, consider electrical safety and that your
spacecraft/bio-home does not have any electrical fires. Resistance causes fires,
so please remember that.

When creating the circuit diagram, I was considering electrical safety and was
trying to use the idea of a circuit breaker to protect the spacecraft. I decided that
to protect the spacecraft from any fires and resistance, I would place a switch in
front of every single component, as well as for the whole circuit, so that I am able
to control the circuit, just like a circuit breaker.
C)​ Explain one characteristic or factor of wires you will be using and why? Your answer
must be in relation to reducing resistance throughout your spacecraft/bio-home.

Another thing I implemented into my circuit for electrical safety was one
characteristic/factor of wires to reduce resistance, which is cross-sectional area (which
basically means surface area or how thick/thin something is). Resistance decreases with
area (so it decreases when something becomes thicker). This is due to the fact that as
the area of the wire increases (as it becomes thicker), the space between charged
particles will also increase. Which means that as the space between electrons (charged
particles) increases, then there will be fewer collisions between the electrons. Thus,
resistance decreases as area/thickness increases.

Use the idea of race cars, if there are a lot of racecars, and they are moving extremely
fast in a small area, they will bump into each other, creating a blocked pathway/more
resistance. If there are a lot of racecars, and they are moving extremely fast in a large
area, they will be less likely to bump into each other, and everything goes smoothly.
Task #4: Biology
Your spacecraft is made to convert in your future living environment. Let us call it your
Bio-Home. This mainly is because on some planets, asteroids, or moons you may not even be
able to even go outside without wearing your spacesuit. Your spacecraft will also be the place
you grow your food for survival. Your spacecraft/bio-home had a GREENHOUSE!!! You brought
with you bags of soil and potato tubers that grow into potato plants. You also have some
bacteria in a jar!!!

Answer the following questions for your task:

1. How would you describe your spacecraft/bio-home ecosystem (use terms discussed in class)
The bio-home ecosystem is an artificial-closed ecosystem. This ecosystem is described as such
because it is human-made and organisms are not free to enter and exit the ecosystem
whenever they want. The ecosystem contains 3 different species of organisms:
bacteria/decomposers, producers and consumers. These decomposers (bacteria) are the
bacteria in a jar, as nitrogen-fixing bacteria (and any bacteria necessary for the nitrogen cycle:
nitrifying bacteria, denitrifying bacteria, and decomposers) were brought to the moon to break
down dead organisms and animal waste to produce nitrates, as it is essential for the organism's
survival. The producers are the potato tubers, which produce food for other organisms and
oxygen necessary for cellular respiration. The consumers are the humans in the bio-home,
which eat the producers for energy. These three organisms are all biotic factors within the
ecosystem. There are multiple abiotic factors within the ecosystem as well, such as the
temperature, the water, the soil, the lights, nitrogen, oxygen, carbon dioxide, etc. These abiotic
factors and biotic factors work in balance and determine the success or failure of the
ecosystem. The biggest thing to consider in the ecosystem is its sustainability. Due to the fact
that the ecosystem is an artificial ecosystem, sustainability is a problem, as they require
management to maintain the biotic and abiotic factors that are desirable in the ecosystem,
instead of the factors that will weaken the ecosystem.

2. Photosynthesis and cellular respiration are two important processes you need to take into
consideration in your spacecraft/bio-home. Explain how the processes of photosynthesis and
cellular respiration through their products and reactants created or produced will be working in
balance with one another. Please be specific to what in your spacecraft/bio-home is undergoing
these processes.

Photosynthesis and cellular respiration are complementary processes. So photosynthesis

produces the reactants for cellular respiration, and cellular respiration produces the reactants for
photosynthesis, so these processes are opposites of each other.

Photosynthesis: carbon dioxide + water —> sugar + oxygen

Cellular respiration: sugar + oxygen —> carbon dioxide + water
In my bio-home, the organisms that complete photosynthesis are the potato tubers and the ones
completing cellular respiration are humans, the bacteria, and the plants! The potato tubers use
the sun as an energy source to complete photosynthesis, trapping the sun’s energy using
chlorophyll. In the bio-home, instead of the sun, there will be UV lights or LED lights available to
produce the same energy for the potato tubers to complete photosynthesis. (1)
They will then take in water from the soil, and carbon dioxide from the atmosphere, which they
then use the sun’s energy to convert the particles into carbohydrates (sugar and starches) and
oxygen, which they release back into the atmosphere. (2-4)
Humans and the bacteria eat the potatoes, receiving sugar, and they also inhale the oxygen
released from the plants that was in the atmosphere to then complete cellular respiration.
Humans and the bacteria use the sugar from the plants as their energy source and then use
oxygen as an input to break down this sugar to form energy.
Plants also undergo cellular respiration! After they make the carbohydrates, they break down
the glucose molecules to create energy to power their cellular processes.
Carbon dioxide and water are released as by-products from cellular respiration, which is then
used by plants all over again to go through photosynthesis.
3. Understanding nutrient cycles are also very important to be able to survive in your
spacecraft/bio-home. Show a simple drawing or diagram showing the carbon cycle or nitrogen
cycle that may be occurring in your spacecraft/bio-home. Please make sure of the following:

It must have at least one cycle: What you start with, you must end with.

It must have the items or organisms that you may have in your spacecraft.

Identify any process that may be happening.

4. Name one concept/application that you learned from [Link]’s class to help you survive on
your moon?

One concept I learned from [Link]’s class was vertical planting, which can be especially
useful on my moon. Vertical planting is an agricultural technique which involves growing crops
vertically in stacks in a controlled environment, the plants are grown by vertically stacking them
on top of each other.

There are many benefits to this technique which will prove extremely beneficial on my moon,
such as less water usage and reducing usage of pesticides which can be harmful for humans.
Vertical farming reduces water usage as it uses hydroponic systems (which is a technique using
a water-based nutrient solution rather than soil) which recirculates water throughout the system.
Vertical farmers use 95% less water than traditional farmers, depending on the crop and the
system. This is very useful on my moon, as water will be a resource that is limited, and this
technique allows water to be conserved more efficiently as farming would now not have to use a
lot of water.
Some systems are like this:
This image shows how water can be conserved on the moon using a hydroponic system. All the
excess water is drained using the overflow drain, then reused for the plants.

Vertical planting also reduces the usage of pesticides as farmers are able to control the growing
environment in which their crops are grown, avoiding any reasons to use pesticides in the first
place. Vertical farming is also typically used indoors, where pests and bacteria cannot reach
them. This will then reduce the harmful effects of pesticides on humans caused by
bioaccumulation and bioamplification.
This image shows how bioaccumulation and biomagnification works, where the concentration of
pesticides increases within their bodies. This is bad as pesticides can cause organisms to
become sick and can even cause cancer.

Summary and challenges overall:

Name one concept that you learned from Ms. Bruni do you believe will be difficult to sustain
(tolerate) and give reasons.

While vertical farming has its advantages, it will be difficult to sustain on the moon due to
multiple factors, such as needing specialized equipment that is expensive, and a lot of energy to
control the farming. Due to the need for specialized equipment, such as hydroponic systems
and grow lights, it can be a quite expensive route to take, costing approximately $10,000-15,000
for the equipment, not calculating employment and energy costs, which may be difficult to
receive due to budget. These specialized equipment will also require repairs which will be
difficult to maintain on the moon, as there may not be anyone who knows how to repair these
equipments.

Finally, the most difficult factor to sustain is the amount of energy the farming requires to control
it. Due to the need for controlled climate, grow lights, and hydroponic systems, it can be quite an
energy intensive process. Vertical farming requires approximately 38.8 kWh of energy per kg of
produce, while traditional greenhouses would require approximately 5.4 kWh of energy per kg
of produce. Vertical planting is less sustainable than traditional greenhouses/farming due to the
amount of energy it requires.
This can be especially difficult to tolerate on the moon as there are less energy sources
available, and less energy is therefore produced on the moon, which will not be able to sustain
vertical farming, especially since it requires 38.8 kWh per kg of produce.

FUN FACT: The amount of energy that vertical farming requires allows you to run your washing
machine approximately 132 times!

Why would you not have these problems on earth?

[Link]
%20important%20to%20note,costs%20and%20special%20equipment%20requirements.

I would not experience these issues on Earth because vertical farming would be a much better
option even when considering the cost and energy, since it has many advantages such as
reducing the amount of chemical toxins/pesticides used, space used, the amount of water used,
and also provides a large amount of crop.
This image compares different types of farming techniques, showing the advantages of vertical
planting in comparison to other farming methods.

Also, the energy usage will not be much of a concern on Earth due to the different ways of
producing energy that is available on Earth but not on the moon. On Earth, there are energy
sources such as wind, nuclear and fossil fuels, where most of these resources are not found on
my moon.
This image shows multiple different energy sources on Earth, which may not be possible on my
moon due to a lack of resources (ex: lack of electricity but also lack of materials to construct
dams or wind turbines). Many of these energy sources also produce a large amount of energy,
such as nuclear/uranium, which typically produces a gigawatt of electricity.
Fun fact: A gigawatt of electricity is one billion watts of electricity, this can power approximately
750,000 homes!

What did performing these tasks on your bio-home tell about the importance of sustainability on
earth?
All these tasks on my bio-home have shown me that sustainability is important on Earth, as the
idea of a bio-home/living on another planet/moon is all theoretical. These tasks have shown me
that preparing to live on a bio-home will require time, energy and money, yet these challenges
may not succeed on another planet, it is not worth trying to live on another planet, especially
when there is one that was perfectly created to support human life. Even if it did succeed, life on
another planet will be harsher, as you would need to exert all your energy in order to survive,
making sure that everything is in place, just like in Biosphere II, which eventually failed to
support a balanced ecosystem. The theory of a bio-home on another planet is problematic, and
not practical, and the best idea to avoid even risking testing this idea and risking human life is
by utilizing our time, energy, and resources to support a more sustainable Earth.
These tasks allowed me to realize that there is a perfect biosphere available for humans to live
in (Earth), yet we are destroying it, forcing us to think of living on other planets to survive, which
will be more difficult as survival on another planet is not even guaranteed, it is all just theoretical.
 Work Cited

Allaby, A., & Allaby, M. (2024, January 22). ." A dictionary of earth sciences. . [Link].
8 Jan. 2024 . [Link].
[Link]
astronomy-general/callisto#:~:text=Callisto%20was%20discovered%20on%207,days%3B
%20rotational%20period%2016.68902%20days

Anon, A. (2021, March 31). Infographic: How much power does a nuclear reactor produce?.
[Link].
[Link]
duce#:~:text=Nuclear%20energy%20has%20been%20powering,power%20per%20plant
%20on%20average.

Anon, A. (2023a). Facts - NASA science. NASA.

[Link]

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Work.
[Link]
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Anon, A. (n.d.). Callisto - summary of facts. NASA.

[Link]
%20lowest%20density,by%20a%20large%20icy%20mantle

Dellinger, A. (2021, November 16). Gigawatt: The Solar Energy Term You should know about.
CNET.
[Link]
d-know-about/

Dupuis, A. (2023, January 19). Vertical farming: Everything you need to know. Eden Green.
[Link]

Hebden, K. (2020, January 2). Scientists produce green hydrogen from seawater. The Chemical
Engineer.
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water/#:~:text=Researchers%20at%20The%20University%20of,pre%2Dtreatment%20pro
cesses%20like%20desalination

Howell, E. (2018, August 10). Callisto: Everything you need to know about Jupiter’s
second-largest moon. [Link].
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AGRITECTURE.
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%20kWh%20per%20kg.

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[Link]
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[Link]
%20consists%20of,surface%20albedo%20of%20about%2020%25
Lab

Observing Growth of Tomato Seeds from Space (V) vs. from Earth (W)

September 21, 2023

Part A:

Purpose:
The difference of growth (height and leaves) between tomato seeds from Space (V) vs. seeds
from Earth (W).

Hypothesis:
If seed W and V are planted, then seed W (Earth) will grow taller and more leaves than seed V
(space), because seed V (space) will be less viable and fresh after it was sent to space, as it
was exposed to a less-than-ideal environment, not being properly stored in a cool and dry area,
allowing the seed to be exposed to too much heat or too much cold, losing its freshness over
the period of time when sent to space and back to Earth.

Variables:
Independent variable: Seed V (Space) vs Seed W (Earth)
Dependent variable: The number of leaves and height of plant
Control: Temperature the plant is being kept in, height & leaves measured every week (on
Wednesday), day germinated and day ended/completed.

Materials:
-​ 2 pots​ ​ ​ ​ ​
-​ 40 Seed starting soil pellet​ ​
-​ 2 Plastic containers​ ​ ​
-​ 2 Plastic lids​ ​ ​ ​
-​ 1 V seed​ ​ ​ ​
-​ 1 W seed​ ​ ​ ​
-​ Soil​ ​ ​ ​ ​
-​ Straws​​ ​ ​
-​ Wooden sticks
-​ String
-​ Water
-​ Paper
-​ Pencil
-​ Ruler(s)
-​ Tape
-​ Sharpie/Marker
-​ Kettle
-​ Big gray bucket

Procedure:
1.​ Approximately 40 seed starting soil pellets were placed evenly spread out in the 2 plastic
containers.
2.​ The kettle was filled with water and was heated up to approximately 50 degrees C.
 3.​ The water was evenly distributed on the seed starting soil pellets and in the 2 plastic
containers to completely cover them both (the seed starting soil pellets and plastic
containers were not drowned with water)
4.​ After 5 minutes, each person was given two seed starting soil pellets.
5.​ 1 V seed was put into one of the soil pellets using hands, and the same thing was done
with 1 W seed.
6.​ Both the W and V soil pellets were placed into the plastic container, with the W soil pellet
on the left and the V soil pellet on the right.
7.​ Tape was placed near to the soil pellets
8.​ The person’s name, identification of the soil pellets, and arrows were written on the tape
using a sharpie.
9.​ The plastic containers were covered with the plastic lids
10.​The plastic containers were placed near the windowsill, near sunlight
11.​Each day after the seeds were planted, the plastic containers were flipped, allowing
each side to obtain sunlight.
12.​Each day after the seeds were planted, water was poured into the plastic containers
onto the plants.
The plants were NOT drowned with water!
13.​After germination, the plastic containers, pots, soil, a big gray bucket, tape, sharpie were
taken to the greenhouse to pot the plants that germinated.
14.​After the greenhouse was reached, the pots were filled halfway with soil
15.​The plastic containers were opened and the soil pellets were then placed into the pots
with soil.
16.​The pots with soil pellets were filled with soil until the soil pellets were covered with soil,
allowing only the plant to be shown.
17.​Approximately 5 cm of tape was taken and was placed onto the pots with the seeds
inside.
18.​The name of the person and the name of the plant (whether the plant was V or W) was
written onto the tape on the pots using sharpie.
19.​The pots were then taken back to the room and were placed near the windowsill
20.​Each day after potting the seeds, they were watered until the soil was moist to the touch
The plants were NOT drowned with water!
21.​Each Wednesday after potting the seeds, the height and the amount of leaves were
recorded using rulers, pencils and paper.
22.​Steps 20-21 were continued 10 weeks after potting the seeds, utilizing the wooden
sticks, string and straws to stabilize the plant during the process of its growth.

Observations:

Weekly Observation of Average Height in Seed W and Seed V

Weeks Average Height Average Height
W height V height
Week 1 1 1
Week 2 5 5
Week 3 9 8
Week 4 12 11
Week 5 17 16
Week 6 21 19
Week 7 26 24
Week 8 31 28
Week 9 37 33
Week 10 41 35

Weekly Observation of the Average Number of Leaves in Seed W and Seed V

Weeks Average number of leaves Average number of leaves
W leaves V leaves
Week 1 1 1
Week 2 4 3
Week 3 8 6
Week 4 11 10
Week 5 16 14
Week 6 19 17
Week 7 25 23
Week 8 33 32
Week 9 44 40
Week 10 51 46
Discussion/Analysis: (old data)

1. What were the main findings of your results?

As the graph and chart show, the main findings of the results is that the average height and
average amount of leaves was a bit higher for seed W than seed V.
2. How do your results compare to the results submitted from Tomatosphere? (was there a
difference between seeds in normal conditions versus in space?)
The results observed from the lab are different from the results submitted from Tomatosphere as
in the lab the average height and average number of leaves was observed and recorded for
both seed W and V, while the results submitted from Tomatosphere observed and recorded
germination for both seed W and V. Even though the results from the lab are slightly different
from the results submitted from Tomatosphere due to the different style of observations, both the
results emphasize the fact that seed W seemed to prosper more than seed V. Both the results
do show that there was a difference between seeds in normal conditions versus those from
space, showing that seed W (normal conditions) germinated more often and was healthier in
comparison to seed V (space), which germinated less often and wasn’t as healthy.

3. Name two sources of errors that could have altered your results? (2 marks)
Two sources of errors that could have altered the results are the amount of sunlight the plant
got, as well as the size of the pot that the seed was planted in. The first source of error could
have led to incorrect results, as if one plant had received more sunlight, that plant would have
absorbed more energy from the sun, which fuels the processes necessary for survival in the
plant, allowing the plant to flourish more than other plants. This would be the same if the plant
had received less sunlight than required, while instead of allowing it to flourish, the plant may
not grow at all, affecting the overall results/average. The second source of error could have
altered the results, as the size of the pot is extremely important as container sizes alter the
rooting volume of plants (the volume of soil occupied by the root system of the plant), which can
greatly affect plant growth. In a pot that's too small, the soil will frequently become dry, requiring
more water which may drown the plant, not allowing it to receive enough oxygen, as well as the
fact that the plant may become root-bound (where the roots become tangled) which will exhibit
stunt-growth, impacting the overall results/average.

4. Were there any challenges during the experiment?

There were no drastic challenges that had impacted the results, only a few minor ones, such as
being able to keep the plant stable using only wooden sticks, straws, and string, which may
have been damaging the roots in the soil, as well as determining how much water was to be
given to the plants, as to not drown the plant but also deprive the plant of water.

Conclusion:
To conclude, the hypothesis was correct, due to the results that were observed and collected, as
well as the data submitted from Tomatosphere. The next step would be to determine whether a
fruit from the plants can be grown, using new variables, such as using a red UV light.

Part B:

Problem:
The difference between seed V (space) and seed W (earth) when growing a tomato using a red
UV light.

Hypothesis:
If seed W and seed V are planted and placed under a UV light, then both seeds will not grow a
fruit because of the unfavorable environment/weather conditions that the tomato plants are
growing in currently, as tomato plants have an optimum fruit set at a temperature of around 20+
degrees Celsius and require time to produce fruit.

Variables:
Independent: UV light
Dependent: Growing a fruit
Control: The amount of hours the UV light is on, what time the light was turned on and off

Discussion:
1. Were you able to produce a fruit? Why or why not?
No, the plants were not able to produce a fruit, even with the advantage of the red UV light, as it
is not currently the best time of the year or the best weather to produce a fruit. Even with the
extra light, and if it were the best time of year, the plant would require time to produce a fruit,
especially with the UV light, as the plant has to produce flowers (which usually happens at 5-7
weeks), and will then take 2–3 weeks to produce tomatoes.

2. Why did you choose that specific factor to help your tomato plant fruit? How was it supposed
to help it fruit?
The red UV light was chosen because it is known that UV lights help plants, is used in
greenhouses, and has been tested, which will be great for helping the tomato plant fruit. Red
was chosen as the color for the UV light, as it is the 2nd most efficient light for plants, and was
also what was available at the store (blue is the first most efficient, but it wasn’t there). The UV
light was supposed to help the plant fruit by allowing the plant to absorb more energy, allowing
the plant to fuel all the necessary processes for survival of the plant and potentially fruit a
tomato, and produce more oils, which will help enhance the fruit flavor and smell, as well as
protecting the plant from excessive ultraviolet light exposure

3. What challenges did you experience

There were a few challenges that appeared with the idea of using a UV light, as it would be hard
to control the UV light away from the UV light. Though, the solution to the problem was to use a
smart timer, where the person functioning the timer could decide when the light was on and off.
Another challenge was how to set up the UV light, but it was figured out by using the idea of a
lamp light.

Conclusion:
To conclude, the hypothesis was correct due to the observation of no growing fruit. The next
step would be to change the temperature/environment of the plant to grow a fruit, using a new
variable, such as a heater.